Learning to Learn - Teacher Manual

develop self-management and personal organisation skills including goal setting, study skills, coping skills and reflection skills.”

- NCCA guidelines on Well-Being for the Junior Cycle

The Learning to Learn workbook provides a structured course for Junior Cycle students, equipping them with the essential skills to be successful in their academic life. The programme assists students in understanding themselves

Learning to Learn

Schools should provide a space for “learning opportunities designed to

TEACHER MANUAL

better, being more organised and confident as learners along with having a proven study system and assessment approach which will reduce their stress level and add to their sense of well-being.

There is a key focus for each section accompanying students through the Junior Cycle:  Section 1 – Transition and Study, supports students to quickly adapt to the new expectations placed upon them in their learning.  Section 2 – Goal Setting and Study, provides students with the motivation and skills to become effective at learning and studying.  Section 3 – Study, Assessment Preparation and Developing Resilience, which supports students working towards success in their learning.  Section 4 – Resources for teachers to photocopy along with some ideas for videos to use in class.

Each chapter has key learning points with practical exercises taken from a variety of Junior Cycle subjects, along with a reflective opportunity at the end of the lesson where the students reflect on and record where they intend to implement what they learned into their regular study.

”It is full of ideas, methods and techniques that will help busy teachers planning their course work if they wish to launch a short course in ‘How We Learn’. It’s a practical book and in my view an essential workbook for all students and an ideal book for teaching learning for their teacher, tutor and year head.“ - Patricia Atkins, Former Principal

TEACHER MANUAL

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Written by Feidhlim Ó Seasnáin & Louise Platt

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Š 2017 The Super Generation

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Teacher Manual 2

Section 1

Transitioning and Learning 20

Section 2

Learning and Study 83

Section 3

Learning and Assessment 155

Resources Resources 198

Teacher Manual

Introduction The Learning to Learn programme is aimed at embedding a culture of learning and study at Junior Cycle. One of the key objectives of the Junior Cycle is to place the student at the centre of the teaching and learning. Students today are facing the challenge of ongoing changes in the nature of knowledge and the need for the requisite skills to process this increasing amount of information. This programme will assist students in knowing themselves better as learners, being more organised and confident along with having a proven study system and learning approach which will reduce their stress levels and add to their sense of well-being.

The Learning to Learn programme, with

This programme is based not only on

training for teachers and accompanying

international best practices in education

teacher manual, is designed as a practical

and learning but also on the years of

resource for teachers. It is aimed at

experience that The Super Generation

supporting them in sharing with students

has in working with thousands of students

the skills that will enable the student to

in hundreds of schools annually. Whilst our

become a more effective learner.

traditional in-school seminars are hugely

Taking into consideration the changes that

impactful, the rolling out of the Learning

are occurring at Junior Cycle, the teacher

to Learn programme and integrating it

manual provides teachers with relevant

into student practice on a weekly basis

methodologies that will allow them to

will ensure that the skills learned become

provide a range of learning experiences in

embedded into standard student practice.

line with the identified guiding principles and key skills of the Junior Cycle.

All the lessons are characterised by being learner centred and experiential, with relevant practical exercises from across the range of Junior Cycle subjects, and provide opportunities for individual, paired and group work.

Opportunity is provided at the end of each lesson for students to reflect on their learning and its application in their studies.

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Programme Structure The programme and accompanying student workbook are divided into four key sections, reflecting students’ progress through the Junior Cycle. The first three sections are broken up into constituent lessons and the final section is a practical study journal for students to plan and record their study.

1. Transitioning and Learning Focuses on assisting the student in settling into their learning and study as quickly and efficiently as possible. They explore the key skills and behaviours for learning along with learning new strategies for managing their learning in the various subjects.

2. Learning and Study The focus here is on sharing with students the mindset and skills for achieving their goals for the Junior Cycle. The students are also introduced to our effective study and revision systems of POKER and the 5 x 5 Review.

3. Learning and Assessment This section keeps students motivated in working towards success in their learning.

Along with reviewing their study system, the students learn about effective preassessment and assessment techniques.

Learning is aimed at improving their performance and reducing their stress.

4. Study Journal This is a results-focused time management tool designed to help students increase their productivity, effectiveness and application to their study.

4

Learning to Learn, Well-Being, Key Skills and the Junior Cycle Learning to learn and well-being are two of the underpinning principles of the Junior Cycle. Along with being a principle, well-being is also a key skill and an area of learning within the Junior Cycle.

It is envisaged that schools would use this

Well-being is also incorporated through

Learning to Learn programme as part

the development of the key skills for the

of their well-being allotted hours, either as

Junior Cycle within this programme.

a short course complementing SPHE and other subjects, or used as a resource for Guidance hours.

This programme speaks to the well-being of the student by putting them at the centre of their own learning, where they feel confident, connected and actually engaged in their learning.

BEING LITERATE COMMUNICATING

WORKING WITH OTHERS

MANAGING MYSELF

KEY SKILLS

BEING CREATIVE

STAYING WELL

MANAGING INFORMATION & THINKING BEING NUMERATE

5

Statements of Learning Along with developing the identified key skills, Learning to Learn as a short course reflects four of the 24 Statements of Learning for the Junior Cycle.

Learning to Learn incorporates the following learning statements:

Learning Statement

Examples of Learning

1.

Communicates

Students are engaged in a variety

effectively using a

of learning activities where they

variety of means in a

are required to work individually,

range of contexts in L1

in pairs and as part of a group.

Opportunities are provided for students to present on their work to their peers and teachers.

3.

Creates, appreciates

As part of the course students

and critically interprets

will explore a variety of texts from

a wide range of texts

subjects on their courses and apply the knowledge and skills from this course to those texts.

5.

Has an awareness of

Through the variety of reflection

personal values and

exercises students are

an understanding of

encouraged to reflect on their

the process of moral

own learning and have a better

decision making

understanding of themselves as learners, along with making better personal decisions about their own learning.

11. Takes action to

By having a greater awareness

safeguard and promote

of themselves and growing in

her/his well-being and

confidence as learners students

that of others

are developing resilience to aid their own well-being and better cope with stress associated with formal assessments.

6

Reflection 'Managing self' is one of the key skills for Junior Cycle and is focused on helping the student to better understand themselves as learners and individuals along with aiding them in planning and making good decisions in relation to their own learning. Reflection creates these opportunities for students along with promoting a growth mindset, where they can identify their own strengths and abilities to develop them further.

As formative assessment is an integral part of the Junior Cycle, with ongoing opportunities for feedback for the student, it is important that students are provided with the language, knowledge and skills to make the most of any feedback given. Opportunities for reflection allow this and give the student more control over managing and making use of any feedback and developing a more positive attitude to their own learning.

Within the Learning to Learn programme, space and activities are provided for the students to reflect on their learning and act accordingly in their planning, goal setting and actions.

 Each lesson concludes with a Pause and Reflect section, where teachers are encouraged to give time at the end of the lesson for the student to complete. The teacher may also wish to ask students to complete this at home as part of their homework along with feeding back to the teacher and class at the beginning of the next lesson.  At the end of each section there is an inbuilt review template for students to reflect on and evaluate what they have covered in that particular section along with an opportunity to reflect on how they can further embed what they have learned into their wider studies.

At the beginning of Section 2 there is a chapter on ‘Reflection’ which focuses the students more on taking advantage of any feedback given, especially in terms of their formative assessment assignments.

This lesson also contains an exercise focusing students on their readiness to learn.

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Format of Lessons Each lesson follows an identified structure of:

Learning Intention / Aim Which outlines the particular learning objective for the lesson or what knowledge or skills are being explored or developed. In line with the Junior Cycle, teachers should spend some time sharing with their students at the beginning of the class what the associated success criteria might be for this learning intention. Depending on the ability level of the group, these success criteria might need to be adapted from class to class.

Learning Point This is a brief explanation or introduction to what the student is going to learn through the following exercises. Some lessons may have one or more learning points, depending on the topic.

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Exercises Each learning point is followed by a practical, relevant exercise to be undertaken by the students. These exercises may be completed individually, in pairs, in groups or as a class. A variety of methodologies are included in this manual. Suggestions are given as to what might work best with each exercise, however, as each class and group varies, teachers might wish to familiarise themselves with the variety of methodologies given and choose an alternative one to work with their class group. As far as was practical, the exercises have been based on the variety of subjects which students may be studying for the Junior Cycle, so that the learning here becomes applicable across the whole Junior Cycle.

Pause and Reflect As the student is now at the centre of their own learning, it is important that they begin to reflect on what they learned from each lesson, how they learned it and how this new learning can be used again in the future. The Pause and Reflect section at the end of each lesson encourages a growing awareness by the student of themselves as learners, giving them more ownership of their learning.

Mental Note Some lessons conclude with a short inspirational quote which can simply be a piece for them to reflect on or even a point of discussion for the class.

9

Methodologies for Teaching Within education and the Junior Cycle there is a move towards promoting more active and collaborative learning opportunities for students that create a balance between the development of subject knowledge, thinking abilities and the development of key life skills.

The methodologies included here are ideas which teachers may wish to introduce or include in their own teaching, not just in the Learning to Learn programme but also in their other subject areas. Each lesson has suggested methodologies, however teachers should feel free to adapt or change these to reflect the needs of the learners in their own classroom.

Communication is one of the identified key skills of the Junior Cycle. Through working collaboratively with their peers in pairs or in group work, students are provided with opportunities for building their confidence to express themselves in front of others along with building their vocabulary in the various topics and subjects covered.

In the resource section at the end of the manual, there are some templates which can be photocopied by the teacher as aids for some of the methodologies. In the lesson outlines just the title of the methodology is given rather than repeating it each time it is suggested for use.

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Creating Discussion Pose, pause, pounce, bounce This is a useful strategy to engage students to discuss certain topics or ideas.

What happens: Pose

The teacher poses a difficult question to the class, not just an individual.

Pause The teacher then waits, giving students thinking time.

10 seconds is enough. Be brave and wait longer if you can!

Pounce The teacher then insists on no hands up and pounces on a student for a response.

Bounce The teacher or student then bounces the ideas to another student in the class. There is no need for teacher evaluation.

The Bounce student should respond to what the previous student has said.

10

Agreements An interesting way of extending an idea and developing further with the whole class.

The idea is to keep each question going longer by engaging more students in the discussion. When the first student answers a question, ask another student if he or she agrees or disagrees with that answer, asking them why they would agree or not. Then ask another student, and keep going until at least five students have participated in each question.

Talking Stick / Ball This is a good activity to encourage quieter students to speak up and also promote a culture in the classroom where students listen to each other.

The teacher or even the class can decide to choose an object, sometimes it can be a stick or small bean bag ball. Whoever has the object in their hand is the only person who can speak at this point, all others must listen and are not allowed to interrupt or disagree. The object can then move from one student to another.

