LM 2004 November2 - Broughton Hall Catholic High School · v. 2 0 0 4 Learning Matters A ... of the limbic system. Each chapter is sprinkled with anecdotal case studies, self review

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Learning MatterLearning Matterss

A teaching and learning newsA teaching and learning newsA teaching and learning news

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Leading Edge

INTRODUCTION FROM INTRODUCTION FROM THE EDITORTHE EDITOR

W elcome to Volume 10 of Learning Matters and the first edition of 2004-5. Unbelievably this magazine is now over 3 years old and, thanks to your input, still

has something fresh and interesting to share about teaching and learning each and every time. “Thank you” also to all those staff who have volunteered to deliver a workshop on Friday 11th February 2005 at the WDNLC’s 2nd Learning Together day. A sneak preview of the day has been included to whet the appetite. You’ll also find a copy of the network’s workshop planning proforma has been included, so if you do have an idea and would be interested in sharing as aspect of classroom practice, it’s not too late to submit a proposal! As a school, we have been faced with some difficult budgetary decisions this year. However, Broughton Hall’s commitment as a school to the ongoing development of teaching and learning remains as enthusiastic as ever. Funding may therefore be tight but requests for support will be treated sympathetically and, where possible, funding provided. One of the most exciting developments of this term has been the opening of “The Room”. The old C6, or as one pupil described it, “school heaven”, is open for bookings over the next half term. If you haven’t had a chance to visit the room lately, you might well be surprised at how it’s changed! The room contains flexible seating, ten PCs, an interactive whiteboard, water fountain, soft seating area, koosh balls, fluffy die—this list goes on. Bookings are currently via a timetable pinned to the wall of C6 but we hope all bookings will go online shortly. All we ask is that staff: Attend in advance a short induction session (see Daniel for dates / times): Use the room to try out a new idea and report back on how it went—so we can learn as a school what works well and how classroom design impacts on the learning process: Avoid block bookings—as we would like as many staff and pupils as possible to have the chance to use the room. Articles and suggestions for next term’s Learning Matters should be forwarded to Kim O’Hare - [email protected] - by Friday 25th February 2005.

Margaret Grant

Broughton Hall High School

Learning Matters Page 2

Becoming Emotionally IntelligentBecoming Emotionally Intelligent by Catherine Corrieby Catherine Corrie

Published by Network Educational Press

In the foreword to this book, Catherine Corrie writes: “children do not expect us to be perfect and never make mistakes, but they have little tolerance of hypocrisy, so whatever we are asking of them, we must be prepared to ask more of ourselves.” This very clearly written book goes on to explore Catherine Corrie’s own journey of understanding in relation to the importance of developing an understanding of what is meant by the term emotional intelligence, how important that understanding is to the shaping of effective relationships with pupils and the development of practical tools and teacher confidence in order to put that understanding into practice. An understanding of the significance of emotional intelligence is important in the further development of an awareness of what is meant by personalized learning. As Corrie says: “Our personality or ego is made up of our emotional, physical and mental bodies and everyone has a unique combination of these.” The book begins with an exploration of the theory of E.I. with a brief summary of recent research which indicates that E.I. shapes as much as 70-80% of success. Reference is also made to those ‘pupil smarts’ of inter- and intra-personal intelligence. Corrie offers a three part model to aid the understanding of E.I.: 1. Know ourselves 2. Make choices 3. Make a positive difference to the world around us. Summed up in the words of Gandhi as, “Be the change you want to see in the world.” Subsequent chapters explore this three part model, referring to the internal and external environment, how to understand and manage behaviour—and in line with whole brain learning a chapter on the importance of the limbic system. Each chapter is sprinkled with anecdotal case studies, self review exercises, diagrams (for the visual learner) and a range of interesting and relevant quotes from a range of great thinkers. This is a though provoking book as chapters on self esteem and pessimism and optimism point to the influences that teachers have on the E.I. development of children in their care. Concluding chapters offer a range of activities to aid the development of E.I. and motivation. Clearly written from a common sense and practical view, this is a very helpful introductory guide to this vital area of understanding of E.I. and the significance of the role of the teacher is best summed up by one of the many quotations sprinkled through the book:

“Some people say they haven’t yet found themselves. But the self is not something one finds: it is something one creates.” Thomas Szasz

If you require further information about emotional intelligence, please see Kevin Lynn who leads on this area for the West Derby Networked Learning Community. Anyone who wishes to access a copy of this book, please see Margaret Grant.

