article120.pdf

www.taolearn.com

All slides in ‘Resources for Teachers’

To help students:

gain good qualifications?

get into a good university?

get a good job?

prepare for life?

develop into brilliant learners?

self-motivated

self-directed

self-regulated

autonomous

independent

lifelong learners?

… and if so, how do we measure our success?

• Could part of the problem be a lack

of the right skills to be able to learn

successfully in a self-regulated

learning environment?

hard working

self motivated

independent learner

responsible

persevering

self evaluating

self correcting

Students only develop into

self-regulated learners:

1) by being taught how,

and

2) by having many

opportunities in the

classroom to practice

self-regulation

Efficacy + Agency + Action

1) Efficacy they must first believe that success

in learning is possible for them

2) Agency they must learn all the skills,

strategies and techniques of effective learning

3) Action they must be enabled to take

action, make mistakes and fail well

role models - make newsworthy positive role

models of success through education

self confidence – measuring students against

themselves

focus on effort as the key to academic

success

…for effort

“you are so hard working,

persistent, determined.…”

links approval to an

attribute of the child over

which they have control -

they can grow, develop and

improve

assessment becomes a

measure of progress, an

opportunity to learn

…for ability

“you are so smart, talented,

intelligent….”

links approval to an

attribute of the child over

which they have no control

- they can’t grow, develop

or improve

assessment becomes a

critical judgement, an

opportunity to fail

if students do well we can praise them for the work they

did to get there, the effort they put in, the determination

and resolution they demonstrated and the growth, the

changes they have made in improving so much.

and if students do badly we can ask them to think about

the process they used to get that result, the amount of

effort they put in – and ask them what they would change

if they had another chance, what will they do differently

next time.

and if they get 100% or achieve a top mark without

effort …….. we can apologise to them on behalf of the

school for wasting their time and promise to do what we

can to make sure that their learning is more challenging

and worthy of their effort in the future.

reactions to challenges

– help them move from

“I can’t I haven’t yet”

Students need to be taught, and practice, the skills of: Self-motivation Concentration Taking good notes Applying effort Developing a flexible learning style Engaging verbal and non-verbal thinking Reviewing and remembering content Key word summarising Self assessment Self correction Researching Independent learning

VERBAL THINKING NON-VERBAL THINKING

BLUE

GREEN

BROWN

RED

BLACK

ORANGE

PURPLE

BLUE

GREEN

BROWN

RED

BLACK

ORANGE

PURPLE

desk/table

and chair at

the right

height

light onto

the page

music without

words

instrumental

W

O

F

ater

xygen

ruit: instead

of refined

sugar foods

crossover exercises

nose/ear

juggling

Learning Styles?

learn by: thinking in: sensory mode:

looking pictures Visual

listening and

talking

sounds Auditory

doing feelings Kinesthetic

Make sure that the main points in every lesson are presented as:

- something to see- something to hear and- something to do

Get students to keep learning logs

Date One new thing

that I learned

yesterday/last

week was…

Where was I? What time of

day was it?

How was I

taught -

pictures,

diagrams,

listening,

discussing,

hands-on, other

activity…?

Who helped me

to understand?

Date One time I

noticed that I

wasn’t learning

well was…

Where was I? What time of

day was it?

How was I

taught -

pictures,

diagrams,

listening,

discussing,

hands-on, other

activity…?

I found it

difficult to learn

because…?

Forgetting Curve

Start every lesson with a closed book preview of the

previous lesson – “what did we do last time?”

Finish every lesson with a closed book review of that

lesson – “what did we just do?”