Agree / Disagree This is a good activity to get students actively moving and to begin to critically think and reflect on their exercises.

The teacher places two signs at either end of the room, one is Agree and the other is Disagree. The teacher reads out a statement or question and the students must place themselves in the room in relation to whether they agree or disagree. When everybody is in place the teacher then goes around the group to ask them to give reasons why they positioned themselves where they are standing.

Temperature scale This is somewhat similar to Agree / Disagree in that students are encouraged to physically place themselves in the room in accordance with their decision.

A series of numbers from 1 to 10 are placed in a line either on the floor of the classroom or preferably on the wall of the classroom, where they can be left up for repeated use. The teacher poses a question or statement and the students rate themselves on the scale by standing beside the appropriate number. When everybody has placed themselves the teacher may then ask some students why they placed themselves where they have. As an extension the teacher may encourage the students to think and share with others what would need to happen or they would need to do to either move up or down the scale.

11

Pair and Group Work Before beginning to introduce group work into a classroom you might want to read these top tips for effective group work to remind yourself of what aids good group work. Remember that one of the skills to be developed in Junior Cycle is group work, for as Ken Richardson states, “Students may work in groups in classrooms but they very seldom work as groups.”

Top tips  Assign students to various groups yourself, ensuring a mix of ability,

that students need each other in

gender etc. Try and avoid friends

order to complete the task. This can

working together as they may become

be achieved in a number of ways:

distracted.  The time allotted should reflect the

 Set a shared task or goal (e.g. all must agree a solution to a

size of the group but try not to go

problem and make sure all group

over 4 or 5 to ensure everybody is

members can explain how it was

participating and feeling included.

arrived at).

 Have agreed roles for group work

 Force students to share

which rotate each time the group

resources within the group (e.g.

forms. If using the role of Reporter,

one copybook or worksheet

remind all the students that you may

between each pair/small group).

still ask questions of others in the group, this will ensure all students remain alert to what is going on.  Make sure all students are clear about what outcomes are expected from the common task and what behaviours are expected from group work.  Empower the students to participate fully by sharing with them the required group work skills such as listening, leadership, conflict resolution, how to give feedback, how to encourage each other, etc.

12

 Structure group work in such a way

 Request one end product and give a shared reward or shared grade to the group.  Your role is to set the task, observe and monitor students working, to keep students focused on the task, and give positive feedback.  Finally, allow time for group debriefing or reflection on what was learned, how the group performed and, finally, on their participation.

Learning Partner We know that real learning has occurred when students are able to explain or teach what they have learned to others.

Here the students are paired off with a peer for a period of time, normally a month. The students are made aware that the purpose of their working together is to aid one another to improve their learning by giving each other the opportunity to share and teach and by providing feedback. When students receive feedback they can then go off and implement the recommendations from their Learning Partner into their work.



Think, Pair and Share

Having posed a question the teacher allows a brief amount of time for the student to reflect on their answer. Then the student turns to their partner and they share their answers with each other. Having listened to each other they then try to create a new, better answer / solution, developing on their own answer. These can then be shared back to the group or go on to be part of a learning square.

Learning Square Having completed a think, pair and share, students can then move and join another pair to form a square and repeat the process of trying to develop a better idea/answer from their two previous ones. These then also can be shared back to the class.

Teach – Okay!

This is a pair/peer teaching strategy that begins with the teacher spending a few minutes introducing a concept to the class. Next, the teacher says

Teach!, the class responds with Okay!, and pairs of students take turns re-teaching the concept to each other. It’s a bit like think-pair-share, but it’s faster paced, it focuses more on re-teaching than general sharing, and students are encouraged to use gestures to animate their discussion.

13

Stump your Partner Students take a minute to create a challenging question based on the class content up to that point. Students pose the question to their partner.

To take this activity a step further, ask students to write down their questions and hand them in. These questions can be used to review or gauge student understanding.

Maths Pairs Working in pairs, students work on a maths problem or set maths questions. Person A reads the problem and explains step-by-step the steps and strategies required to solve it. Person B watches as A solves the problem and checks the accuracy of the solution and provides help if it is needed. Then the roles reverse.

When two problems are completed, the pair check their answers with another pair. If they do not agree, they must solve the problem until there is consensus.

Gallery Walks Students either in pairs or in small groups create a collective piece of work, which can be an answer to a task or simply creating a visual aid for what they have learned. These are then hung on the wall or placed on the tables and the students travel around the classroom looking at the answers or visual aids that the other students created. Students are encouraged to give positive feedback to others on the piece of work they have created.

Transformation Students in a group are given text in one format and are asked to present it in another. For example, a health leaflet could be turned into a newspaper report, or a set of instructions could be turned into a statement about how the device works and when it would be useful.

14

Jigsaw Learning Jigsaw groups are a very effective way of organising group work. Students are arranged into groups and each group is given a different subtopic related to the one topic. They must become ‘expert’ on their subtopic and agree how they are going to teach / share it to their classmates.

When they are ready, the groups are mixed up so that there is now one expert on each subtopic in each group. They now take turns ‘teaching/ sharing’ their subtopic to each person in the group.

Step 1:

Step 2:

Placemats This methodology involves both writing and dialogue to ensure involvement of all students. In groups, students initially work on their own before working collaboratively, working together as a group around a single sheet of paper to simultaneously come up with a range of answer options.

Templates for photocopying are included in the resource section, which may be photocopied and blown up to A3 for use. What to do?  Decide on your task or

 Initially students work on their

question to be answered.

own, filling in their answer/ideas in

 Assign students into groups

their own section of the paper.

of 3 or 4 .  A placemat is given to each group to be placed in the centre of the table.  The question can be put up on the board or if there are separate questions for each group these can be handed out with the placemats.

 The students then share their answers with the other students in the group and these are all written in the centre section of the placemat.  Finally, each group shares what they have written down with the other groups.  You may wish to use the Gallery Walk as a means of sharing the work with other groups.

15

Examples of Placemats

GR

O

U P

OF

3

Student 1

Student 3

Student 2

GR

O U

P

OF

4

Student 1

Student 4

Student 2

Student 3

WOEDIL – What on Earth did I Learn?

This is a group reflective process that allows students to verbalise what they have learned along with being a cooperative process providing opportunities for students to learn from others. Teachers may use this process as a verbal assessment of individual or whole class learning.

This activity is best used at the end of a learning activity. Students take turns to share what they learned by beginning with “What I learned today is……….” If a student does not wish to contribute, they can pass.

Student responses can be recorded on a retrieval chart by the teacher and displayed for future reference or to create a concept map. Maybe students can be encouraged after time to record and present all the responses from the students themselves.

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Inclusion of ICT We are living in an ICT-infused world and it is important that students see and learn to use this technology not simply for entertainment purposes but also see and experience the educational value and benefits of ICT. Whilst this programme may be based around group work and the student workbook, opportunities do exist to incorporate ICT into the various lessons. Here are some ideas which as a teacher you may wish to use with your various classes:  Short video clips – Video clips are a good way of introducing a topic or reinforcing something you may have already explained. In the resource section at the end there are some sample video clips for various lessons identified.

 Microsoft Outlook – As time management and planning are skills which the students develop as part of this programme they could be encouraged to create their own timetables and study planners using Microsoft Outlook.

 Blogging – Is now becoming a popular form of reflection and sharing. Students could be encouraged to blog about what they have learned and how they have begun to incorporate this into their studies.

 File Sharing (e.g. Dropbox) Students may be asked to create their notes in the various subjects, which can then be saved in drop boxes and reviewed by teachers at a later stage, or even upload samples of their work throughout the year.

 PowerPoint / Prezi – Presentations are an interesting way for students to present and share their learning with others.

ABOUT

500

Students can be encouraged to use hyperlinks to show the

Lorem ipsum dolor sit amet, consectetuer adipiscing elit.

28%

RESEARCH

websites they visited in their preparation. Students can also

LOREM IPSUM DOLOR LOREM IPSUM DOLOR LOREM IPSUM DOLOR

learn to integrate other ICT tools such as graphics, video and

100%

100%

50%

25%

75%

100%

50%

25%

75%

A

B

C

D

music into their work.

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Assessment “Assessment at Junior Cycle places the student at the centre of the learning process and allows for new ways of learning and a broader range of skills to be assessed.” www.juniorcycle.ie Within the Junior Cycle there are a range of opportunities for assessment. The purpose of assessment is to support the student in their learning by providing appropriate feedback to the student, enabling them to understand how they may wish to improve.

Assessment at the Junior Cycle is both:  Formative (ongoing) assessment – where students and teachers reflect on the student’s learning and plan the next steps. As part of this process students are encouraged to complete the end of section reflections, which provide opportunities for discussion with the teacher on how the student feels they are progressing with their own learning to date.  Summative (classroom based) assessment – where the teacher assesses the students in a specific assessment associated with the content of the course. Students are expected to prepare for summative assessments. The teacher’s judgement, which is in line with set out criteria, is used as part of the school reporting to parents and students and is recorded.

Each school should develop Features of Quality as part of their work to support teachers’ judgements.

Schools and teachers have the flexibility to adapt this short course to suit their particular needs and context and design a Classroom Based Assessment which is reflective of the learning which the students undertook.

In line with the Junior Cycle Profile of Achievement (JCPA), the assessment of short courses will:  Be carried out in the school by the teacher  Be based on work undertaken by students in second and/ or third year.

Also in line with guidelines set down by the NCCA and Department of Education and Skills, there should be one Classroom Based Assessment, which can be undertaken in second or third year. A recommended form of assessment for this course may be Project and reflection.

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Project The project can be based upon any topic related to this course and should reflect at least two key elements / strands of the programme. Students should be encouraged to choose a suitable format for presenting their project e.g. written, digital, visual or audio formats. Students can complete the projects individually or in small groups (no more than three per group).

However, the students must clearly identify their own role or contribution to the work submitted for assessment. Teachers may decide on the whole class group undertaking the same project or allowing individuals or groups to choose a theme or topic for their projects.

Reflection Having completed the project, each student is expected to complete their own individual reflection containing the following:  A description and explanation of how they individually and/ or collectively completed the project.  A commentary about their own learning from the project, what they learned along with how they will use this learning into the future.

Level of Achievement The Features of Quality are the criteria used to assess the student work and assist the teacher in making their judgement. In assessing the students' work the teacher assesses the work as fitting one of the following criteria descriptors:  Exceptional – reflects a very high standard. Whilst not necessarily perfect, the strength of the work far outstrips its flaws, which are minor. Suggestions for improvements are easily addressable by the student.  Above expectations – the students’ work shows a clear understanding of how to complete each area of the task. Feedback from the teacher might point to the necessity to address some aspect of the work in need of further attention or polishing, but on the whole work is of a very high standard.  In line with expectation – the student’s work shows a good understanding of the task in hand and is free from significant error. Feedback might point to areas needing further attention or correction, but the work is generally competent and accurate.  Yet to meet expectation – describes a piece of work that falls somewhat short.