Ged Murphy



Book of the Term

www.emagine.org.uk

A s a new recruit to teaching I thoroughly enjoyed attending the NQT Induction Programme run by Liverpool LEA. Whilst continuing my professional development the real highlight

was the opportunity to catch up with colleagues from my PGCE. After one session I spent a pleasant coffee break with Sarah Hoggard, an NQT from John Bosco, and Margaret Grant from Broughton Hall, who was presenting a session on accelerated learning. During the chat, which inevitably got round to the teaching of textiles, we discussed how to keep pupils motivated for the 40 hour coursework project that results in 60% of the pupils final grade. Margaret had recently attended a presentation discussing methods by which students could be empowered with technology, citing evidence that pupils are motivated by an authentic audience for their work The idea for a website, as joint venture for both schools had been conceived. The home page states our aim. [email protected] is a web site designed to raise achievement for all in textile technology. The site will empower pupils to take responsibility for their own learning and provide a showcase for the celebration of their success. We wanted a visually strong site to display the talents of the pupils and involved the skills of MGL to build the site. Through-out the process, students and staff have been involved in selecting all aspects of the site; the name, playing on the Liverpool/John Lennon connection, the 1970s colours and feel and the commentary. Both teachers selected one year 11 group whose work is represented on the site. As the coursework has been an ongoing process throughout the autumn and spring terms so to has the development of the exemplar material displayed on the web site. Pupils and parents etc can now view the work on the web site. The pupils involved in the project have thus gained “the real audience”.

Where do we go from here? There is some tying up of loose ends to ensure all areas of the pupils’ coursework are displayed on the web site. Broughton Hall had a fashion show at the end of June which may result in some moving images that can be displayed on the site. In addition we need strengthen links to relevant web sites so that pupils can access these during their projects. The intention is that the site can be used to help pupils starting their coursework for submission in April 2005. Mark II of the web site is in the idea stage. The aim of the website development is to give pupils responsibility for their own learning with the incorporation of a bulletin board. The bulletin board, accessed by pupils from each school via a password, would give pupils the ability to ask and give each other, their peers, advice on all areas of their coursework. The site is now live, why not give it a visit on www.emagine.org.uk Clare Adamson



News from Archbishop BlanchNews from Archbishop Blanch

T he Teaching and Learning journey has begun. Well, it actually began many years ago but without such a co-ordinated approach!!

I started the temporary post as Teaching and Learning Co-ordinator in

May 2004 not really knowing exactly where to begin. Five months later and with much appreciated support from Sue Clarke and Margaret Grant, Archbishop Blanch School is now raising awareness to help our pupils become better and more independent learners. Alongside this, we are supporting staff, I suppose as we have always done, to help them raise their standard of teaching from what is already a very good starting point. In a rela-tively short period of time, I have implemented initiatives suggested by Broughton Hall, teaching friends and colleagues as well as using some of my own ideas. Our school now has the plans in place to develop teaching and learning over the next 3 years. To date, I’ve co-ordinated the refurbishment of the library to transform it into a Learning Centre and Library - our school was desperately in need of a study area particularly for our growing Sixth Form. Our ASTs are working closely with staff and pupils, providing workshops and additional lesson preparation support for staff. We’re currently assessing the learning styles of all pupils using a computerised programme. The results of these assessments will be given to all teaching staff before Christmas. In addition, we’ve raised the profile of teaching and learning through staff bulletins, Form Time and display. Our pupils have responded very positively to this initiative and are keen to learn more about the way in which we learn. On the whole, our staff have also been very responsive and are trying out some of the ideas presented to them. There will always been a handful of staff, in any school, who are not as open to ’new’ initiatives as others. Many of the ideas within teaching and learning are not new, however; they have simply been remodelled - it doesn’t hurt us to be reminded ‘now and again’ about how we can encourage our pupils to become better learners. The majority of us can also class ourselves as good learners and teachers. What’s wrong, however, with trying to be better or trying new ideas with a class or pupil who may have difficulty with learning and, as a consequence, behaviour? My role ends in December, when we have appointed a new Deputy Head Teacher who will hopefully continue the work that I and our staff have begun. I started the role as Teaching and Learning Co-ordinator not really knowing what impact our work would have. In a short time, I can already see some impact, if only small at the moment. I firmly believe that a co-ordinated approach over the next three years and beyond will raise our standard of teaching and learning, engaging staff and pupils alike. Finally, I would like to thank Broughton Hall sincerely for their support and for sharing their good, if not excellent, practice with Archbishop Blanch School.

