teaching scheme for year 7 study support

Year 7 Study Support Sessions Sept 2010

Timings are an indication of possible progress through each ‘lesson’, however, it is left to each individual teacher to determine how their sessions

progress. Although the time spent on each section may vary, it is important that all the tasks are attempted. The ‘lesson’ should be completed

over 3 or 4 Tutor Periods

Some of the Library Skills need access to the Library. Where appropriate, book the Library for you group.

Outline

Unit Three – Learning Styles

Lesson One: Multi-sensory Learning

Lesson Two: Be a Powerful Visual Learner

Lesson Three: Using your Inner Eye

Lesson Four: Auditory Learning

Lesson Five: Kinesthetic Learning

Unit Four – Library skills

Lessons One: Finding Information in Books

Lesson Two: Understanding the Dewey Decimal System

Lesson Three: Finding Sections of the library

Lesson Four: Information Search

Unit Three – Multi-sensory learning

Unit Aims:

• To raise awareness of the sensory nature of learning

• To help students understand their own learning preferences and their impact on learning

• To provide advice and practical strategies to improve learning through all the senses

Unit Outline

Lesson One: Multi-sensory learning?

Lesson Two: Be a powerful visual learner?

Lesson Three: Using your inner eye

Lesson Four: Auditory learning – learn with your ears?

Lesson Five: Kinesthetic learning

Resources

PowerPoint presentation: Year 7 - Unit Three - Study Support – Library

Worksheets: 3.1, 3.2, 3.3, 3.4 and 3.5

Unit Three - Lesson One

Objectives Suggested Activities Resources

Starter: Brain Gym

Put your fingertips together, very lightly, and imagine the connections being made

between the right and left sides of your brain.

Introduction

“By the end of this lesson, you will understand how you use your senses for learning

and you will have identified your own preferences.”

Unit Three PowerPoint –

Slide 3 By the end of the

lesson

Introducing our senses

Discuss our senses and how they are used (5 mins).

Class discussion – ask pupils to share their ideas about how we use our senses in

everyday life, with the rest of the group.


Slide 4 Using our senses

Worksheet 3.1

Finding out about

Preferred Learning Styles

Discuss they different preferred learning styles (5 mins).

Emphasise that we all learn using the different styles, but as we have grown up, we

may have developed a stronger tendency towards one learning style more than the

others – this is our ‘preferred’ learning style.

Being balanced in all three learning styles is an excellent place to be, because it

means that we can be very flexible learners.


Slide 5 Multiple Intelligences

Worksheet 3.1

Initial assessment

Sensory Preference

Questionnaire

Pupils are to look at each of the statements and tick those that they feel best

describes the way they are (5 mins).

They should then look at the results and see which learning style has the most ticks and look at how balanced they are with the different learning styles.

Pupils are to work through the questionnaire carefully.

They should select the option that best reflects how they are. They should tick

one box only. If there is a tie, they need to consider the options more carefully

and then choose only one.

Once completed, they should add up the three separate scores.

They should look at what the scores show. Is one higher than the others? Are they all similar? Is one significantly lower than the others?

Research has shown, that the most successful learners have learnt to be more

‘equal’ in their preferences.


Slide 6 Initial assessment

Worksheet 3.1


Slide 7 Sensory preferences

Worksheet 3.1

Plenary

Brief summary of issues raised during the lesson


Slide 8 What did you learn

today?

Unit Three - Lesson Two


Starter: Brain Gym

Fold your arms one way, then the other – repeat until each way feels comfortable.

Introduction

“By the end of this lesson, you will understand how to improve your visual learning

by creating mind maps that help you remember more.”



lesson

Introducing mind maps

Most pupils will have seen or created mind maps. Remind them of the key features.

Mind maps are a way of helping us to learn. They are made up of keywords and

pictures about a particular topic, connected by lines, arrows and colours.

There are no strict rules about how to make them and each pupil should develop

their own style.

Unit Three PowerPoint – Slide 11 Learning maps

Worksheet 3.2

Creating a mind map

Pupils are to create a word based Mind map on the topic of ‘Me’ (10 mins).

Encourage them to have a wide range of keywords relating to all aspects of their

lives.

Stress that it doesn’t matter if it is untidy. What is important are the words that

they put on the paper, not its presentation.


Slide 12 Creating a word mind map

Worksheet 3.2

Create a pictorial mind map

Share you mind map

Now, ask the pupils to create a picture based mind map (10 mins).

They should convert each of the words from the mind map about themselves, into a

picture, drawing, cartoon or symbol – initially, no words.

Note: some (especially left-brainers) will find this hard and frustrating – this is

because they are developing parts of their brain that they are not used to using –

good! Some may say ‘I can’t draw’, but remind them that this is not a work of art

and the sillier or funnier it is, the more memorable it will be.