A good attempt may have been made, however the outlined task has not been grasped clearly or is marred by significant lapses. Feedback will draw attention to fundamental errors that need to be addressed.

Further information on types of assessment for Junior Cycle short courses which schools and teachers may wish to use with this programme may be found at http://www. juniorcycle.ie/Assessment 19

Section 1

Transitioning and Learning

Introduction The focus for this section is to assist

II. Managing Information: Reading

students in settling into their new school and

Now that the students have begun

to provide them with practical techniques that will help them learn better. This section is broken up into three key areas:

1. Transitioning and settling in Chapters 1 and 2 will help the students settle more quickly into their new school and routine by exploring

to understand how information is organised they can begin to engage more with the various pieces of text they come across in their text books and other places. They will learn here how to read with purpose, being able to identify the information they need from a piece of text.

their new subjects with them and

III. Managing Information: Thinking

how to become more organised in

In this chapter students begin to think

their learning at school and at home.

about and understand more how

2. What learning is all about

information is arranged, how each subject can be broken down into topics

The next two chapters will help

and even further into keywords that

students understand better how they

they need to remember.

actually learn. They will explore how their brain works along with the skills and behaviours they can develop,

IV. Managing Information: Note taking and answering Here students will look at how to break

which assists them in becoming

down the information they have read

better learners.

by creating their own notes and graphic

3. Managing information In secondary school students

organisers. They will also look at some simple tools called writing frames that will help them be more efficient in

are presented with lots of new

answering questions on various types

information in their various subjects.

of text.

The key to being successful in their learning is to practise simple techniques that will help them manage all this information. This last section is divided into four chapters, which are:

Finally, there is an end of section reflection for students to reflect on what it is they have personally learned from this section, not just in the workbook but also in their engagement with other students when they were

I. Managing Information: Listening

undertaking some of the various

Students take in a lot of information by

exercises. This reflection can help

listening to the teacher and others in

improve their learning and study going

their class. Listening is a skill which they forward. can develop and practise. This chapter will help them do just that so that they

Students are given the opportunity to

are paying attention to what they need

practise all these new skills with some

to learn.

of the subjects they are studying for the Junior Cycle.

21

Section 1

Transitioning and Learning

Chapter 1

Settling In LESSON 1: My Timetable ............................................................................................................... 24 LESSON 2: Being Organised ....................................................................................................... 28 LESSON 3: Filling in my Homework Journal .............................................................................. 32

Chapter 2

Subjects and Homework LESSON 4: What are my Subjects? ............................................................................................. 34 LESSON 5: The Purpose of Homework ..................................................................................... 36 LESSON 6: Types of Homework .................................................................................................. 38 LESSON 7: Completing Homework Assignments ................................................................... 40

Chapter 3

My Brain and Learning LESSON 8: Growing your Brain and Learning ......................................................................... 43 LESSON 9: Improving your Learning .......................................................................................... 47 LESSON 10: Paired and Group Learning .................................................................................. 49

Chapter 4

Behaviours for Learning LESSON 11: Behaviours for Learning ........................................................................................ 54 LESSON 12: Skills and Attitudes ................................................................................................. 57 LESSON 13: Key Skills for Junior Cycle ....................................................................................... 59

Chapter 5

Managing Information: Listening LESSON 14: Skills for Learning – Listening 1 ........................................................................... 62 LESSON 15: Skills for Learning – Listening 2 ........................................................................... 64

Chapter 6

Managing Information: Reading LESSON 16: Active Reading 1 – Reading with Purpose ........................................................... 66 LESSON 17: Active Reading 2 ....................................................................................................... 69

Chapter 7

Managing Information: Thinking LESSON 18: Command Words .................................................................................................... 71 LESSON 19: Curiosity ...................................................................................................................... 74

Chapter 8

Managing Information: Note taking and writing LESSON 20: Graphic Organisers ................................................................................................. 76 LESSON 21: Writing Frames ......................................................................................................... 79

End of Section Reflection

81

Chapter 1

Settling In Lesson 1

MY TIMETABLE Aim Aim

To assist students with creating and effectively using their class timetable

Learning Point 1

Sci

Abbreviations

The school day can appear quite busy and confusing initially for the student, trying to figure out where they are supposed to be and when. With a plethora of new subjects,

Art

in different classrooms with different teachers, confusion and anxiety can ensue.

Most schools hand out timetables to students with abbreviations of the subject and teachers’ initials simply to fit everything in. Students may need assistance in trying to decipher these new codes and make sense of their timetable.

This lesson provides the opportunity to decipher some of the codes used in the school in relation to subjects, teachers and classrooms and to reduce some of the associated stress.

EXE

ISE RC

1

This activity familiarises pupils with possible abbreviations that may appear on post-primary timetables.

The exercise may be completed in pairs. As this is the first paired work for the class here is an

Subject

Room

Teacher

Teacher Initials Initials

english

opportunity to introduce the Learning

Maths

Partner. Each student can fill in the

History

template in their own workbook.

Geography

French

Subject

Business Studies

Technical Graphics Social Personal and Health education

The teacher can then go through the

Abbreviations

Gaeilge (Irish)

Religion

Gaeilge (Irish)

Civic, Social and Political education

results with the class group when all the

Science

students have filled in the exercise.

Spanish

Metalwork

english

Home economics Technology Physical education

Maths French

7

History 24

Business Studies

Abbreviations

R

2

Deciphering your Timetable The purpose of this exercise is to allow students the opportunity to develop their deciphering and timetable reading skills. They are asked to decode the information given in the timetable.

This exercise may be completed as a short quiz to increase the

ISE rC

ExE

EXE

ISE RC

2

Understanding your Timetable This is a sample timetable with the subjects, locations and times of each class. Study this timetable and see if you can answer the questions that follow.

sense of fun for the students, with them

School timetable

working in either pairs or threes.

This is a sample timetable with the subjects, locations and times of each class. Working with their Learning

Partner or individually, ask the students to study the timetable and see if they can

Time

mon

9.00-9.40 9.40-10.20 10.20-10.55 10.55-11.10 11.10-11.50 11.50-12.25 12.25-13.05 13.05-13.45 13.45-14.25 14.25-15.05 15.05-15.45

Eng Sci His

tue R1 Gae Lab3 RE R6 Mat

Gae R14 En Mus Music R Fren SPHE R20 PE Mat Fren Geo

wed R14 Hi R11 Sci R3 Mat

Break

R1 Bus R7 Eng Gym CSPE

Lunch

R3 Bus R5 Fren R7 Art Art R. Gae R10 His R3 RE

thu

fri

R3 Metal MR PE Gym Lab3 Metal MR Art Art R. R3 Geo R10 Mat R3 R5 Gae R1 Eng R2 Mat

R14 RE R1 His R3 Fren

R7 Art Art R. Eng R14 Bus R5 Geo R11 Sci Lab3 Gae

R11 R3 R7 R1 R10 R14

a. How often does this student have Religion in the week?

answer the questions that follow.

b. In what room is the Science class held?

c. How many periods of English does this student have?

d. What class has this student got at 12.25 on Friday?

e. Where is this student supposed to be on Wednesday at 14.25?

8

Questions and answers  How often does this student have religion in the week?  In what room is the science class held?

3

Laboratory 3

 How many periods of English does this student have?  What class has this student got at 12.25 on Friday?

5

French

 Where is this student supposed to be on Wednesday at 14.25?

Learning Point 2

Room 14 for Gaeilge

My Own Timetable

Now that the student has a better understanding of how a timetable works they can apply this learning to their own timetable. This exercise will check with students how familiar they are already with their own timetable. It is not expected that they would know their timetable yet so do not expect students to answer all the questions correctly, rather this is simply an exercise to draw students’ attention to their own timetable and familiarise them with their new routine.

25

EXE

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3

This exercise can be completed in pairs or small groups, with class discussion on the answers. Ask the students to cover their timetables and not look at them for the answers. Students can write their answers in their workbooks. a. School begins at what time? b. How many periods do you have each day? d. How many times a week do you have English?

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c. How long is each period?

Learning Point 2

AK

BRIEME

My own timetable

How familiar are you already with your own timetable?

3

T ENGLISH CLASS STATS AT....

Cover your timetable and do not look at it for the answers.

Try and answer as many of the following questions as possible, how many did you get right?

Learning Point 2

a. School begins at what time?

b. How many periods do you have each day?

the break time and lunchtime? f. Lunchtime begins at what time and finishes at what time? g. How many periods of SPHE do you have each week? h. What classroom do you have Geography in? i. How many periods a week do you have

c. How long is each period?

d. How many times a week do you have English?

ISE rC

e. How many periods are there between the break time and lunchtime?

ExE

e. How many periods are there between

3

Cover your timetable and do not look at it for the ans Try and answer as many of the following questions as possible, how many did you get right?

f. Lunchtime begins at what time and finishes at what time?

g. How many periods of SPHE do you have each week?

h. What classroom do you have Geography in?

i.

How many periods a week do you have for Geography?

j

School finishes at what time?

a. School begins at what time?

SPHE GEOGRAPHY CLASS

b. How many periods do you have each day?

k. What class do you have after lunch on a Wednesday?

l.

What subject do you have last period of the week?

c. How long is each period?

for Geography? j School finishes at what time? k. What class do you have after lunch on a Wednesday? l. What subject do you have last period of the week?

EXE

ISE RC

4

My own timetable

How familiar are you already with your own timetable?

9

d. How many times a week do you have English?

e. How many periods are there between the break time and lunchtime?

f. Lunchtime begins at what time and finishes at what tim

As a quick recap and summary of the lesson ask the students to fill in the following summary table of the timetable and subjects.

g. How many periods of SPHE do you have each week?

Students working individually can complete the task, then

h. What classroom do you have Geography in?

using Placemats they can answer questions i to iv. You may also wish to create

a Gallery Walk, where all the answers may be viewed afterwards. This will many periods a week do you have for Geography? i. How also provide an opportunity for students to see the diversity of interests that

their peers have. Allow opportunity for students to share with the classj their School finishes at what time? responses to the following questions to help build enthusiasm for their learning What class do you have after lunch on a Wednesday? by focusing on what they enjoy most rather than simply thinking of thek.subjects

that they dislike or struggle with. l.

26

What subject do you have last period of the week?

(i) Do you have a favourite subject yet?

Yes

No

(ii) Why? (iii) What new subject are you looking forward to finding out more about? (iv) Why?

(i) (ii)

Yes

Do you have a favourite subject yet?

Why?

No

TA

(iii) What new subject are you looking forward to finding out more about?

Yes

No

PAUSE AND REFLECT

BL

Do you have a favourite subject yet?