Sue Jones



Teaching for LearningTeaching for Learning Developing a Learning-Centred Classroom

by Dave Vizard—30th June

D rawing on his own varied experience of 30 years as a teacher and more recently a trainer, Dave Vizard gave a lively summary of his vision of teaching for learning.

Colleagues on the course came from a wide range of teaching establishments, all at very different stages in the process of developing whole-brain/accelerated learning within their schools. To that end, the course drew heavily upon scientific studies of the brain, the importance of water and diet, as well as research into preferred learning styles and conducive classroom environments. Although as a school we are already very aware of much of this, it was a useful and timely reminder of the solid theory that underpins what we are trying to achieve at Broughton Hall. It was also very comforting to realise just how far we’ve come in comparison to other schools. The delegates on the course were hungry for practical examples to illustrate what is meant by the term “Learning-centred”, and Dave Vizard did not disappoint. Naturally, much of what he advocated was very familiar to us-the need to audit current practice, establish systems to identify preferred learning styles and plan for them etc. Similarly, some of the examples of lesson activities are very familiar to us, drawing heavily on the work of Alistair Smith.

What I’ve outlined below are some of the more novel tips and good ideas he passed on, as well as his take on the key issues facing schools today.

STARTERS

“Tearing Off A Strip”- to consolidate previous learning and connect to new information

Display relevant key words/vocabulary on a white board. Ask students to write down any 6 to 8 words from the list.

Teacher reads out words at random. If a student has that word on the top or bottom of their list, they can tear it off.

The first person to tear all their strip wins.

For a more demanding alternative, give the MEANING of the key words only.



TEARING OFF A STRIP

RIA SPIT CONFLUENCE ESTUARY TOMBOLA LBP CLIFF BAY LONGSHORE DRIFT BEACH HEADLAND CUSP RAISED BEACH CAVE NOTCH GROYNE WAVE BAR CURRENT PEBBLES TIDE

“SPLAT”- A lively game involving teams of pupils armed with fly swatters!

Answers (necessarily short) are displayed on whiteboard/OHP.

One person from each team comes to the front of the room and are given fly swatters. (Pupils take turns).

Teacher asks questions and pupils “splat” the correct answer on the board.

CONSOLIDATING ACTIVITY

“Calling Cards”- to test pupil understanding and inform teaching

Every student responds to statements made by teacher about the content of previous lesson/s. Each student holds up a card with a TICK, CROSS or QUESTION MARK to show whether they understand statements made by teacher. DEMONSTRATING ACTIVITY

“One–to–One”- allows pupils to show what they know

Divide class into 2 halves and divide topic area in 2.

Each pupil is expected to produce their own visual aid summarising their topic.

Pair students across the 2 halves. Students explain their half of the learning to the other.

CO-OPERATIVE LEARNING ACTIVITIES

Each of the two approaches outlined below are designed to increase learning, level of challenge, involvement and ownership. It is learning by “doing”, should be fun and gives pupils clear roles and responsibilities.

Approach A

Divide room into 6 information points on a topic - Suggestions are a book point, computers, role-play area, leaflets and posters, teacher in role for Q & A.

Each group sends a student to each area to gain information required by task.

Each group is given a Must/Should/Could Do list.

