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									           Personal, learning and thinking skills.
               A Eaton Notre Dame High School
                                   January 2010




A Eaton PLTS CPD Notre Dame High School January 2010
You decide the alphabet
needs a new letter.
What will it look like?
How will it sound?
       A Eaton PLTS CPD Notre Dame High School January 2010
                                         25

                                         19
                                         26

                                         28

24      26 23                  ?
A Eaton PLTS CPD Notre Dame High School January 2010
                  4 2
                  3
                  1 5
            6 2
4/14/2011
        3
                                                   A variation on the sudoku.
                                                   Each number between 1 and 6
                                                   appears in the grid only once
                                                   in each row and column.

                                                   Within each „field‟ numbers
                                                   must be selected to create the
                                                   number in the top left hand


    2
                                                   corner using the indicated
                                                   mathematical operation.

                                                   For example, the box labelled
                                                   5- must contain 6 and 1 since
                                                   6-1 represents the ONLY way
                                                   of creating 5 using 6, 1 and



6
                                                   subtraction.

                                                   Boxes labelled with a single
                                                   number are filled with that
                                                   number.


                             1                     How will you solve this
                                                   problem?




        A Eaton PLTS CPD Notre Dame High School January 2010
   Planning for
   successful
   learning
http://www.youtube.com/watch?v=
Ahg6qcgoay4

          A Eaton PLTS CPD Notre Dame High School January 2010
What do you need to consider
when planning a unit of work?
Your thoughts …




        A Eaton PLTS CPD Notre Dame High School January 2010
- Topic   and specification

- Group and expectations
- Activities and homework tasks
- Assessment and differentiation; AfL
- Prior Knowledge; misconceptions
- TA support or VI form mentors
- EAL, SEN and G+T
- Time of Day
- Environment (and resources)
- Yourself!
- PLTS …
          A Eaton PLTS CPD Notre Dame High School January 2010
  PLTS
http://curriculum.qca.org.uk/key-stages-3-and-4/skills/plts/index.aspx

   The QCA framework comprises six groups of skills:
   independent enquirers
   creative thinkers
   reflective learners
   team workers
   self-managers
   effective participants.



                A Eaton PLTS CPD Notre Dame High School January 2010
PLTS
For each group of skills, a
focus statement sums up the
range of skills and qualities
involved. This is accompanied
by a set of outcome
statements that describe the
relevant skills, behaviours and
personal qualities.




        A Eaton PLTS CPD Notre Dame High School January 2010
PLTS
Each group of skills is distinctive and
coherent. The groups are also
interconnected and learners are
likely to encounter skills from several
groups in any one learning
experience. For example, an
independent enquirer sets goals for
their research with clear success
criteria (reflective learner) and
organises their time and resources
effectively to achieve these goals
(self-manager). To develop
independence, learners need to
apply skills from all six groups in a
wide range of contexts.

         A Eaton PLTS CPD Notre Dame High School January 2010
            Geography A*
                                                          Art A*
Maths - A
                                                                     English B,B
                                                                 Music C



 R.E.- A

                History C                                             Science A, A



              A Eaton PLTS CPD Notre Dame High School January 2010
A Eaton PLTS CPD Notre Dame High School January 2010
                         The Aims
The curriculum aims to enable all young people to
become:
   successful learners who enjoy learning, make
    progress and achieve
   confident individuals who are able to live safe, healthy
    and fulfilling lives
   responsible citizens who make a positive contribution
    to society



               A Eaton PLTS CPD Notre Dame High School January 2010
               A new framework for
    Personal, learning and thinking skills

      Independent                  Creative                       Reflective
        enquirers                  thinkers                        learners



          Team                Self-managers                      Effective
         workers                                                participators


The framework comprises of six PLTS: (identified by QCA)

Together with subject-specific knowledge and understanding these
are the qualities key to our ND learner Profile.
                 A Eaton PLTS CPD Notre Dame High School January 2010
A Eaton PLTS CPD Notre Dame High School January 2010
PLTS or ‘plats’ or ‘pelts’ = our learner profile underpin the
whole curriculum and can transform young people’s
engagement with learning.
They support learners’ understanding of themselves as well
as their relationship with others and the world around them.
Effective development of our learner profile can raise
achievement and make a considerable impact on learners’
ability to succeed, both now and in adult life.

PLTS = our learner profile are an important part of the new
National Curriculum and need to be embedded into
departmental schemes of work.