At the end of each week have students create a

summary of the content covered in that week – open

book

At the end of each month have them put their weekly

summaries together into a one month summary

The most significant difference between the high

achievers and the underachievers was that

all the high achievers had learned how to

fail well

- whereas all the underachievers were

failing badly

Failing Well

Acknowledging your failures

- taking responsibility for your

own actions

- working out what you did

wrong

- making changes, and

- having another go

Failing Badly

Blaming the school or the

‘system’

Blaming other people

Pretending you never get or do

anything wrong

Adding drama to failures to

avoid dealing with them

Avoiding any activity that could

possibly result in failure

Teach our students the SRL skills they need

Allow them to practice those skills within the

classroom environment – develop independent,

autonomous, inquiry based teaching and

learning

Allow them to make mistakes and learn to fail

well

6 billion cell phones in the world

85% of new phones are web enabled

2 billion broadband subscriptions

255 million websites

150 million blogs

8 trillion text messages sent in 2011

107 trillion emails – 89% of which were spam

Youtube – 72 hours uploaded every minute

– 3 billion videos viewed every day

every piece of subject matter was available to your students on the internet, and

they all had access to internet linked tablets, and

they all had access to high speed broadband all day....

What could teaching look like then?

A focus on the teaching of learning skills in the national

curricula of 12 countries and across the IB world

The proliferation of high quality school subject based

websites

The ubiquity of internet accessible devices

The availability of high speed broadband

The high level of comfort your students all have with the

digital world

How Real is Real?

The POSBGIL Revolution

Process Oriented Skills Based Guided Inquiry

Learning

To teach ATL skills, practice inquiry learning

and develop self-regulated learners

Sugata Mitra

1) Work with the person next to you – groups of 2-3 people with one

internet connected device per group

2) Connect to www.topmarks.co.uk

3) Select common interest ‘subject’ and ‘level’ – click ‘go’

Early Years = < 5 yrs old

Key Stage 1 = 5 – 7

Key Stage 2 = 7 – 11

Key Stage 3 = 11 – 14

Key Stage 4 = 14 – 16

Advanced = 16 – 18

Higher Ed = > 18

4) Check out as many websites as you can

Focus on developing the effective learning skills students need to

learn the subject matter effectively

Pose questions, outline problems, give clear measurable learning

objectives and time frames

Allow students to work collaboratively in small groups

Assign roles – researcher, questioner, recorder, director

Enable students to connect to the best subject based internet

(and other) resources

Facilitate their journey

www.taolearn.com/students.php - the Art of Learning website with links to many free sites to help you design lessons and to help your students with their study including:

www.marktreadwell.com/Digital_Resources

www.marktreadwell.com/Image_Libraries

- huge libraries of digital resources for teachers

www.topmarks.co.uk - search engine for many great school subject websites

khanacademy.org- really clear clips explaining every part of most subjects

brightstorm.com- great videos and much more in Maths, Science and English (American English anyway)

getrevising.co.uk/resources- all subjects at all levels, great new shared resources arriving from other students daily – contributeyour own

studyblue.com/notes/high-schools/- make and share online flashcards, quizzes and notes, study on-line and on your phone, you need to join up first but its free

johndclare.net and spartacus.schoolnet.co.uk- good sites for history, all countries, all ages

s-cool.co.uk and bbc.co.uk/schools/gcsebitesize/- good resources for all subjects for GCSE

mrbartonmaths.com/goodsites.htm- a collection of free maths sites for GCSE

rod.beavon.clara.net/chemistry_contents.htm#Physical- great site for Chemistry at all levels

languagesonline.org.uk/- many languages at every level

swipestudy.com- self-tests in most subjects – sent to your phone!

quizlet.com and easynotecards.com/index- flash card makers for most subjects

• Technological limitations – number of internet devices,

broadband & wifi availability and reliability?

• Dichotomy between ‘shared information’ culture of students and

‘IP and copyright’ culture of teachers

• Lack of good subject based websites in the Turkish language?

• Security, difficulty in isolating sites for students to use?

• Focus, concentration issues with students on-line?

• Lack of awareness in teachers of what is available on-line in their

subjects

• Fear of trying something new?

Udacity

TED-ED

BLOOM’S REVISED TAXONOMY