Each group to produce report/presentation at end.



SPLAT

GOLDIE HAWN ROGER MOORE TITANIC PINEWOOD STUDIOS 39 STEPS CLINT EASTWOOD GEORGE LAZENBY CASINO ROYALE Q KATE BECKINSALE ALFRED HITCHCOCK STEVE MARTIN PETER SELLERS KATE WINSLET CARRIE FISHER STEVEN SPIELBERG PEARL HARBOUR M CATHERINE ZETA JONE GEORGE LUCAS HELEN MIRREN

Approach B

Divide class into teams.

Different documents are given to different team members.

Each team to have a Project Manager, Vocabulary Chief, Scribe, “Work Ants” and Learning Checker (to ensure all team members can EXPLAIN their learning).

Pupils quizzed about findings from documents.

Teams evaluate performance-how could they improve next time ?

Reasoning, Word and Letter play.

USEFUL WEBSITES

http://www.adders.org/freeware/ - Some useful free software, including a Jigsaw maker, Hangman, Crossword maker, Everlasting Maths worksheet, Sentence Builder etc. There are lots of possibilities-check out the potential use in your subject area. http://school.discovery.com - A good online teachers guide, including a brilliant “Brainboosters” section which has tasks on Categorization, Lateral Thinking, www.homeworkelephant.co.uk - Source of information on most subjects. Lots of quizzes and puzzles.

THE KEY ISSUES FACING SCHOOLS TODAY – WHAT NEEDS TO BE DONE

• Establishing environments which empower students to learn

• Implement and enforce assessment for learning practices.

• Be open to changes in the school curriculum, which would have a sharper focus on learning and skills development.

• Recognise and plan for gender differences in schools, without NEGLECTING the needs of GIRLS!

• Be willing to challenge the accepted norm, to take risks in our classrooms.

• Swapping that feeling we’ve all experienced of “Teaching without Learning” for one of “Learning without Teaching”.

Dave Vizard recognises that, for a large number of students, school is low down on a list of competing priorities, but by creating the the “Learning Centred Classroom”, we can go a long way to eliminating the RHINO.

Sarah Frost



Really Here In Name Only

2nd Learning Together Conference Friday 11th February 2005

Programme

Talk Rules

Time Activity Venue

8:30 Registration Coffee

BH = Resource Area CH = Junior Entrance PP = Main Entrance Hall & Dining Room

9:15 Welcome by Ged Murphy Dance Drama Studio

9:30 - 10:15 Keynote Speaker - Vivienne Baumfield, Director of Thinking Skills Research Centre, University of Newcastle

Dance Drama Studio

10:15 - 10:45 Coffee / Exhibition Hall, Dining Room & Sixth Form Common Room

10:45 - 12:15 Workshop A Various

12:15 - 1:15 Lunch / Exhibition Hall, Dining Room & Sixth Form Common Room

1:15 - 2:45 Workshop B Various

2:45 Evaluation Dance Drama Studio

3:00 What Next? Dance Drama Studio

3:15 End of Conference Departure

Teach Outside Your Box Mysterious Maths

Thinking for Learning

Aromatherapy for Stressed Teachers

Interactive Thinking

Skills

West Derby Networked Learning Community

Joint INSET Day – 2nd Learning Together Conference – Friday 11 February 2005

Workshop Leader Planning Proforma

CONTACT DETAILS Name: ___________________________________________________________________

Address: ___________________________________________________________________

___________________________________________________________________

Tel. No. _______________________________ Fax. No. ____________________________

E-Mail Address: ___________________________________________________________________

Dietary Requirements: ___________________________________________________________________

WORKSHOP Title: ___________________________________________________________________

Workshop Resumé (approx. 50 words): ___________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Suitable for: 1. Secondary Primary Both

2. Introductory Developmental

REQUIREMENTS ICT/Other? __________________________________________________________________

__________________________________________________________________

Room Layout?

Other: _________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

TO BE COMPLETED AND RETURNED BY

3RD DECEMBER 2004. THANK YOU

Thinking is Critical!Thinking is Critical!