                 A Eaton PLTS CPD Notre Dame High School January 2010
Cross curricular dimensions
Identity and               Healthy                   Community
  cultural                lifestyles                 participation
  diversity

                           Global
 Enterprise            dimension and                Technology
                         sustainable               and the media
                        development


                         Creativity
                        and critical
                         thinking

         A Eaton PLTS CPD Notre Dame High School January 2010
                 Our Notre Dame
                 Learner Profile

     Knowledgeable
Creative                 Effective                          Action Takers
                       Communicators                        (Self-managers/ Effective
Thinkers                                                     Participators/ Organised




 Team                   Independent                          Reflective
workers                   Enquirers                          Learners
          A Eaton PLTS CPD Notre Dame High School January 2010
  What Skills Do Employers Want?
  A recent survey of 500 company directors identified a
  „top 10‟ skills and qualities rated as being the most
  important for recent graduates to possess: Put them in
  order of priority.
A good work ethic                       The ability to meet deadlines

    Team working and co-operation skills

 Punctuality                  Honesty and integrity                           Reliability

    A can-do attitude?                         Numeracy skills

    Literacy skills                     Communication skills
http://www.canterbury.ac.uk/support/careers-and-student-                   09_form_WHATDOEMPLOYERSLOOKFOR_
development/employability/employability-what-do-employers-want.asp         September 2009


                           A Eaton PLTS CPD Notre Dame High School January 2010
The 5 Rs - The Curriculum of Lifelong Learning – Guy Claxton‟s dispositions

Resourcefulness
Managing your learning Developing and organising ideas Working with people
Pupils develop an interactive menu of learning methods and their peers assess their
confidence and effectiveness in these, by giving them feedback.

Remembering
How your memory works          Seeing patterns     Memory techniques
Pupils are invited to demonstrate how they transfer learning from one domain of their home
and school life, to another.

Resilience
Understanding yourself as a learner Staying motivated                Being persistent
Pupils constantly develop new ways of working out what to do when they get stuck and are
assessed according to how effectively they apply them and share them with others.

Reflectiveness
Noticing            Questioning          Distilling experiences
Pupils are encouraged to set their own questions for most of the occasions when summative
assessment is required.

Responsiveness
Accepting change Adapting and flexing           Planning your life

http://www.teachingexpertise.com/articles/assessing-what-matters-schools-694
                       A Eaton PLTS CPD Notre Dame High School January 2010
IB learners strive to be:
inquirers
knowledgeable
thinkers
communicators
principled
open-minded
caring
risk-takers
balanced
reflective.
                              http://www.ibo.org/programmes/profile/

                 A Eaton PLTS CPD Notre Dame High School January 2010
    Key features and key outcomes
        of Leading in Learning
                                Collaboration
                                across three
                                  subjects

                                                               Pupil
                                  Working in                             Extending bridging
Common strategy                 lesson cycles
                                                               Entitlement
                               Explicit transfer
                                 of thinking
                                across three
                                  subjects




                  A Eaton PLTS CPD Notre Dame High School January 2010
Consider aims and objectives for our learners

   Are any of the personal, learning and thinking
    skills (PLTS) relevant?
   Can you see where the PoS refers to
    independent learners?
   Can you see where it relates to motivation
    and enjoyment?
   Do they relate to cross-curricular
    dimensions?


             A Eaton PLTS CPD Notre Dame High School January 2010
BLOOM‟S REVISED TAXONOMY
    Creating
    Generating new ideas, products, or ways of viewing things
    Designing, constructing, planning, producing, inventing.
    Evaluating
    Justifying a decision or course of action
    Checking, hypothesising, critiquing, experimenting, judging
    Analysing
    Breaking information into parts to explore
    understandings and relationships
    Comparing, organising, deconstructing, interrogating, finding
    Applying
    Using information in another familiar situation
    Implementing, carrying out, using, executing
    Understanding
    Explaining ideas or concepts
    Interpreting, summarising, paraphrasing, classifying, explaining
    Remembering
    Recalling information
    Recognising, listing, describing, retrieving, naming, finding
                 A Eaton PLTS CPD Notre Dame High School January 2010
                            Thinking Skills
Information                 Independent   Creative                     Reflective
                Reasoning                               Evaluation                    Teamwork
 Processing                    Enquiry    Thinking                      Learning