Why?

E3

(i) (ii)

Do you have a favourite subject yet?

Why?

1

TA

LE

(i) (ii)

(iv) Why?

B

1. What have you learned in this lesson?

Yes

No 2. How did you learn this?

(iii) What new subject are you looking forward to finding out more about?

3. How can you use what you learned in your schoolwork/study?

(iv) Why? MENTAL NOTE

(iii) What new subject are you looking forward to finding out more about?

”Develop a passion for learning. If you do you will never cease to grow.” – Anthony J. D’Angelo

11

TA

(iv) Why?

BL

Yes

E2

(i) Do you have a favourite subject yet? (ii) PAUSE Why?AND REFLECT

No

1. What have you learned in this lesson?

2. How did you learn this?

PAUSE AND REFLECT

(iii) What new subject are you looking forward to finding out more about?

1. What have you learned in this lesson?

3. How can you use what you learned in your schoolwork/study?

(iv) Why?

2. How did you learn this?

MENTAL NOTE

PAUSE AND REFLECT

3. How can you use what you learned in your schoolwork/study?

As outlined in the Introduction section, reflection is an essential element

”Develop a passion for learning. If you do you will never cease to grow.” – Anthony J. D’Angelo

PAUSE AND REFLECT

of putting the student at the centre of their own learning. This will be new to

1. What have you learned in this lesson?

MENTAL NOTE

students and in the beginning they might struggle with what they need to include, ”Develop a passion for learning. If you do you will never cease to grow.” – Anthony J. D’Angelo

but with practice they will find that they will nearly automatically know what they 2. How did you learn this?

should include here. The only danger is that they might simply repeat what they 11

have previously written so this needs to be somewhat monitored by the teacher.

3. How can you use what you learned in your schoolwork/study?

The Pause and Reflect is not simply about what they learned but also

about how they learned something and how they can implement this learning throughout their studies at Junior Cycle.

MENTAL NOTE

MENTAL NOTE

”Develop a passion for learning. If you do you will never cease to grow.” – Anthony J. D’Angelo

“Develop a passion for learning. If you do you will never cease to grow. – Anthony J. D’Angelo ”

1

27

Chapter 1

Settling In Lesson 2

BEING ORGANISED Aim Aim

To help students organise themselves both in school and at home to do their homework and study

Learning Point 1 With so many new things going on, needing to be in various locations at different times with different equipment, the students need to be organised; knowing what books to bring home, what books to leave in your locker etc. can all become a major distraction and cause of anxiety for many students. The student journal will greatly help the student organise themselves, but before the student can begin to complete their journal effectively, they should explore the various elements of the day and what organisation is needed at each point.

EXE

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1

This exercise aims to draw the student’s attention to their whole day and understand how it is broken up with various activities, some that are compulsory, some that they may choose to do.

A lot of students complain that they don’t have any time for anything,

I get up at

without realising that a large part

I go to bed at

of their day is wasted due to poor

I go to school at

time management.

Ask each student to fill in the following blanks in the diagram for both school days and the weekend.

My Day

I study from to

I exercise from to

28

I’m on my phone

I watch TV

from

from

to

to

I come home at

I have my dinner at

2

Now ask the students to fill in the 24-hour clock; colour anything that is compulsory in red and

ISE rC

ExE

EXE

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2

Now fill in the 24-hour clock, highlight anything that is compulsory in red and anything that is optional in yellow.

24-hour

Weekdays

Weekends

00.00 - 06.00 07.00 08.00

anything that is optional in yellow.

09.00 10.00 11.00 12.00

When completed, ask students did

13.00 14.00

they notice anything, are any of them

15.00 16.00

surprised by the amount of free time

17.00 18.00

they have, and what does this tell them.

19.00 20.00 21.00

They can share their answers initially with their Learning Partner before sharing with the larger group.

22.00 23.00 24.00

a. When completed did you notice anything?

b. Are you surprised by the amount of free time you have?

Yes

No

c. What does this tell you?

EXE

ISE RC

3

14

Now ask students to develop a timetable for themselves in the evening, ensuring that they have enough time for both study and recreation.

4

Being on Time Questionnaire One skill that students can learn here and will be of great value to them throughout life is time management. This is a quick checklist for students to reflect on how good they are at timekeeping.

Each student completes the questionnaire themselves, followed by a short class discussion on what results students got. One way that the conversation may be started is by using Placemats, where students working in groups of 3 or 4 write out their suggestions before sharing with the rest of the group.

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ExE

EXE

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4

Being on Time Questionnaire

i.

What do you do if you are late when you have to go into one of your classes?

j.

What excuses are given when people are late for classes?

Write down as many as you can think of.

Time management and punctuality are really important skills you need to develop. Here is a checklist to help you reflect on how good you are at being on time.

Are you the type of person that is good at being on time? Let us see!

Answer the following questions as honestly as possible. a. Are you usually on time for things, like meeting friends, going to training, catching the bus for school?

Yes

No

b. Out of 10, how would you rate yourself for being on time?

1

2

3

4

5

6

7

8

9

10

c. Can you remember a time that you had to wait for someone or something that was late?

Yes No

k. How many of these excuses have you used and how often?

How did you feel and what happened?

d. Do you find it hard to get up in the morning?

Yes

No

l.

What would help you to improve your time keeping for school or class?

e. How do you wake up in the mornings?

f. Out of 10, how would you rate yourself for being on time for school?

1

2

3

4

5

6

7

8

9

10

m. Having answered these questions do you think you are a good time keeper or time manager?

Yes No Give reasons for your answer.

g. What happens when other students are late for school? n. If you are not good at managing time, write down three things you think you can do in the future to improve. (i) h. Out of 10, how would you rate yourself for being on time for class?

1

2

3

4

5

6

7

8

9

10

(ii) (iii)

16

17

29

Learning Point 2

Equipment

If a student is coming home without the correct textbook they won’t be able to do their homework/study. If they have the wrong equipment with them in class then they cannot participate fully. If they don’t have a proper space for homework/study at home then they will become increasingly distracted from their work. Being organised is a key skill that leads to effective study behaviour and the sooner the student takes responsibility for organising themselves the better the outcomes for their time spent learning both in school and at home.

EXE

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5

My School Locker, My School Bag, My Desk at Home This exercise helps students to think about what various pieces of equipment they need each day and where they should store them, and to develop the skill of becoming more organised.

Students working with their Learning Partner or in smaller groups of 3 or 4 may work collaboratively on completing the template for each location. The teacher may then ask various groups what they placed in each location.

A key question for students at the end is to determine if some confusion was caused by the same materials/ equipment maybe being able to go in different places, e.g. certain textbooks could be in the locker during the day but need to be in the schoolbag to be brought home at night.

As a Think, Pair and Share exercise ask students to consider what they could do to help solve this.

30

EXE

ISE RC

6

Checklist Sometimes it helps students to be more organised if they have a checklist to remind them of what to bring with them, to help them remember, just like we create shopping lists when we go shopping.

Once they start doing this every day it will become habit and they will not need the checklist.

Working with their Learning Partner or in small groups of 3 or 4 ask students to complete the templates given to design their own checklist, which they can then cut out and stick somewhere they can see it, i.e. inside their locker or on their desk at home.

MORNING CHECKLIST Full uniform, tie, school jacket, shoes?

Do I have my locker key and swipe card?

Do I have all my books/zip files for class?

Do I need my PE gear, ingredients, Art pack?

Is my schoolbag packed and ready, lunch?

EVENING CHECKLIST Full uniform, tie, school jacket, shoes?

Do I have my locker key and swipe card?

Have I done all my homework for tomorrow’s class?

Do I need my PE gear, ingredients, Art pack?

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning.

31

Chapter 1

Settling In Lesson 3

FILLING IN MY HOMEWORK JOURNAL Aim Aim

To help students make effective use of their student journal as a resource for organising their school life and study

Learning Point 1 The student journal tends to be the main means of communication between school and home but also serves several other important functions such as record of homework given, important information about the school such as policies and codes Chapter 1 of behaviour, support information for the student, class timetable and daily diary.

Settling In

Each school tends to customise their own school journal to reflect their particular

Lesson 3

ethos and include valuable information for their students. Sometimes students simply

Filling in My hOMewOrk JOurnal

flick through these sections, not spending any real time reflecting on what is contained in their journal and simply focus on the daily homework diary section. It is good to give time to the students to explore their journal, understand what it contains and be able to make effective use of all the resources within.

1

My Homework Journal Contents!

To help you make effective use of your homework as a resource for organising your school life and s

Learning Point 1

The aim of this exercise is for the student to familiarise themselves with the The homework journal tends to be the main means of communication betw

your school and home but also has many other important jobs like helpin contents of the student journal. On the template given ask the students to create

you organise yourself and providing important information about the sch

a contents page for their journal but they must also include a short description It is good to take time to explore your homework journal, understand w of what each section contains and its purpose.

it contains, and be able to use it effectively.

Chapter 1

Lesson 3

ISE rC

ExE

Settling In

Jigsaw Learning

Filling in My hOMewOrk JOurnal

may be an effective tool here, where each group initially takes a section,

Aim Aim

before forming into new groups to

1

My Homework Journal Contents Look at the contents of your school journal. Do you know what ea section is about? Try and fill in the following information using the template below.  The name of each section

To help you make effective use of your homework journal as a resource for organising your school life and study

 A short description of what it contains

complete the contents page.

 A short description of how this can help you

Learning Point 1

The homework journal tends to be the main means of communication between your school and home but also has many other important jobs like helping you organise yourself and providing important information about the school.

My Homework Journal – Table of Contents

It is good to take time to explore your homework journal, understand what it contains, and be able to use it effectively.

a. Section 1:

ISE rC

ExE

EXE

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Aim Aim

1

My Homework Journal Contents Look at the contents of your school journal. Do you know what each section is about? Try and fill in the following information using the template below.  The name of each section

Contains: Useful because...

 A short description of what it contains  A short description of how this can help you My Homework Journal – Table of Contents

b. Section 2:

a. Section 1: Contains:

Contains:

Useful because... b. Section 2:

Useful because...

Contains: Useful because...

20

32

20

Learning Point 2

Good Homework Journal Usage

Sometimes students have a tendency to simply write the minimum without giving any real thought to what they are writing down, so that when they go home and take out their journal they can be confused about exactly what is needed to be done. This section of the journal is also a good place to not only record what homework the student has to do that night but also record what they have covered that day in class.

Even if they have no homework in a particular subject they still have a record to show their parents and to remind themselves of what was covered on a particular day in class.

Good Journal Entries The aim of this exercise is to help students identify the difference between examples of good journal usage and examples of a journal not being used as effectively.

Ask the students to create a good journal entry for the

ISE rC

2

ISE rC

Now over to you: a. Using what you have just learned, create a good journal entry based on your last entry.