TT his year, the school is running an AS level Critical Thinking pilot with a selected group of students during general studies and key skills time. I have

been given the opportunity to plan and deliver the course. The end of the first half-term seems like a good time to report back on how things are progressing and to inform those unfamiliar with what the course entails. Critical Thinking as a discrete subject was introduced by OCR as an AS level in 2000. The idea behind the course is to provide students with a toolkit for breaking down, understanding, analysing and criticizing arguments. There is no content as such; the students practise the skills and learn vocabulary that helps them to describe the shape of an argument and the faults that might exist within it. The materials we use come from a wide range of sources, promoting transfer across the curriculum. The qualification is increasingly recognised in higher education. The exam reflects the format of many of the new entry exams introduced by universities, giving students the edge if they have to take one. Our first half-term has been spent learning the basics of critical thinking. We have been identifying reasons and conclusions in arguments and mapping them, finding hidden assumptions in arguments to decide if they are weak or strong and learning how to assess credibility. The approach has to be gentle at first. The students could easily be put off if they do not get a simple introduction to a way of thinking they may not have experienced before. We have engaged in lots of discussion and used kinaesthetic activities to explore aspects of the course. Logo-visual aids (magnetic hexagons!) have been useful in deconstructing arguments. Feedback so far has been largely positive, and the girls have demonstrated a real aptitude in understanding and using the tools we are learning about.

Contd...



Why not try a couple of Critical Thinking questions? There are as yet no signs of a revival in the housing market, despite what one reads in the papers. There are houses in Elm Street that have been up for sale for over two years, and not one of them has been sold. Which of the following is the best statement of the flaw in the argument above? A It assumes that the papers are giving the correct information about the state of the housing market. B It implies that there would be evidence of a revival in the housing market if one of the Elm Street houses had been sold. C It offers no evidence to support the conclusion that the housing market is not reviving. D It draws a general conclusion about the housing market from a particular case of houses that have not been sold.

Many people in our society are growing increasingly addicted to computer games. Challenges presented in games can often seem of greater relevance than those found in real life, and can be solved far more easily than the real life dilemmas which the player may face. You are able to forget your problems completely, as you become

totally absorbed in the game. Thus computer games can be used to provide an escape, and are a far better way of forgetting your worries than through the use of alcohol and drugs. Which one of the following is an underlying assumption of the argument? A Addiction to computer games is less harmful than addiction to alcohol or drugs. B It is better to face up to one’s problems than to try and find some sort of escape. C Solving problems in computer games prepares us for the ones we will meet in real life. D Some problems in life are too difficult to be solved so it is better to escape from them.

Daniel Penn



THE PUPIL PERSPECTIVETHE PUPIL PERSPECTIVE

P articipating in numerous Inservice Days has greatly benefited me. I have had the opportunity to be actively involved in the school’s continuing developments in the field of whole brain and personalised learning. Myself

and three other students have, on many occasions, embarked on visits to various schools and locations to present our own personal findings on learning. Within a presentation, we give examples of how learning techniques have been encountered and introduced by staff, and how it has aided us in our studies. For example, I specifically talk about the use of music in the classroom. At GCSE, Nicola Maloney and myself produced a song based upon life in the trenches. The song created a positive effect in the classroom, where the group were very enthusiastic to learn. We then had the opportunity to record the song, something which has haunted us every since! Throughout this experience, I have learnt the value of applying your own preferred learning technique and this is something I adopt in almost all of my lessons. The song alone did not help me achieve my final GCSE grade, but it did certainly aide my revision and enhanced my enjoyment of History as a subject. I was especially eager to meet Barbara Prashnig, the famous New Zealander, who specialises in learning techniques. Emma Kelly and myself had the chance to do so. Over lunch and a tour of Liverpool, it was extremely interesting to hear her opinions on learning. I was also fortunate to attend the DfES Leading Edge Conference in London in the summer. Emma Kelly and myself contributed to a presentation by Mr Penn in which we talked about personalised learning and its effects on us individually. The knowledge of your preferred learning style is something which I feel is a great advantage as a pupil. You are able to use this knowledge to enhance your performance in subjects and it can, as I have personally found, greatly improve revision. At the conference, we were able to ask David Milliband a question on emotional intelligence and his answer seemed very long winded. We also managed to fit in some sightseeing and even a drink with MP Louise Ellman in the Strangers Bar at the House of Commons. My involvement in these events has been extremely rewarding. They have given me the chance to improve my own learning methods and have put a far more interesting spin on how pupils should be educated. I have learnt that to place the emphasis on the pupil individually is most effective.