  Listen for       Give         Ask        Extend        Examine                      Listen to
                                                                       Prioritise
  meaning        opinions     questions     ideas      others‟ work                    others
    Collect                    Define                     Make
                   Infer                     Vary                      Consider         Share
 information                  problems                 judgements
 Select and
                 Deduce         Plan       Explore                       Revise       Cooperate
   name
 Identify and                              Suggest
                 Explain      Research                                  Review      Plan together
   describe                               hypotheses
  Sort and
                  Clarify      Predict     Imagine                    Summarise      Collaborate
  classify
 Search for
                  Justify       Test      Experiment                                  Delegate
  patterns

  Organise        Decide                    Refine                                      Lead

 Sequence        Conclude                 Synthesise

  Compare                                 Speculate

  Contrast                                Improvise

  Analyse
                                               A Eaton PLTS CPD Notre Dame High School January 2010
              Thinking Skills - MONDAY
Information               Independent      Creative                     Reflective
              Reasoning                                 Evaluation                   Teamwork
 Processing                  Enquiry       Thinking                      Learning




Information               Independent      Creative                     Reflective
              Reasoning                                 Evaluation                   Teamwork
 Processing                  Enquiry       Thinking                      Learning
                     A Eaton PLTS CPD Notre Dame High School January 2010
                                    http://www.fionahogg.com /
A Eaton PLTS CPD Notre Dame High School January 2010
A Eaton PLTS CPD Notre Dame High School January 2010
A Eaton PLTS CPD Notre Dame High School January 2010
                              http://www.fionahogg.com/
A Eaton PLTS CPD Notre Dame High School January 2010
                                                                                             Year:-      Set:-                   Lesson ____ of ____
                                                                                             KS3 GCSE   AS/A2        IB          Module ________________
Register                          ECM       Healthy Safe Enjoy& achieve +ve contribution Economic w/b         NDHS LEARNER PROFILE                          Keyword Corner
                                                                                                                    Knowledgeable
Last HW                            New HW                               Marks in?                                  Creative thinkers
                                                                                                                  Reflective Learners
Prior Knowledge/Misconceptions
                                                                                                                Independent enquirers               Thinking Starter or
                                                                                                               Effective communicators              ‘smartquote’
Content focus – learning objectives (Subject concepts, knowledge, understanding, skills)                             Action takers                  Music DVD, illusion or SS
                                                                                                                    Team workers                    Reflection or ‘mathsnews’
                                                                                                                                                    Problem Pictures

                                                                                                                    Profile Focus                   AfL          Assessment
SoW:-                                                                                                   Include specific thinking & learning                     Opportunities
Resources (Text, website, program, worksheet, TV, exam, book etc.) see below                            skills & words for thinking & learning:                     Questioning
                                                                                                                                                               Peer assessment
                                                                                                                                                                  Hands up etc.
                                                                                                        Include x-curricular theme and source                      Whiteboards
                                                                                                                                                                          Other
Assessment Opportunities
                                                                                                                                                             Functional Skills
AfL                                                                                                     Include smsc theme and source
                                                                                                                                                                         APP
                                                                                                        World Maths?                                Activities
Starter ( ... )                                                                                                                                                             VAKt
                                                                                                                                                                      Discussion
mwb                                                                                                     Math History?
                                                                                                                                                                     Explanation
                                                                                                                                                                Game or Puzzle
                                                                                                                                                            Group work or Pairs
Main ( ... )                                                                                            Launching                                         Investigation or Tarsia
                                                                                                        Connect with prior knowledge; VAKt                             Challenge
                                                                                                                                                                      X-curricular
                                                                                                                                                                         Practical
                                                                                                                                                                Problem solving
                                                                                                                                                             Proof or Application
                                                                                                        Thinking together                                           Visualisation

Activity ( ... )                                                                                                                                    ICT              Program
                                                                                                                                                                      Website
                                                                                                                                                           Omni/Autograph/XL
                                                                                                                                                          Graph Calc/Handheld
                                                                                                                                                                         Cabri
Differentiation/Extension                                                                               Reflecting – Metacognitive Plenary                      IB SL Program
HAPS MAPS LAPS                                                                                          Ideas/questions/activities that will help
                                                                                                        learners to focus on how they went about    Review
                                                                                                        the task ‐ methods/strategies used
Plenary (and next lesson)                                                                                                                            Test - mathswatch/wizard
                                                                                                                                                            Display / Mindmap
                                                                                                                                                                  Presentation