ExE

2

ExE

EXE

ISE RC

Subject

2

Now over to you: a. Using what you have just learned, creat

Homework/learning outcomes

previous day and ask them to contrast this with what they had originally in their journal.

Subject

Teacher’s comment:

Home

Parent’s signature:

This exercise may be completed individually and the students can then share with their Learning Partner what they filled in, or alternatively completed in pairs followed by a short presentation from various pairs to the rest of the class.

Geography

b. Does your journal entry look different from what you have been filling in up until now?

Yes No Explain the difference:

PauSE aNd rEFLECT

English

1. What have you learned in this lesson?

2. How did you learn this?

Maths Irish

3. How can you use what you learned in your schoolwork/study?

MENTaL NoTE

“

French

Education is the most powerful weapon which you can use to change the world. – Nelson Mandela

”

23

Teacher’s comment:

Parent’s signature:

b. Does your journal entry look different from Yes No Explain the difference:

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning.

PauSE aNd rEFLECT

1. What have you learned in this le 33

Chapter 2

Subjects and Homework Lesson 4

WHAT ARE MY SUBJECTS? Aim Aim

To help students gain a better understanding of the variety of subjects which they have to study

Learning Point 1 One of the big adjustments for students is the number of subjects that they have to engage with. It varies from school to school and the subject-choice structure. Students in 1st year can cover anything up to 15 different subjects. Some of these will only be by way of introduction, to help students to select the subjects they wish to take for the Junior Cycle; many of these are new and unfamiliar.

With this amount of diversity it is important early in their secondary school career to help them to develop a methodical approach to learning.

Everyone will have their own preferences and will do better at some subjects over others. It is important to try to encourage a balance between all subjects. The problem is that neglecting a subject in the early stages – due to its perceived difficulty or simply disliking it – may have an impact on subject choices in future years. Taking an early dislike to Science and dropping it after 1st year or the Junior Cycle might limit the career choices available come 5th year.

This section aims to help the students better understand the subjects they are studying, explore their attitudes and maybe dispel some of the myths surrounding certain subjects.

EXE

ISE RC

1

My Subjects The goal of this exercise is to generate debate around the various subjects and the students’ current understanding of and attitude towards them.

Students can work with their Learning Partner in completing this template. The teacher can then have a short class discussion using either Agreements or Talking stick/ball to generate some discussion around various answers by the students.

34

My Subjects

What is it about?

Do I like it?

What would make it easier?

Why?

Yes / No / Not Sure

Irish English Maths Science Business Studies CSPE SPHE History Geography

My Favourite Subjects The purpose of this exercise is to help students realise that more often than not their favourite subjects tend to be the subjects that they both enjoy and do well in.

As this is a reflective piece, students can complete the

ISE rC

2

ExE

2

My favourite subjects a. Write down your five favourite subjects.

exercise individually and share with their

(i)

(iv)

(ii)

(v)

(iii)

Learning Partner, before a short class

b. Write down the five subjects you find the easiest.

discussion may be held.

(i)

(iv)

(ii)

(v)

(iii)

ISE rC

c. What does this tell you?

2

ExE

EXE

ISE RC

My favourite subjects a. Write down your five favourite subjects.

PauSE aNd rEFLECT

1. What have you learned in this lesson?

2. How did you learn this?

(iv)

(i)

3. How can you use what you learned in your schoolwork/study?

(v)

(ii)

26

(iii)

b. Write down the five subjects you find the easie (i)

(iv)

(ii)

(v)

(iii) PAUSE AND REFLECT

What does this tell you?

Finish by asking students to reflect individually on theirc. learning

35

Chapter 2

Subjects and Homework Lesson 5

THE PURPOSE OF HOMEWORK Aim Aim

To help students understand the purpose of homework and how it differs from study

Learning Point 1 Students’ volume of homework generally increases as they transition into secondary school. They will need to adapt to longer days, more homework in the evenings and

Chapter 2

dealing with the variety of personalities and expectations of their many teachers.

Subjects This can be stressful for young people as they try to understand the importance and

and Homework

Lesson 5

purpose of homework. Managing homework is vital for students, as is communicating

The PurPOse OF hOMewOrk

with their teachers on the issue of homework.

1

Homework Q&A – Individual or Group Exercise

To help you understand the purpose

Aim

Aimwithof homework and how it differs from study The goal of this exercise is to generate healthy debate around homework

a view to understanding its purpose. Taking time to consider these questions at an early stage can help reinforce the purpose of homework for students.

Learning Point 1 Your volume Students should begin to realise that homework is not pointless, that it is of homework generally increases in secondary school. You will need to adapt to a longer day and more homework in the evenings.

designed to reinforce learning, to help them retain information and prepare We to will learn why we get homework and why it is important. for their next class.

Chapter 2

Lesson 5

The PurPOse OF hOMewOrk

Pair and Share and then moving into Learning Squares.

Aim Aim

The teacher can then use Pose,

class discussion.

Homework Q&A – Individual or Group Exercise a. What is homework?

b. Is homework important? Why?

To help you understand the purpose of homework and how it differs from study

Learning Point 1

c. Who should monitor homework?

Your volume of homework generally increases in secondary school. You will need to adapt to a longer day and more homework in the evenings.

We will learn why we get homework and why it is important.

Pause, Pounce and Bounce to of the answers during the whole

1

Subjects and Homework

be completed initially using Think,

stimulate discussion around some

ISE rC

ExE

This exercise can

ISE rC

ExE

EXE

ISE RC

1

d. How can we improve our learning from homework?

Homework Q&A – Individual or Group Exercise a. What is homework?

b. Is homework important? Why?

e. Where and when do I record my homework?

c. Who should monitor homework?

d. How can we improve our learning from homework?

f.

What do I do if I don’t understand my homework?

e. Where and when do I record my homework?

f.

What do I do if I don’t understand my homework?

g. Making a good effort with homework involves what?

g. Making a good effort with homework involves what?

27

36

Learning Point 2 Homework should be a valuable reinforcement of classwork and as such it is different to study. Homework is an opportunity for students to review what was covered in class on their own, to check their understanding. Students, from the outset, should learn to understand the difference between homework and study as this will help them manage their time better and help them to buy into meaningful homework assignments as reinforcement of their learning. The most important thing they must realise now is that homework is PREPARATION FOR CLASS and study is PREPARATION FOR ASSESSMENTS. Study time isPoint 2 Learning

something they must learn to add to their homework time and as such itHomework is self-driven. reinforces what was covered in class. Homework is an

for you to review what was covered in class on your ow Teacher support and understanding is very important in developing this opportunity difference.

EXE

ISE RC

2

and check to see if you understand what was done. The most impo thing to realise now is that homework is PRePARATIoN FoR CLASS focused on understanding and study is PRePARATIoN FoR ASSeSS and is focused on remembering.

What is Study? Word Box Exercise

The purpose is to provoke some questioning around the differences between homework and study for individuals or groups. It will be important that students ISE

ExE

rC start to think about their time in terms of BOTH homework and study, not Whatan is Study? Word Box Exercise

2

is a list of activities you might be engaged in for your either/or scenario. Good habits are formed early and teachers can playHere a vital

homework and study. Can you identify which activity you wo

role in helping students understand the differences by recognising thenormally variousdo as homework and which one you would normal activities associated with both.

part of your study? If you can think of any other activities for homework or study you can add them in at the end.

SCHOOL

reviewing class work / taking notes / summarising / Homework reinforces what was covered in class. Homework is an highlighting / answering questions / discussing / listeni opportunity for you to review what was covered in class on your own and check to see if you understand what was done. The most important thing to realise now is that homework is PRePARATIoN FoR CLASS and is writing / researching / revising / drawing / practising an focused on understanding and study is PRePARATIoN FoR ASSeSSMeNTS

Working with

Learning Point 2

Placemats, students can individually

and is focused on remembering.

identify the activities associated with homework and then study. Finally,

ISE rC

activities that might not be on the list and

reviewing class work / taking notes / summarising / highlighting / answering questions / discussing / listening / writing / researching / revising / drawing / practising answers

ExE

students can try and think of other

What is Study? Word Box Exercise Here is a list of activities you might be engaged in for your homework and study. Can you identify which activity you would normally do as homework and which one you would normally do as part of your study? If you can think of any other activities for either homework or study you can add them in at the end.

2

share these with the class.

Homework

Homework

Study

Study

28

EXE

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3

Define Homework and Study Students briefly fill in the definitions and check their answers with their Learning Partner.

28

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning.

37

Chapter 2

Subjects and Homework

P

Lesson 6

TYPES OF HOMEWORK

Rs

Rf

R

Chapter 2

O

Subjects and Homework W

P

Lesson 6

TyPes OF hOMewOrk

To help students understand the different types of homework and to understand that homework can involve others

Aim Aim

Learning Point 1

Rs

R

W

Rf

O

help you understand the different Aimtypes ofTo Students will very often encounter new homework at second level. Allowing Aim types of homework and to understand time to think about the various types of homework they may undertake will help them that homework can involve other students both understand and organise themselves to do better at homework.

1

Learning Point 1

Types of Homework – Matching Exercise You will encounter new types of homework in secondary school. Let’s look at This exercise is designed to encourage students to think about all the various your subjects and the different types of homework you might be assigned. types of homework they may encounter.

In the middle column students write down a typical piece ExE

of homework, in the third column students should decide what type of ISE rC Types of Homework – Matching Exercise homework they have used as an example.

This is not an exhaustive list and 1 In the middle column write down an example of the homework you there is space to add more. Students may take a subject per group, a subject might get in the subject. each or attempt all subjects individually. Feedback and presentation of their In the third column write down what TYPe of homework you have ideas to each other is important. used as your example.

Chapter 2

Subjects and Homework

P

Lesson 6

TyPes OF hOMewOrk Aim Aim

R

TheRscodes are in the grid below. The first one is done for you.

Subject

Rf

Maths

Homework Example

Homework Types

Questions on Fractions

P – W – PS

Add more subjects if you wish. Your teacher may add more O SUBJeCTS or TYPeS also. english

W

Irish

French/ German

To help you understand the different types of homework and to understand that homework can involve other students

Science Business

Learning Point 1 You will encounter new types of homework in secondary school. Let’s look at your subjects and the different types of homework you might be assigned.

Types of Homework

Geography History

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ExE

EXE

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1

Sports

Types of Homework – Matching Exercise In the middle column write down an example of the homework you might get in the subject.

In the third column write down what TYPe of homework you have used as your example.

P

Music

Rf

Reflecting

Reading

W

Writing

Researching

PS

Problem Solving

Practice

Add more subjects if you wish. Your teacher may add more SUBJeCTS or TYPeS also.