Leanne Sibbald



CONGRATULATIONS TO:-

Ron Kirby - Technology Helen Tickle - Psychology Tony Haimes - Maths Linda Stocks - English Margaret Canny - R.E. Joanne Spike - R.E. Jacinta McGowan - Maths Margaret Grant - History/Health Sue Clarke - P.E./R.E. Carol Carlisle - Maths Judy Dadswell - Science Pauline Whelan - MFL

Anne Roberts - ICT who successfully completed instruction in the de Bono’s Six Thinking Hats ® technique during the Summer Term of 2004. Six Thinking Hats are now available for use in “The Room” (C6). In the meantime, if you would like to know more about Six Thinking Hats, why not speak to one of the de Bono Group.

Margaret Grant



Buddies in BlueBuddies in Blue

T he Buddies Programme is up and running at Broughton Hall thanks to the dedication and enthusiasm of the Buddies themselves. There are currently 37 Year 10 stu-

dents walking around with small blue badges on their blazers and this is just a hint of what they have helped to create and will develop at Broughton Hall over the next year. Wearing the badges they helped to design, and, armed with message books for the less confident Year 7’s, the Buddies visit their Year 7 classes every Tuesday morning to talk through their concerns or simply to chat with them and the response has surprised every-body involved. The Year 7’s seem to have accepted the Buddies as their own: they write freely and chat informally to them. The Buddies then diligently give up their free time during break to read and reply to the messages. Several of them have even visited during afternoon registration to follow up on their visits. This is the type of dedication that has amazed me and made me extremely glad to have chosen Year 10 to help pilot the pro-gramme. I will admit that we have met some obstacles along the way. The change of lunch hour meant that we decided to meet after school which is not ideal for those taking public transport and studying various subjects after school, but the Buddies were willing to give it a go until Mrs. Fox saved the day. She suggested a visit during registration, which helped everyone involved to make the visit a regular one.



Mrs. Fox and Mrs Lodge have been extremely supportive of the programme and have made so many helpful suggestions I can’t list them, but the real stars are the Buddies themselves who have demonstrated great maturity and dedication.

I have high hopes for this programme and plan to develop it further this year. I will take a course by NMN later this term to really grasp the methodology behind peer mentoring and I would like to make things official by applying for approved provider status next year. It’s a long way from the initial idea entering our heads in Montréal and there is some way to go yet, but I am sure it will be worthwhile.

Susan Owens



KKEYEY W WEBSITESEBSITES MathsMaths

www.mathworld.wolfram.com An exhaustive mathematical resource, assembled over more than a decade by Eric W. Weisstein with assistance from leading mathematicians throughout the world. www.nrich.maths.org Part of the Millennium Maths Project (MMP), this site offers free mathematics enrichment resources (puzzles, problems, investigations, games) for ages 5 to 19. www.teachernet.gov.uk A government website designed to support teachers in the effective delivery of numeracy lessons. The site includes lesson plans, guidance, advice and extensive support for continuing professional development. www.woodlands-junior.kent.sch.uk/teacher/maths.html Woodlands Junior School in Kent hosts its own website. The site covers all curriculum subjects, including numeracy, and offers a wealth of resources and lesson plans. www.teachingandlearningresources.co.uk/teachingnumeracy.shtml Created by Diane Hawkins, a teacher with 17 years’ experience across Key Stage 2, this site offers links to the National Numeracy Strategy, interactive resources, lesson plans and other support material. www.statistics.gov.uk The home of National Statistics online, this site offers access to an almost unlimited supply of data that can be used within mathematical investigations. All of the statistics reflect Britain’s economy, population and society at national and local level. www.ltscotland.org.uk From Learning and Teaching Scotland, the numeracy area on this site supports students, teachers, schools, authorities and parents in working to improve numeracy. It makes available resources, case studies, reports, research papers and links to educational websites. It also provides information about new initiatives and events to support improvement in numeracy.