Homework                                                                                                Follow-up                                   Citizenship
                                                                                                                                                                       SMSC
Last HW                                                                                                                                                      Numeracy Literacy
New HW                                                Due in                                                                                                  Communications




                                          A Eaton PLTS CPD Notre Dame High School January 2010
‘Since we can't know what knowledge will be most
needed in the future, it is senseless to try to teach it in
advance. Instead, we should try to turn out people who
love learning so much and learn so well that they will
be able to learn whatever needs to be learned.’
John Holt, American educator,
author of How Children Fail
“The principal goal of education is to create men
who are capable of doing new things, not simply of
repeating what other generations have done – men
who are creative, inventive and discoverers.”
Jean Piaget


              “Thinking about thinking (metacognition)
              has to be a principal ingredient of any
              empowering practice of education.”
                                          Jerome Bruner


                    A Eaton PLTS CPD Notre Dame High School January 2010
‘Since we can't know what knowledge will be most
needed in the future, it is senseless to try to teach it in
advance. Instead, we should try to turn out people who
love learning so much and learn so well that they will
be able to learn whatever needs to be learned.’
John Holt, American educator,
author of How Children Fail
“What colour is a zebra when you remove the
stripes? Find me in the playground later today and
give me an answer. But when you leave this hall,
remember one thing: school is for thinking.”
Peter Hyman, deputy headteacher of a
London comprehensive.



             “In the act of tearing something apart, you
             lose its meaning.”
             Malcolm Gladwell ‘Blink’ , 2007
                    A Eaton PLTS CPD Notre Dame High School January 2010
Concept maps
Joseph D. Novak




           A Eaton PLTS CPD Notre Dame High School January 2010
Concept maps are advance organisers or
graphical tools for organizing and representing
knowledge. They include concepts, usually
enclosed in circles or boxes of some type, and
relationships between concepts indicated by a
connecting line linking two concepts.
Words on the line, referred to as linking words or
linking phrases, specify the relationship between
the two concepts.
The Theory Underlying Concept Maps and How
to Construct and Use Them
http://cmap.ihmc.us/Publications/ResearchPapers/Theory
Cmaps/TheoryUnderlyingConceptMaps.htm
Joseph D. Novak Alberto J. Cañas www.ihmc.us
              A Eaton PLTS CPD Notre Dame High School January 2010
Consist of propositions
Key concepts together with linking phrases
In concise language
Show hierarchy What topics are subtopics
Shown graphically
                     Course Goal: Understand Statistical Inference presented in the media.

                     Most often                                               Sometimes includes
                      includes

                                                                                                   Data P resentation
            Sample Surveys                                                                         and Summary

                                                                                                            Includes
 Non - random                 Random
 samples                      samples
                                                                                                   Means,    Histograms         , etc.

                                                                                                      Are used to pic       ture
                                        Allo w use of

        Tell about             Rules of Probability                                                 Distribution       s of Data

                                           Predict                                                     A special case is

                                                                                                    Normal      D istribution
                                Distribution of a Statistic                          Is a good
                                                                                     model for

                       Used to calculate


                                                     http://www.google.co.uk/search?hl=en&q=woodard+concept+maps&meta=
            Margin of Error
                                      A Eaton PLTS CPD Notre Dame High School January 2010
 TASC    Belle Wallace




http://www.nace.co.uk/tasc/tasc_home.htm
                              A Eaton PLTS CPD Notre Dame High School January 2010
   Mindmapping Tony Buzan




http://www.buzanworld.com/Mind_Maps.htm
“Thus, a teacher of mathematics has a great
opportunity. If he fills his allotted time with
drilling his students in routine operations he
kills their interest, hampers their intellectual
development, and misuses his opportunity.

But if he challenges the curiosity of his students
by setting them problems proportionate to their
knowledge, and helps them to solve their
problems with stimulating questions, he may
give them a taste for, and some means of,
independent thinking.”