Practice

R Rs

Rf

Reflecting

Reading

W

Writing

Researching

PS

Problem Solving

O Re

R

Re

observing

Remembering

Rs

30

38

O

observing

Home economics

Types of Homework

P

Woodwork Metalwork

The codes are in the grid below. The first one is done for you.

31

30

Remembering

Learning Point 2 While some homework may need to be completed nightly, some homework may be done over a weekend, over a week or over a couple of weeks. Homework can also be done in a group or individually. This may be new for some students so they will need to be prepared for this. Understanding the nature of homework is crucial for students starting in first year.

An Interview!

This exercise is designed to understand how long homework might take and who is involved, and, importantly, to realise that everybody will have different preferences when it comes to homework. Some individuals prefer solitary tasks, some group tasks, some will be dedicated to detail, while others not. This exercise acts as an introduction to the area of Learning Styles, which is covered

Learning Point 2 later on. It also helps students begin to develop some self-awareness around

You might do homework every night, but you might also have hom that takes a few nights or a number of weeks to complete. You mig work alone or with others in a group. Let’s interview our friends an what homework experience we have so far.

their learning and homework.

Ask the student to interview their Learning Partner using

Learning Point 2

You might do homework every night, but you might also have homework that takes a few nights or a number of weeks to complete. You might also work alone or with others in a group. Let’s interview our friends and see what homework experience we have so far.

the questions in the workbook. A class discussion can then be held to explore

ISE rC

2

some of the answers given.

ISE rC

b. What homework do you like least?

An Interview!

Do you know how long homework might take and what is invo Are we all the same when it comes to homework? Interview th person beside you by asking them the following questions to out what their thoughts on homework are.

c. How long do you spend doing your homework?

When finished, that person will then interview you!

d. What is the longest/shortest time you have spent on homework?

a. What homework do you like best?

An Interview!

Do you know how long homework might take and what is involved?

Are we all the same when it comes to homework? Interview the person beside you by asking them the following questions to find out what their thoughts on homework are.

ExE

2

ExE

EXE

ISE RC

2

When finished, that person will then interview you! a. What homework do you like best?

Yes e. Have you ever had group homework?

If yes, what did the group homework involve?

No

b. What homework do you like least? f. Do you prefer group homework or individual homework?

g. Who might help you with group homework?

h. What TYPES of homework could be done in a group?

c. How long do you spend doing your homework?

32

d. What is the longest/shortest time you have spent on home

Yes e. Have you ever had group homework?

If yes, what did the group homework involve?

PAUSE AND REFLECT

N

f. Do you prefer group homework or individual homewo

Finish by asking students to reflect individually on their learning g. Who might help you with group homework?

MENTAL NOTE

h. What TYPES of homework could be done in a group?

“The most effective way to do it, is to do it!” – Amelia Earhart 32

39

Chapter 2

Subjects and Homework Lesson 7

COMPLETING HOMEWORK ASSIGNMENTS Aim Aim

To help students successfully complete homework assignments

Learning Point 1 A key consideration for students in completing homework assignments is the physical space they work in. It is important that they recognise distractions and other barriers to completing tasks, such as untidy dark spaces or lack of fresh air. Students simply do not think about these basics. Before we look at managing the organisation required to complete homework effectively, we will examine the spaces available to students for homework. Bear in mind that not ALL students will have the luxury of their own room, therefore it is vital to address the issues they may have in reality. The next three exercises help them evaluate a ‘sample’ environment and then look at their own situation, beginning to remedy problems as they see them.

EXE

ISE RC

1

Spot the Difference!

Look at the two pictures, note the x differences between each person’s room/ workspace.

Students can complete the exercise individually and then share their answers with their Learning Partners.

40

EXE

ISE RC

2

What’s Your Opinion?

The aim of this exercise is to get students to identify for themselves what a good b. How many differences did you notice? homework environment might look like.

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ExE

The teacher

2

can ask students to work in small

What’s Your Opinion?

Now that you have examined the pictures and spotted the differenc write down your observations. Use the headings given to help you:

groups to complete the exercise

Item

or alternatively the teacher can use

Phone

Agreements to stimulate a class

Tidiness

What are your thoughts?

earphones

discussion on the various elements. b. How many differences did you notice?

ExE

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2

What’s Your Opinion?

Now that you have examined the pictures and spotted the differences, write down your observations. Use the headings given to help you: Item

What are your thoughts?

Phone Tidiness earphones Window Curtains

Window Curtains Fresh Air Desk Schoolbag The Bedroom

Fresh Air Desk Schoolbag The Bedroom

35

EXE

ISE RC

3

My Space This exercise asks students to now reflect on their own homework space, applying what they would have learned in the previous exercises.

Each student completes the exercise themselves and can then share with their Learning Partner and/or in smaller groups.

Brief summary: We have looked at the purpose of homework and discussed what homework means. The various types of homework were introduced, with a focus on helping the student develop some sense of self-awareness around homework, looking at what they like or dislike or whether they prefer working alone or in groups. Time management is important to consider next, with students encouraged to begin managing their time after school from early on. Students have also have encouraged to problem solve and tailor their own space if required.

Finally, we will look at organising and managing a homework task.

Learning Point 2 The next step for students is to be organised and structured in their approach to their tasks. Habits should be formed early on in school. Students often do not take the time to think about the resources they might need or the time and effort required. They may underestimate or overestimate these variables, postpone tasks without considering them properly – or simply not complete tasks or rush them without any real learning or gain. It is important to engage students on homework tasks from the outset, convincing them of its importance and manageability.

41

EXE

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4

Task Timeline!

START

This exercise will help students begin to break down homework tasks into

01

several components and to begin to

02

think about the sequence of doing

03

their homework and looking at what is

04

important.

05

06

This short exercise

07

may be completed with their Learning

08

Partner or in small groups followed by

09

a short class discussion to see what the

10

various groups got for their timelines.

END 37

Learning Point 3 Here the students are given five simple tips to assist them in being more effective in doing their homework.

ORK

HOMEW

1.

2.

3.

4.

Establish a routine and commit to doing up to 2 hours’ homework and revision each night in 1st year.

Always do your homework first and then do your revision.

Do your homework in a quiet place, no distractions, no social media. Homework takes much longer to do when you are distracted.

Always attempt your homework. The correct answer is not the important thing, it is important that you attempt things and learn from your mistakes.

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning

42

5.

It can help to have the telephone number of others in your class.

If you missed something you can always contact them.

Chapter 3

My Brain and Learning Lesson 8

GROWING YOUR BRAIN AND LEARNING Aim Aim

To help students understand that your brain can change and grow

Chapter 3

Learning Point 1

My brain and Learning

Our brains remodel or remake themselves on an ongoing basis right throughout our lives in response to our experiences and what we learn. Scientists now know that

Lesson 8

grOwing yOur brain and learning

learning is biological, just like weightlifting. Just like when we lift weights we exercise

certain muscles which grow, in the same way when we learn new things and have new experiences we remake or remodel parts of our brain and if we repeat these activities

those parts of our brain become stronger. Learning is the process where we gain new Aim Aim information and skills and memory is the process where we retain that information

To help you understand that your brain can change and grow

over time. The more we practise the stronger we are making those connections in our

Learning Point 1

brains.

The Brain and its Functions The aim of this exercise is to draw students’ attention to the fact that an effort they can change and improve.

As this is a self-

Chapter 3

My brain and Learning

reflection encourage students to

Lesson 8

grOwing yOur brain and learning

complete the exercise by themselves and then they can discuss their

Aim Aim

answers either with the Learning

ISE rC

ExE

1

1

To help you understand that your brain can change and grow

Learning Point 1

Partner or in small group.

Your brain remodels or remakes itself on an ongoing basis right throughout your life in response to your experiences and what you learn.

Scientists now know that learning is biological, just like weightlifting. When you lift weights you exercise certain muscles, which grow. In the same way when you learn new things and have new experiences you remake or remodel parts of your brain and if you repeat these activities those parts of your brain become stronger. Learning is the process where we gain new information and skills and memory is the process where we retain that information over time. The more we practise, the stronger we are making those connections in our brains.

ISE rC

ExE

EXE

ISE RC

Your brain remodels or remakes itself on an ongoing basis right throughout your life in response to your experiences and what you lea Scientists now know that learning is biological, just like weightlifting. Wh you lift weights you exercise certain muscles, which grow. In the same way when you learn new things and have new experiences you remake remodel parts of your brain and if you repeat these activities those par by making of your brain become stronger. Learning is the process where we gain new information and skills and memory is the process where we retain that information over time. The more we practise, the stronger we are making those connections in our brains.

1

The Brain and its Functions What you do affects the growth of your brain. Struggling with certain skills helps your brain change and grow. If you stick at only what is easy your brain won’t grow. Try answering these questions:

The Brain and its Functions What you do affects the growth of your brain. Struggling with cer skills helps your brain change and grow. If you stick at only what easy your brain won’t grow. Try answering these questions: a. What things are you really good at doing?

b. What things do you want to be better at doing?

c. Who do you know that is good at something social or

emotional (like helping others or being kind)?

a. What things are you really good at doing?

b. What things do you want to be better at doing?

c. Who do you know that is good at something social or

emotional (like helping others or being kind)?

39

43

Learning Point 2 New information entering the brain must be assimilated by the brain; it has to link it to things it already knows to start making sense of it.

Therefore it is very common for confusion to set in with regard to this new information. Now in fact confusion is good because confusion is an indication that your brain is sorting this new information. The ideal scenario is that when the confusion happens this leads to questions. Ideally those questions help you clarify the new information so that your brain can file it away accurately. Then your confidence builds, you understand what you have learned and you begin to apply it.

There are four stages to learning:

Stage 1: Unconscious incompetence – you simply do not know what you do not know – a blissful ignorance.

Stage 2: Conscious incompetence – your mind is full of new things you need to understand and you have to place them in some type of order, where you understandably experience confusion. Again, confusion is good because it is the indication to you that your brain has begun to sort and make sense of this new information.

Sometimes at this second stage some people become frustrated. Frustration is where you have become emotionally thrown as well as mentally thrown, your thinking brain can shut off.

When you ask enough questions you eventually get to the point where you have figured out the steps and have slowly pieced them together in some kind of order.

You then move on to the next stage of learning.

Stage 3: Conscious competence – this is where you are becoming competent with the information you are processing but you still need to really concentrate to get it right – so you are consciously competent.

Stage 4: Unconscious competence – Eventually through practice you will get to the fourth stage of learning and this is the stage where all the new information has fully integrated into your brain; your ability is now natural and unconscious.

Students expect to jump from stage 1 to stage 4 and give themselves a hard time when they can’t. Confusion is a natural stage in learning. When confusion hits it is your signal to ask more questions. When confusion hits it is great news – it means that your brain has begun the sorting and filing process and with a little time and a bit more practice and a few more questions answered you will move easily through stage 2 and 3 to get to 4.