ScienceScience www.azteachscience.co.uk/code/development/early_years/index.htm From the AstraZeneca Science Teaching Trust, this site contains case studies, guidance and information on how to effectively integrate science into the Foundation Stage.

www.darvill.clara.net This site contains lots of free material written by Andy Darvill, Science/ICT teacher at Broadoak Community School, Weston-super-Mare. Full of ideas for lessons, downloads, information about other software and revision tips this is an excellent site produced with the classroom in mind. www.ase.org.uk From the Association for Science Education (ASE), this site offers a range of information and resources for all science teachers. www.woodlands-junior.kent.sch.uk/teacher/science.html Woodlands Junior School in Kent hosts its own website. The site covers all curriculum subjects, including science, and offers a wealth of resources and lesson plans. www.psigate.ac.uk/newsite PSIgate is a free service that offers access to high quality resources in the physical sciences; there are currently 11229 resources in astronomy, chemistry, earth sciences, materials sciences, physics and science history and policy. www.edit.legend.yorks.com/science.html Packed with information, activities and pictures, this site offers links to hundreds of activities to support the teaching of science at primary level.



Science (contd.)Science (contd.) www.nasa.gov A truly amazing site full of photographs, video footage and information to support the teaching of science - especially topics covering the Earth, Sun and Moon. www.mhs.ox.ac.uk From the Museum of the History of Science in Oxford, this site contains thousands of scientific images that can be projected or printed for use in science lessons. The site also offers a range of virtual exhibitions that can be accessed easily and quickly.

LiteracyLiteracy

www.teachernet.gov.uk A government website designed to support teachers in the effective delivery of literacy lessons. The site includes lesson plans, guidance, advice and extensive support for continuing professional development. www.warwick.ac.uk/staff/D.J.Wray This site has been developed and produced by David Wray, Professor of Literacy Education at the Institute of Education, University of Warwick. The site is designed to help further the study and teaching of literacy and literacy learning, and includes research and guidance on a range of topics. www.woodlands-junior.kent.sch.uk/teacher/english.html Woodlands Junior School in Kent hosts its own website. The site covers all curriculum subjects, including literacy, and offers a wealth of resources and lesson plans. www.literacytrust.org.uk This site is hosted by the National Literacy Trust, an independent charity dedicated to building a literate nation. The site offers a range of support, initiatives and information for all literacy professionals. www.ncll.org.uk The National Centre for Language and Literacy (NCLL) supports teachers, parents and governors in a variety of ways. This website offers a range of resources, courses, research reports and support. www.nate.org.uk This site is from the National Association of Teachers in English (NATE), which is a professional association founded to support teachers of English. It offers a range of resources, support materials and advice. www.literacyhour.co.uk/index.html This interactive site is full of lesson plans, homework sheets, reading activities and much, much more. Some of the activities could be projected through an interactive whiteboard, while others could be downloaded and printed off for whole-class distribution. http://curriculum.becta.org.uk As part of the National Grid for Learning, this site is produced by Becta. With lesson plans, case studies, advice on literacy issues, research reports and up-to-the minute information on new initiatives for literacy. This site is well worth a visit!

Foundation SubjectsFoundation Subjects www.becta.org.uk As the leading government body for information and communication technology in education, Becta aims to further its use to raise educational standards and improve effectiveness. www.geography.org.uk With almost 10,000 members, including teachers in all phases, the Geographical Association’s mission is to further the teaching of geography and communicate its value to education.