Once they have created the pictorial mind map, they can then add the words. This

will make it the perfect brain-friendly mind map.

Pupils should swap their mind maps with a partner. They should spend 5 minutes looking at it, then test each other to see how much they have remembered.

They should reflect on how well they have remembered various items and what

helped them to remember – was it the words, or the pictures, or a combination of

the two.

This should help them to identify the best way to create their own mind maps.


Slide 13 Make a pictorial

mind map

Worksheet 3.2

Unit Three PowerPoint – Slide 14 Share your mind map

Worksheet 3.2

Plenary




today?

Unit Three - Lesson Three


Starter: Brain Gym

Make your hands into fists and put these together to form the shape that

resembles your brain. Blow energy and power into the gap between your thumbs.

Introduction

“By the end of this lesson, you will know how to improve all the different

intelligences using practical activities.”



lesson

Review the intelligence

wheels

Ask pupils to look back at their intelligence wheels. They need to also look back at

the explanations of each of the multiple intelligences (from Unit Two, Lesson One)


Slide 18 Your Intelligence

Wheel

Worksheets 2.1 and 2.2

Improving Intelligences

Task 1: Go though each of the eight multiple intelligences, in turn.

Start with ‘People Smart’ - highlight the key features of this intelligence, then ask

the pupils to suggest other activities that might improve that intelligence.

Ask the pupils to write at least two more activities to help improve the ‘People

Smart’ intelligence.

Repeat the process, for each of the other intelligences.


Slide 19 Improving

Intelligences

Worksheet 2.3

Activities using your

Intelligences

Learning task

Optional Task: Pupils are to work in groups to plan a weekend away. They should

design a programme of activities that will use all their multiple intelligences.

They should make it visual with flowcharts, pictures etc.

Pupils are to start to learn the passage from Macbeth. (15-20 mins).

Pupils should pair up with someone with the same ‘best’ intelligence. They should

look at the techniques for each intelligence and use that technique to help them

learn the passage.

Next lesson, they will be asked to recite it.


Slide 20 Weekend Activities

Worksheet 2.3


Slide 21 Learning Task

Worksheet 2.3

Plenary



Slide 22 What did you learn today?

Unit Three - Lesson Four


Starter: Brain Gym

Write your full name in the air with large letters with your normal writing hand.

Now, repeat with the other hand.

Introduction

“By the end of this lesson, you will be able to use your best intelligence to improve

your weak spots.”



lesson

Reciting Macbeth

In the previous lesson, pupils were asked to learn a passage from Macbeth using a

learning technique suitable to their ‘best’ intelligence.

Pupils are to work in pairs or small groups and try to recite the passage. They

should see how much of the passage they can remember. It is more important that

they remember the technique they used.

Review the task with the pupils. Try to elicit information that suggests that those

that used the appropriate technique for the best intelligence had more success

than those that used other methods. Perhaps, ask successful pupils what technique

they used and ask the less successful pupils what techniques they used.


Slide 25 Reciting Macbeth

Worksheets 2.3

Knowing your strengths

Task 1: Pupils are to list their five strongest intelligences and list their favourite

subjects, then they need to list three weak intelligences and their hardest

subjects


Slide 26 Knowing your

strengths

What I need to work on

How multiple intelligences

work

In pairs, pupils can try to make connections between their strongest and weakest

intelligences and their favourite subjects and their hardest subjects.

Task Two: Work through the example, showing how the strongest intelligences can

be used to help with the weak spots.

Pupils are to complete the task for themselves.

Pupils can create a television chat show or a newspaper article about the brain and

what they have learnt about multiple intelligences.

Worksheet 2.4


Slide 27 What I need to

work on

Worksheet 2.4


Slide 28 How multiple intelligences work

Worksheet 2.4

Plenary


Unit Three PowerPoint – Slide 29 What did you learn

today?

Unit Three - Lesson Five


Starter: Brain Gym

Write your full name in the air, with large letters, using both hands at the same

time – creating a mirror image.

Introduction

“By the end of this lesson, you will be able to use your best intelligence to improve

your weak spots.”



lesson

Reciting Macbeth

In the previous lesson, pupils were asked to learn a passage from Macbeth using a

learning technique suitable to their ‘best’ intelligence.

Pupils are to work in pairs or small groups and try to recite the passage. They

should see how much of the passage they can remember. It is more important that

they remember the technique they used.

Review the task with the pupils. Try to elicit information that suggests that those

that used the appropriate technique for the best intelligence had more success

than those that used other methods. Perhaps, ask successful pupils what technique

they used and ask the less successful pupils what techniques they used.