It is very important to give your students permission to progress through these stages in every new thing they learn.

44

Learning Point 2

Learning does not happen the first time you hear inf something. In fact, there are four Stages of Learning example to explain each stage – riding a bike.

Stage 1: Before you get up on the bike you simply d do not know! You’ve never ridden a bike before. Sta the saddle you quickly begin to realise what you do frustration can set in, or fear in case you’re going to fear could cause you to give up. But most of us try t feelings and continue. Stage 3: once you have been your balance, hold the handlebars, pedal, and use t begin to cycle, but with great care and concentratio to get it right. The final stage is where your confiden Stage 4: Through practice cycling becomes second you don’t even need to think about it anymore.

To ensure that students have understood the example,

d. Who do you know that is good at something physical or kinaesthetic

(like playing sport or music or doing things with their hands)?

you can use the exercise Teach – Okay!

e. Who do you know that is really good at something cognitive

(thinking about things, school)?

here.

f.

What have all these people done to be really good at these skills?

g. What can you do to become much better at the things you

really want to be good at doing?

h. Is it possible for you?

i.

So what do you now know?

Learning Point 2

Learning does not happen the first time you hear information or practise something. In fact, there are four Stages of Learning. Let’s look at an example to explain each stage – riding a bike.

40

Stage 1: Before you get up on the bike you simply do not know what you do not know! You’ve never ridden a bike before. Stage 2: Once you get on the saddle you quickly begin to realise what you do not know. This is when frustration can set in, or fear in case you’re going to fall. This frustration or fear could cause you to give up. But most of us try to work through these feelings and continue. Stage 3: Once you have been shown how to keep your balance, hold the handlebars, pedal, and use the brakes, you begin to cycle, but with great care and concentration. You want/need to get it right. The final stage is where your confidence kicks in.

Stage 4: Through practice cycling becomes second nature to you and you don’t even need to think about it anymore.

40

EXE

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2

Matching!

This exercise aims to draw students’ attention to the feelings or emotions that they might experience at the various stages of learning so that they may be able to recognise for themselves what stage of learning they might be at.

Use Placemats here for this exercise or students could work with their Learning Partner.

Happy / Oblivious

Delighted/ Proud

Frustrated / Confused

Focused / Alert

?

?

45

EXE

ISE RC

3

Learning is Fun and Frustrating!

Sometimes we expect to move from Stage 1 to Stage 4, skipping the confusion and frustration associated with the middle steps. This would be easy for us all! But learning can be tricky and we must stick with it, even when it is hard or frustrating.

Using Think, Pair and Share and then moving into

Learning Squares students can complete this exercise. A short class discussion may then be held on some of the suggestions from the students.

4

Read the story and answer the questions below.

The aim of this exercise is to provide an opportunity for students to reflect and begin to implement what they have learned in this lesson in relation to the various stages of learning and associated emotions.

Break students up into groups of 4 and give each group two questions to be answered. Then using the Jigsaw approach ask students to complete all 8 questions. ise rc

exe

EXE

ISE RC

4

Read the story and answer the questions below.

c. When Eva was shown the horse in the stable with all the equipment, what did she think?

Eva goes to horse riding lessons. She began at 9 years old, she is 14 now. Before she went to lessons Eva thought horse riding looked like great fun. She wished she could just sit on the horse’s back and gallop through the fields with the wind in her hair.

d. (i) Do you think Eva was nervous?

Eva went to her first day of riding class and sat on a horse for the first time. She was walked

Yes

No

(ii) When might she have been nervous?

over to a stable. The instructor began by showing her how to open the door, how to enter a stable, what side of the horse was safest, how to put on a saddle, how to put on the reins and much more. She told Eva the names of all the straps, leathers and equipment. There

e. Eva had second thoughts. What caused this?

were a lot of straps, the leather saddle and the stirrups for her feet had to be adjusted, so too did the reins. Eva’s head was spinning. She was confused and wondering if this was right for her after all.

f. Was Eva happy after the first lesson?

Next, she was told to follow the instructor and horse into the arena for the riding lesson.

Eva was helped onto her horse, Saffron. The stirrups had to be adjusted again. Eva felt

Yes

g. What options did Eva have after the first lesson?

very high up, far from the safety of the ground. She had earlier been given a whip, a helmet and a back protector. Saffron started to walk after the other horses in the arena

c. When Eva was shown the horse in the s equipment, what did she think?

No

and ignored Eva when she pulled gently on the reins to try to stop her. The instructor began shouting commands to the class, ‘sit up’, ‘heels down’, ‘whip in your right hand’,

h. What do you think Eva should do? Quit, try one more time,

‘bend your elbows’, ‘bend your knees’.

commit to a few lessons, practise, read up on horses, watch clips on horse riding, do nothing?

Eva’s first lesson wasn’t as thrilling as she had imagined. Saffron was stubborn and did not like to halt or stop when the reins were pulled too hard. Eva had to learn quickly to apply just enough pressure but to use her legs even more than her reins. A good rider will have great influence over their horse with their legs, not just their reins. Eva managed to trot a little in the first lesson but she ached afterwards as she struggled to find a rhythm with Saffron. The instructor called ‘up, down, up, down, up, down.’ Eva tried hard but only for a second did she manage to fall into her horse’s pace. The rest of the time she was bumped up and down on the horse’s back and she was very uncomfortable.

PauSE aNd rEFLECT 1. What have you learned in this lesson?

a. List three things Eva might have been thinking before she went for her first lesson.

d. (i) Do you think Eva was nervous?

Y

(ii) When might she have been nervous?

2. How did you learn this?

(i) (ii)

3. How can you use what you learned in your schoolwork/study?

(iii)

b. On the day of the lesson how might Eva have felt?

43

44

e. Eva had second thoughts. What caused

f. Was Eva happy after the first lesson?

g. What options did Eva have after the first

h. What do you think Eva should do? Quit,

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning

46

commit to a few lessons, practise, read u clips on horse riding, do nothing?

Chapter 3

My Brain and Learning Lesson 9

IMPROVING YOUR LEARNING Aim Aim

Chapter 3

My brain and Learning

To help students explore how they can improve their learning

Lesson 9

iMPrOving yOur learning

Learning Point 1

To help you explore how you can improve your learning

Aim

Aim We learn by using our senses, and in school students use three particular senses:

auditory (hearing), visual (seeing) and kinaesthetic (touch and doing). Many people Learning learn quickly by incorporating all three. However, students tend to have a preferred and Point 1

You have now explored both the stages of learning and how your feelings dominant style of learning. If they are strong in one style of learning they can use it to

which are also called emotions, can affect your learning. In this lesson you will explore how you take in information i.e. how you learn. You take in information around you every day through your five senses, seeing, heari touch, taste and smell. In your learning at school you tend to rely primari on three of these senses:

excel and compensate for any style of learning that is less developed.

EXE

ISE RC

1

Sensory Learning

(i)

Sight, which is called visual learning

This exercise helps students identify what their learning preferences mayHearing, be. which is called auditory learning (ii)

(iii)

As this is a

My brain and Learning Lesson 9

students that this exercise is only

Aim Aim

indicative and not prescriptive.

To help you explore how you can improve your learning

ISE rC

ExE

iMPrOving yOur learning

to complete by themselves. Remind

1

Learning Point 1

Students may wish to share their

You have now explored both the stages of learning and how your feelings, which are also called emotions, can affect your learning. In this lesson you will explore how you take in information i.e. how you learn. You take in information around you every day through your five senses, seeing, hearing, touch, taste and smell. In your learning at school you tend to rely primarily on three of these senses:

results with their Learning Partners and then using Talking Stick/Ball

(i)

the teacher may allow students to share

Sight, which is called visual learning

(ii)

Hearing, which is called auditory learning

(iii)

Touch, which is called kinaesthetic learning.

Whilst you use all your senses, students tend to have a preference for how they learn best or simply which is the best way for them to take in information.

ISE rC

ExE

their responses with the class group.

Whilst you use all your senses, students tend to have a preference for ho they learn best or simply which is the best way for them to take in informatio

Chapter 3

reflective piece, encourage students

Touch, which is called kinaesthetic learning.

1

Sensory learning Do you know which sense you have a preference for? Answer the following questions by circling the correct one for you.

Sensory learning Do you know which sense you have a preference for? Answer the following questions by circling the correct one for you. a. When I get a new phone or tablet, I: (a)

Read the instructions first

(b) Listen to an explanation from someone who has used it befo (c)

Go ahead and have a go, I can figure it out as I use it

b. When I need directions, I usually: (a) Look at a map (b) Ask for spoken directions (c)

Follow my nose and maybe use a compass

a. When I get a new phone or tablet, I: (a)

Read the instructions first

(b) Listen to an explanation from someone who has used it before (c)

Go ahead and have a go, I can figure it out as I use it

b. When I need directions, I usually: (a) Look at a map (b) Ask for spoken directions (c)

Follow my nose and maybe use a compass 45

EXE

ISE RC

2

Your Learning Style Students reflect on what they have discovered about their own preferred leaning style.

Students initially answer the two questions and then share with their Learning Partner.

47

EXE

ISE RC

3

Tips for Learning Students explore the various tips which could aid learning for each learning style.

Simply their Learning Partner read through each column of tips, discuss which set of tips is most associated with each style and write in on top of column.

EXE

ISE RC

4

Your own Tips Having explored the various tips which can aid each learning style, the students can now identify which tips they themselves would like to implement in their own learning going forward.

Each student rereads over the list of tips for the styles associated with themselves. They then decide which tips they would like to implement going forward. They can then discuss these in learning groups of four, where they can share with each other the tips they chose for themselves and how they are going to implement them.

MENTAL NOTE

“We don’t grow when things are easy, we grow when we face challenges. – Joyce Meyer ” 48

Chapter 3

My Brain and Learning Lesson 10

PAIRED AND GROUP LEARNING Aim Aim Chapter 3

To explore group work with students

My brain and Learning Lesson 10

Learning Point 1

Paired and grOuP learning

Two heads are better than one

Another way of reinforcing a student’s learning is when they share what they have learned with others. This builds their understanding of the topic along with reinforcing those connections in their brain, aiding their long-term memory. Sometimes when the concept might be new or difficult, working it out with a partner can also make the learning easier,group simply by being able to discuss it.

To explore working

Aim Aim

EXE

ISE RC

Two Heads are Better Than One

1 Point Learning 1 Two The aim of this exercise is to enable students identify the benefits of working in heads are better than one Another way of reinforcing is when you share what you havetheir pairs.your Thelearning following exercise is taken from learned with others. This builds your understanding of the topic along with reinforcing those connections in your brain, aiding your long-term Initially use memory. Sometimes when the concept might be new or difficult, working Think, Pair Share , where the it out with a partner can also make theand learning easier, simply by being able to discuss it. students first answer the questions

1

Chapter 3

My brain and Learning Lesson 10

Paired and grOuP learning

for themselves and then share their

Aim Aim

Two heads are better than one answers.