Foundation Subjects (contd.)Foundation Subjects (contd.) www.world-faiths.com A website devoted to providing information on the religions of the world for secondary schools. Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism are all covered. www.naace.org Naace is a professional association for those concerned with advancing education through the appropriate use of ICT, and the key influential professional association for ICT in education. www.mfy.org.uk Music for Youth is an educational charity with a worldwide reputation for its work in music education, providing free access to educational and performance opportunities for young musicians. www.data.org.uk DATA (Design And Technology Association) is the recognised professional association that represents all those involved in design and technology education and associated subject areas, promoting, developing and maintaining all branches of D&T education. www.history.org.uk The Historical Association aims to further the study, teaching and enjoyment of history at all levels by providing resources, supporting life-long learning and campaigning for history. www.cilt.org.uk The National Centre for Languages works to produce a comprehensive programme of conferences and training events for classroom teachers across all sectors of language teaching.

Thinking SkillsThinking Skills

www.scre.ac.uk/scot-research/thinking A summary of a discussion paper reviewing the published literature on thinking skills. The complete text of this paper is also available in PDF format from this page. www.nwrel.org/scpd.sirs/6/cull.html A summary of research and main principles of various thinking skills approaches. Quite a comprehensive document. www.standards.dfes.gov.uk/thinking skills Information for classroom teachers working in primary schools in the UK about thinking skills programmes and approaches that are currently available. www.newhorizons.org/strategies/thinking/perkins.htm A very useful article by David Perkins on how to start drawing the attention of pupils to their own thinking in order to improve their learning. http://learnweb.harvard.edu/alsp/thinking/infor_articles.cfm The Thinking Classroom is based on the collective research and ideas of the Cognitive Skills Group, Harvard Project Zero. Topics cover thinking dispositions., the transfer of learning. www.thinkingtogether.org.uk Site on classroom talk to develop thinking skills. Includes free software, details of recent publications and research articles for downloading. www.sapere.net Main organisation for Philosophy for Children (P4C) in the UK. Includes introduction to P4C, courses, conferences, recommended resources and links. http://cehs.montclair.edu/academic/iaps The IAPC is the home of Philosophy for Children. This site introduces the main concepts and the original programme.



DEVELOPING PUPILS AS RESEARCHERS KS2DEVELOPING PUPILS AS RESEARCHERS KS2--33

A one-day seminar on how to develop critical and creative thinking through original research

Led by Dr. Mary Kellett (Seminar Code TT05)

INTRODUCTION

At a time when many teachers are frustrated by the lack of opportunity for pupils to engage in creative and in-depth learning, the idea of pupils undertaking their own original research is a welcome initiative. It can be harnessed to Gifted and Talented programmes, extra-curricular activities (such as the setting up of research clubs) and to strategies designed to re-engage disaffected learners. Pupils show more motivation when their learning includes an element of free choice and ownership. Some of the beneficial outcomes for pupils include the development of organisational skills, information management skills, communication skills, critical thinking and creativity. Equally important are aspects of self-development such as increased confidence and self-esteem and a positive attitude towards learning.

BENEFITS

At the end of the day, delegates will have: • Explored practical ideas for pupil activities and teaching sessions. • Reflected on how the process of researching can extend pupils’ learning. • Reflected on the nature of research and its common characteristics. • Considered ways to distil and differentiate the complexity of research methodology to make

it accessible for pupils. • Learned some data-collection and analysis techniques that are the most appropriate for use by

pupils. • Considered the importance of research ethics.

THE SEMINAR LEADER

Mary Kellett is Director of the Children’s Research Centre at The Open University where she also lectures in the Faculty of Education and Language Studies. She has a background in primary teaching and has undertaken pioneering research in the field of children as active researchers. She has published widely on this and other educational topics including additional educational needs, ethics and disaffection.

SEMINAR DATE / TIME / VENUE

29 November 2004 / 9:15 Registration - 16:00 End / Birmingham


COURSES FOR TEACHERS

For further information or to book a place please see Margaret Grant. N.B. LEAVE OF ABSENCE WILL NEED TO HAVE BEEN AGREED BY GED MURPHY

Edited by Margaret Grant Published by Kim O’Hare Printed by Elaine Lawlor

Documents

LM 2004 November2 - Broughton Hall Catholic High School · v. 2 0 0 4 Learning Matters A ... of the limbic system. Each chapter is sprinkled with anecdotal case studies, self review