Slide 25 Reciting Macbeth

Worksheets 2.3

Knowing your strengths

Task 1: Pupils are to list their five strongest intelligences and list their favourite

subjects, then they need to list three weak intelligences and their hardest

subjects


Slide 26 Knowing your

strengths

What I need to work on

How multiple intelligences

work

In pairs, pupils can try to make connections between their strongest and weakest

intelligences and their favourite subjects and their hardest subjects.

Task Two: Work through the example, showing how the strongest intelligences can

be used to help with the weak spots.

Pupils are to complete the task for themselves.

Pupils can create a television chat show or a newspaper article about the brain and

what they have learnt about multiple intelligences.

Worksheet 2.4


Slide 27 What I need to

work on

Worksheet 2.4


Slide 28 How multiple intelligences work

Worksheet 2.4

Plenary


Unit Three PowerPoint – Slide 29 What did you learn

today?

Unit Four – Library Skills

Unit Aims:

• To develop skills to find information in books

• To understand how to find information in a Library

• To understand the Dewey Decimal system

Unit Outline

Lessons One: Finding Information in Books

Lesson Two: Understanding the Dewey Decimal System

Lesson Three: Finding Sections of the library

Lesson Four: Information Search

Resources

PowerPoint presentation: Year 7 - Unit Four - Study Support – Library

Worksheets: 4.1, 4.2, 4.3 and 4.4

Set of textbooks e.g. Renaissance, Revolution and Reformation (Britain 1485-1750) by Aaron Wilkes

Publisher – Folens. Books available from the History Department

Unit Four - Lesson One


Starter: Brain Gym

Slow ‘running on the spot’. At the same time, slowly raise the left knee and right

arm, so that the left thigh and right upper arm are horizontal, with the right

forearm and lower leg vertical. This should take a slow count of 5, then hold for 5,

the slowly lower over a count of 5. Repeat with the right leg/left arm.

Introduction

“By the end of this lesson, you will understand the different ways that you can find

information in books.”

Unit Four PowerPoint –

Slide 3 By the end of the lesson

How to find information in

books.

Discuss with the pupils the various ways of finding information in books. Issue the

books and use them to identify the Contents, Index, Glossary as well as skimming

and scanning.

Set of textbooks e.g. Renaissance, Revolution and Reformation (Britain 1485-1750)

by Aaron Wilkes. Publisher – Folens. Books available from the History Department

Contents – Chapters and main topics in the order they appear in the book.

Index – a detailed alphabetical list of the main things covered in the book (names,

places and objects) along with the page number or numbers where they appear.

Glossary – an alphabetical list explaining the meaning of words that appear in the

book.

Scanning - To give a quick and superficial reading, scrutiny, or consideration; glance

Skimming – To look over quickly and systematically; to look over or leaf through


Slide 4 Contents and Index

Worksheet 4.1


Slide 5 Glossary, Scanning and Skimming

rapidly

Clarification – difference between skimming and scanning.

Both scanning and skimming are information-gathering activities. People perform

them quickly, usually without thinking much. But they don't work the same way, and

they don't serve the same purpose.

Think of it this way: You're on the wild and woolly Western frontier. Your trusty

horse crests the hill. Before you is a vast expanse. You don't know if there's

danger out there. You look around. A thicket to the left... a lake in the distance... a

tendril of smoke drifting above a small rise... a wooden fence near you on the right

– picking out key features that attract your attention. Your "scan" suggests things

look pretty safe.

Passing the fence, you notice a piece of paper nailed to a post. It's a "Wanted

Dead or Alive" poster. You dismount, get closer, and "skim" the text for the most

salient facts to help decide if you'll bother with the fine print – yours eyes passing

quickly over all the text, focussing on particular details.

Information Search

Pupils are to use these skills to answer the questions on Worksheet 4.1, by finding

information from the text books. If you use a different set, create a few questions for the pupils to answer.

The questions are in 4 Rounds. Show the questions and give the pupils a set time to

find the answers.

Go through the answers. Give points etc. Identify Winners.


Slide 6 Round One

Answers:

1a He was convinced he could sail right around the globe and arrive in the East by

the sea.

1b He kidnapped 6 to take back to Queen Isabella

1c 10th October 1492

1d Tomatoes, tobacco, turkeys, potatoes, and cocoa.

1e Vasco di Gama, Amerigo Vespucci, Ferdinand Magellan, John Cabot

2a 1450

2b Italy 1452

2c The man who wanted to know everything

2d He made a list of things to do.

2e The finest weapons the world had ever seen, and a machine that would let man

fly.

2f An alarm clock

2g A period of discovery between the 14th & 16th centuries in Europe when there was a rebirth in art, literature and learning.

3a 1665

3b Samuel Pepys

3c Ring a Ring of Roses

3d Put gold coin in vinegar for one day. Put the coin in your mouth.