They can then discuss their The following exercise is taken from your english course. Newspaper answers togetheroratentertaining. the end, followed headlines can be either informative From the following list ofby newspaper choose which ones are a brief headlines class discussion using informative and which ones are entertaining.

Learning Point 1

Agreements to discuss the last

Complete the exercise first on your own and when completed turn to three questions. your partner to see what answers they got. After each headline circle either I for Informative or e for entertaining.

My Answer

To explore group working

Two heads are better than one

Another way of reinforcing your learning is when you share what you have learned with others. This builds your understanding of the topic along with reinforcing those connections in your brain, aiding your long-term memory. Sometimes when the concept might be new or difficult, working it out with a partner can also make the learning easier, simply by being able to discuss it.

ISE rC

ExE

ExE

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English course.

1

Two heads are better than one The following exercise is taken from your english course. Newspaper headlines can be either informative or entertaining. From the following list of newspaper headlines choose which ones are informative and which ones are entertaining.

Complete the exercise first on your own and when completed turn to your partner to see what answers they got. After each headline circle either I for Informative or e for entertaining.

My Partner’s Answer a.

My Answer

/ E

I

/ E

I

/ E

I

/ E

I

/ E

I

/ E

iv. Turkey in Soup for Tweeting Picture of New Miss Cobra

I

/ E

I

/ E

v. Animal Rights Campaigners open Gates in Zoo

I

/ E

I

/ E

ii. Dingo Carries Baby Away

a.

i. Wild Dog Snatches Tot

I

/ E

I

/ E

I

/ E

I

/ E

I

/ E

I

/ E

iv. Turkey in Soup for Tweeting Picture of New Miss Cobra

I

/ E

I

/ E

v. Animal Rights Campaigners open Gates in Zoo

I

/ E

I

/ E

ii. Dingo Carries Baby Away

My Partner’s Answer

I

i. Wild Dog Snatches Tot

iii. Adjudicator Accidentally Posts Results of Miss Cobra Pageant

51

iii. Adjudicator Accidentally Posts Results of Miss Cobra Pageant

51

49

Learning Point 2

What a Cooperative Group Might Look Like

Whilst the students have already begun to engage in paired and group learning, it is important to bring their attention to what is happening within group work so that they can get the most benefit from the process. Group learning may be a new concept for some, for others they will know that working together can be tricky.

Teamwork is a key life skill, one that they must begin to work on both in school and in other areas of life. Students may prefer working alone, which isn’t a problem. However, they will still need to engage in group activities. We will introduce students to group learning here, explaining that we all play a different role in a group. The roles can play to a student’s strengths, or perhaps can be a challenge for them if they wish. Perhaps a quieter student may take the role of leader or speaker. Cooperative groups generally have the following roles:

Cooperative Groups

Group Speaker

Materials Manager

Recorder

Collect and return

Speak for the

Write everything

materials for the

group when the

down for the group

group

group is called

Hand in any papers

on to answer a question or

Participate in group discussion

Participate in group

present to the

Listen to the ideas

discussion

class

of others

Listen to the ideas

Participate in group

of others

discussion

Time Keeper Keep track of time Remind the group to stay on task Participate in group discussion Listen to the ideas of others

Listen to the ideas of others

Group Leader Start group discussion Make sure each person’s voice is heard Remind group members of the tasks that must be completed Participate in group discussion Listen to the ideas of others

EXE

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2

Group Forming!

The aim of this exercise is to draw students’ attention to the various roles that exist within groups and identify which roles they are most comfortable in.

50

EXE

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2

Photocopy and cut out the cards with the various roles cards.

Divide class into groups of five and hand each group a set of the cards. Each group must try and allocate a role to each member. Next, ask each student to reflect on this process by completing the questions individually in the group. They can then share their answers, which are recorded, and the group speaker can feed back some of the responses to the class. Remind the recorder and group speaker not to identify any one person in their responses, feedback is to be general so that no one feels exposed in the larger group of the class.

Learning Point 3

Group Development Stages

Group work will become increasingly important as our curriculum changes and we move from individual task and learning to group learning. Students for the first time may rely on others for their grade and not just themselves. This can be a challenge, right up to university and beyond. Beginning to understand groups from early on is a key area for students today. Groups generally go through five key stages of development, Forming, Storming, Norming, Performing and Adjourning. The meaning of the terms can be seen in this graphic:

Cooperative Groups

Forming Everybody introduces

Performing

Adjourning When the task is

Norming

The group works well

finished the group

People begin to see

together and everybody

reflects on what they

Each person still

themselves as part

is on task and working

have achieved together.

sees themselves as

of the group and

in their assigned role.

Storming

themselves to each

individuals and may

realise that to achieve

other, very formal

resent the opinions of

their task they need to

and ground rules for

others. They don’t feel

accept the

behaviour are created.

part of a group yet.

opinions of others.

If students realise that some argument and disagreement is part of the process they are better equipped to deal with this. They should at an early stage work out how to deal with differences of opinion and ideas and determine how everybody can contribute.

Ultimately groups will make decisions that may require a majority vote if differences persist; accepting this vote if you are the minority can be difficult so students should have some experience of this in a safe environment. Groups can go through these phases very quickly or very slowly, depending on the task, how well they know each other already, how often they meet etc.

This is an opportunity for students, working with their

Learning Partners, to use Teach-Okay! to ensure they understand the process.

51

When the task is finished the group reflects on what they have achieved together.

Performing EXE

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3

Group Reflection This exercise will allow students to reflect on the previous lesson about

The group works well together and everybody is on task and working in their assigned role. group

roles and apply the learning about group formation.

This exercised can

ExE

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be completed using Placemats where students first answer for themselves and

3

Group Reflection Reflecting on your previous task try and answer the following qu

As you can see some argument and disagreement is part of the process and some may be better equipped to deal with this. Ultimately groups will make decisions that may require a majority vote if differences persist; accepting this vote if you are the minority can be difficult. Groups can go through this phase very quickly or very slowly, depending on the task, how well they know each other already, how often they meet etc.

a. Did any disagreement arise?

Adjourning

then share their answers with the rest of

When the task is finished the group reflects on what they have achieved together.

the group, especially for question d.

Performing The group works well together and everybody is on task and working in their assigned role.

ExE

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3

c. How was agreement reached?

Group Reflection Reflecting on your previous task try and answer the following questions. a. Did any disagreement arise?

Yes

No.

d. Could you suggest another way of reaching agreement?

b. How did you feel about it?

c. How was agreement reached?

d. Could you suggest another way of reaching agreement?

55

EXE

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4

Group Task!

As previously stated, for some, group learning may be new and it can be tricky!

Teamwork is a key life skill, one students will use in all areas of their life, school, home, work, with friends, sports etc. They will always work with groups at some stage so it is important to know how to do so effectively.

Giving the students 10 minutes, try and get them to answer the questions individually, then working in pairs with their Learning Partner and, finally, working in their Learning Squares.

a. What has hands but cannot clap?

A: A clock. b. What starts with the letter “t”, is filled with “t” and ends in “t”?

A: A teapot c. Which weighs more, a pound of feathers or a pound of bricks?

A: Neither, they both weigh one pound. d. How many months have 28 days?

A: All 12 months. e. Name four days of the week that start with the letter “t”.

A: Tuesday, Thursday, today, and tomorrow f. What goes around and around the wood but never goes into

the wood?

A: The bark on a tree g. Two mothers and two daughters went out to eat, everyone ate one 52

Yes

b. How did you feel about it?

burger, yet only three burgers were eaten in all. How is this possible?

A: They were a grandmother, mother and daughter. h. A man was outside taking a walk, when it started to rain. The man didn’t

have an umbrella and he wasn’t wearing a hat. His clothes got soaked, yet not a single hair on his head got wet. How could this happen?

A: The man was bald. i. A boy was rushed to the hospital emergency room. The ER doctor saw

the boy and said, “I cannot operate on this boy. He is my son.” But the doctor was not the boy’s father. How could that be?

A: The doctor was his mother. j. If there are 3 apples and you take away 2, how many do you have?

A: If you take 2 apples, than you have of course 2. k. I am an odd number. Take away one letter and I become even.

What number am I? A: Seven (take away the ‘s’ and it becomes ‘even’). l. What never asks questions but is often answered?

A: A doorbell. m. What belongs to you but other people use it more than you?

A: Your name.

This exercise allows for a brief reflection and discussion in learning groups about the benefits of group work.

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5

a.

How many did you get working on your own?

SCorE

b. How many did you get working with your

SCorE

ISE rC

learning partner?

ExE

5

ExE

EXE

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5

a.

c. How many did you get working in groups?

How many did you get working on your ow SCorE

d. Which was the easiest way of answering the riddles:

individually, in pairs or in groups?

Sometimes when you are learning or studying it is easier when you work with others!

b. How many did you get working with your

learning partner?

PauSE aNd rEFLECT 1. What have you learned in this lesson?

2. How did you learn this?

c. How many did you get working in groups?

3. How can you use what you learned in your schoolwork/study?

59

d. Which was the easiest way of answering th

individually, in pairs or in groups?

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning

53 or studying it Sometimes when you are learning

develop self-management and personal organisation skills including goal setting, study skills, coping skills and reflection skills.”

- NCCA guidelines on Well-Being for the Junior Cycle

The Learning to Learn workbook provides a structured course for Junior Cycle students, equipping them with the essential skills to be successful in their academic life. The programme assists students in understanding themselves

Learning to Learn

Schools should provide a space for “learning opportunities designed to

TEACHER MANUAL

better, being more organised and confident as learners along with having a proven study system and assessment approach which will reduce their stress level and add to their sense of well-being.

There is a key focus for each section accompanying students through the Junior Cycle:  Section 1 – Transition and Study, supports students to quickly adapt to the new expectations placed upon them in their learning.  Section 2 – Goal Setting and Study, provides students with the motivation and skills to become effective at learning and studying.  Section 3 – Study, Assessment Preparation and Developing Resilience, which supports students working towards success in their learning.  Section 4 – Resources for teachers to photocopy along with some ideas for videos to use in class.

Each chapter has key learning points with practical exercises taken from a variety of Junior Cycle subjects, along with a reflective opportunity at the end of the lesson where the students reflect on and record where they intend to implement what they learned into their regular study.

”It is full of ideas, methods and techniques that will help busy teachers planning their course work if they wish to launch a short course in ‘How We Learn’. It’s a practical book and in my view an essential workbook for all students and an ideal book for teaching learning for their teacher, tutor and year head.“ - Patricia Atkins, Former Principal

TEACHER MANUAL

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Written by Feidhlim Ó Seasnáin & Louise Platt