www.thinkingclassroom.co.uk carpe eruditio (seize the learning) practical tools, techniques and...
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www.thinkingclassroom.co.uk
Carpe Eruditio(Seize the learning)
Practical tools, techniques and ideas to
improve teaching and learning today
with Mike Fleetham
Teaching, real teaching, is - or ought to be - a messy business.
Harry Crews
Teaching is not a lost art, but the regard for it is a lost tradition.
Jacques Barzun
The whole art of teaching is only the art of awakening the natural curiosity of
young minds for the purpose of satisfying it afterwards.
Anatole France
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Learning Opportunities
To enrich the Foxborough Professional Learning Community:• Ourselves as learners, teachers and thinkers• Our professional learning relationships• Our wider responsibilities as a PLC To quickly and effectively improve communication skills for all:• Generic thinking skills and community building tools• A quality communicator: S&L, Reading, Writing: using language
well To plan for growth• Choose one or more themes to explore together this year• Identify short and mid-term needs
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Learning Opportunities Summarised
To learn about learning together
To communicate well
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9:00 Introduction and Welcome9:10 Is this Learning?10:30 Break11:00 Is this Communication?12:30 Lunch1:30 Is this a Professional Learning Community?2:30 Is this Possible?3:30 Close
Opportunity for questions & resources sharing
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Form groups…
• Of the same size (6s)
• With a mix of thinking style
Then find a new ‘home table’ to sit at
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Allocate groups roles…
• Timekeeper manages about the time• Facilitator manages the group/task• Writer manages writing/representing• Reporter manages speaking for the group• Checker monitors the task/success criteria• Resourcer rushes off to get stuff with no
regard for health and safety
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INDIVIDUALLY, please note down your response to the following 3 prompts:
1. Something you can do really well
2. How you learned to do this thing
3. How you know you can do it well
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In turn, introduce yourselves to the other members of your group. Each person’s introduction to include:
1. Your name and role in school2. Something you can do really well3. How you learned to do this thing4. How you know you can do it well Then as a group produce a single flipchart page summary of 1,2,3,4 and answer, “Are there any common ideas in the answers to question 3?”
Timekeeper: 20 minutesFacilitator: Manage the ‘introductions’Writer: Record 1, 2 and 3 on flip chart
pageReporter: Blu-tack flip page on wallChecker: Monitor 1, 2, 3 above and roles
Resourcer: Procure materials and equipment
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Average Retention Rate vs Method of Learning
National Training Laboratories, Bethel, Maine5%
10%
20%
30%
50%
75%
90%
95%
Lecture
Reading
Audio-Visual
Demonstration
Discussion Group
Practice by doing
Teach one another
Teach and assess one another
How does your reflection on your own learning relate to this chart?
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What will we specifically SEE and HEAR when we are having the best conversations possible?
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Access Express
A simple model of learning…
Learning Styles
Thinking Skills
Multiple Intelligences
Process
Mike Fleetham, 2003
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Infusion:
…using thinking skills, learning styles and multiple intelligences to enrichment communication…
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Please allocate the following 5 specialist task roles:
1. What (only asks what?)2. What if (only asks what if?)3. Why (only asks why?)4. How (only asks how?)5. Wild Card (asks anything else)
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What?What if?Why?How?Wild Card
Each group member writes down one question about the object
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Musical and Linguistic,Existential, Naturalist.Inter- Intrapersonal,Visual, MathematicalOr is it Bodily,Which ones are right for me?
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A Professional Learning Community
Each group member will think about working and learning in school….
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What is a Professional Learning Community?
What professional and personal skills/attitudes /gifts do I offer to this school?
Individually answer these two questions
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Recall the activities and ideas from today Learner SkillsLearner
Attitudes
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Learner SkillsLearner Attitudes
Recall the activities and ideas from today
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Cross-Country Review
• Follow our circular route• Watch out for obstacles• Walk the route while discussing:“What would be the best thing to try whole
school?” (i.e. most significant/related to improvement plan/quick-win/manageable/ useful to the children)
• No hiding up trees or under bridges • No short cuts• No smoking