3e Put live frog next to boil and let it suck out the poison and explode.

4a Because they mainly taught Latin and Greek grammar.

4b A bundle of birch twigs or a whip used to hit children.

4c A pen made from a feather, and a flat, double sided paddle in the shape of a tennis bat used to help reading and writing.

4d The Bible

4e By caning the children!

Plenary




today?

Unit Four - Lesson Two


Starter: Brain Gym

Using both hands, draw a large picture of an object in the air e.g. an elephant, a

house, the Eiffel Tower etc. (Everyone can do the same picture or do one of their

own choice). They should draw the same picture with both hands and then can also try to draw different pictures, one with each hand.

Introduction

“By the end of this lesson, you will understand how to use the Dewey Decimal System to find books and topics.”

Unit Four PowerPoint – Slide 16 By the end of the

lesson

Introduction to the Dewey Decimal system

Pupils are to understand the Dewey Decimal System and where to find sections in

the library.

Explain that system is for non-fiction books (they will be mentioned later)

Each book is given a number. The number relates to the category of information

that the book is about. The main categories are in 10 sections of 100 numbers.

These 10 sections are further subdivided. Librarians have a reference book with

the most often used Dewey numbers – the full system runs to 4 volumes!

Unit Four PowerPoint – Slide 17 The Dewey Decimal

System

Worksheet 4.2

Using the Dewey Decimal

System

Pupils are to use the Worksheet 4.2 to find out what sort of books are in each of

the 10 sections and where those sections are in the Library. They should record 3 examples of books in each section.


Slide 18 10 Classes Worksheet 4.2

Pupils are then to investigate the Dewey Decimal System in more detail, looking at

books in some of the sub-sections.

If time, pupils are to create a map of the Library and write on where the different

sections of the Library are

Finding Fiction Books

These are more straight forward – alphabetical order by Surname of the Author.

Pupils are to complete the Fiction Books section of Worksheet 4.2

Show pupils where they can find the Fiction Books in the Library

If time, pupils are to create a map of the Library and write on where the different

sections of the Library are

Plenary




today?

Unit Four - Lesson Three


Starter: Brain Gym

Make a clenched fist (either hand). Stick the thumb upwards. Now, make a fist

again, by wrapping the thumb around the fingers, while, at the same time, stick out

the little finger, of the same hand. Now alternate sticking the little finger out and

sticking the thumb out – but not both at the same time. Repeat 5 times.

Try it with the other hand. Remember to return the finger and thumb to the

clenched fist position.

Now try with two hands. Make two fists, then stick the thumb out on one hand and

the little finger out on the other. Swap fingers and thumbs – there should be only

one thumb sticking out and one little finger at any one time.

Introduction

“By the end of this lesson, you will know where different types of books and topics

are located in the Library.”



lesson

Review the Dewey Decimal

Sysytem

Recap the tasks in the previous lesson about the Dewey Decimal System and about

how books are arranged.

Library Treasure Hunt

Pupils are to answer the questions on Worksheet 4.3 by looking on the shelves for

book that contain the answers. They should write their answers on the

Worksheet. The pupils should also write down the Dewey Decimal number of the

book they used to find each answer.

Although the questions are numbered, they do not have to answer them in order.


Slide 27 Library Treasure

Hunt

Worksheet 4.3

Different groups of pupils could be given different question numbers to start on.

Once most pupils have completed the sheet, go through the answers and compare

the locations of the books that the pupils used to highlight the location of

different categories of information in the Library.

Library Map

Pupils are to draw a map to show the location of the various sections of the Library

Worksheet 4.3

Plenary




today?

Unit Four - Lesson Four


Starter: Brain Gym

With the first finger of the left hand draw a triangle with sides approximately

30cm.. With the right hand draw a square.

Draw both shapes at the same time – e.g. triangle with the left hand and square with the right hand. Draw one side of each shape at the same time.

Introduction

“By the end of this lesson, you will be able to use the various ways of finding information and books to research a famous person.”

Unit Four PowerPoint – Slide 33 By the end of the

lesson

Researching a famous

person

Pupils are to research a Famous Person.

Suggested names are available. Cut into strips, pupils can select a name at random

from a bag, or you can issue names. They can investigate anyone they choose, if

you wish, but it is better not to have duplicates.

Pupils should find out as much as they can about their selected person.

They should use the techniques developed during the past few lessons to find

suitable information.

They can make notes on the Worksheet 4.4 and can then, on the reverse of the

worksheet, they can create a Poster, Information sheet, Newspaper etc of the

findings, or present back to the rest of the group, either who class or in small

Unit Four PowerPoint – Slide 34 Information Search

Slide 35 Research

Worksheets 4.4

groups.

Plenary



Slide 36 What did you learn today?

teaching scheme for year 7 study support

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