(Source: Polya, G. (1945) How to Solve it, Penguin)
http://www.cs.cmu.edu/afs/cs/academic/class/15251s04/
Site/Biographies/index.htm
                A Eaton PLTS CPD Notre Dame High School January 2010
http://curriculum.qcda.gov.uk/key-stages-3-and-
4/skills/plts/index.aspx QCA plts site
http://www.qcda.gov.uk/4334.aspx for QCDA                          assessment for learning

http://www.learningandteaching.info/teaching/contents.htm
http://www.teachingexpertise.com/e-bulletin/learning-and-thinking-skills

http://www.nace.co.uk/tasc/tasc_home.htm G&T website
http://www.geoffpetty.com/ Petty’s site has ideas for new and experienced teachers.
http://nrich.maths.org/public /               for mathematics ‘rich’ tasks

http://www.teachingthinking.net/                    Robert Fisher’s home page



„No curriculum can be regarded as acceptable unless it can be
shown to make a contribution to the teaching of thinking.‟
Robert Fisher, Teaching children to think (Blackwell, 1990)
                     A Eaton PLTS CPD Notre Dame High School January 2010
 Personal Learning and Thinking Skills in MFL
• MFL specific Learner Profile criteria

• Incorporate LP Criteria into KS3 and KS4 W R cards

• MFL Bronze, Silver and Gold award scheme

• Teach to Teach in KS3

• Language leaders in 6th form

• 6th form language outreach


             F Macinnes PLTS CPD Notre Dame High School January 2010
      I use my knowledge and understanding from previous
K/U   lessons to help me learn new language.
      I learn new vocabulary thoroughly and use it appropriately.
      I can work out the meaning of new words by myself.
IE    I can work out grammar rules and apply them myself.
      I am able to look up words in a dictionary
      I can use my knowledge and understanding of language to
Cr    work independently and creatively.
      I can apply the language I know to different contexts.
      I make a positive contribution to pair or group activities.
TW    I support classmates if they need help and I can ask for help.

Co    I make positive contributions by answering questions.
      I use target language appropriately in the classroom.

      I think about how I can improve my performance
Ref and I put it into action. I use advice from the teacher
      or my peers to improve my work.
      I bring the correct equipment to every lesson.
AT    I complete my homework on time. I remain on task in lessons.
F Macinnes PLTS CPD Notre Dame High School January 2010
                                 http://www.youtube.com/watch?v=
                                 Ahg6qcgoay4 basketball


                                 http://www.guardian.co.uk/education/2009
                                 /aug/16/abolish-gcses-labour-education-
                                 guru/print Peter Hyman




http://www.slideshare.net/jbren
man/shift-happens-33834


                A Eaton PLTS CPD Notre Dame High School January 2010
A Eaton PLTS CPD Notre Dame High School January 2010
Please sir. May I be excused.
My brain is full.’
               A Eaton PLTS CPD Notre Dame High School January 2010
1


                      4 2
                      3
                      1 5
                6 2
    4/14/2011
1a
      2 4 3      6   1 5
          1      4   2 3
        1        3
          4      1   5
      4 6 2      5   3 1
      1
     4/14/2011
                 2
1a
      2 4 3      6   1 5
      6 5 1      4   2 3
        1        3
          4      1   5
      4 6 2      5   3 1
      1
     4/14/2011
                 2
1a
     2           4   3   6   1 5
     6           5   1   4   2 3
     5           1   6   3
     3           2   4   1   5
     4           6   2   5   3 1
     1
     4/14/2011
                 3   5   2
5 4 3 1                 6            2
                                               A variation on the sudoku.
                                               Each number between 1 and 6
                                               appears in the grid only once



4 6 5 2                 3            1
                                               in each row and column.

                                               Within each „field‟ numbers
                                               must be selected to create the
                                               number in the top left hand


3 2 1 4                 5            6
                                               corner using the indicated
                                               mathematical operation.

                                               For example, the box labelled


1 3 6 5                 2           4
                                               5- must contain 6 and 1 since
                                               6-1 represents the ONLY way
                                               of creating 5 using 6, 1 and



6 1 2 3                 4           5
                                               subtraction.

                                               Boxes labelled with a single
                                               number are filled with that



2 5 4 6
                                               number.


                         1 3                   How will you solve this
                                               problem?




    A Eaton PLTS CPD Notre Dame High School January 2010
                                   part time
            friends                  work                   sport               family

            part time
 HW           work
                      interests                  TV                   sport

                                                  boy/
                                               girlfriend                         TV          HW

              CW          TV                                                                 friends

                                      TV                    HW                    CW

                                                                                   boy/
interests     HW                                                      family    girlfriend

               boy/
friends     girlfriend                         family

                                                             TV      friends sport            CW

                          CW         HW                                         interests

                         A Eaton PLTS CPD Notre Dame High School January 2010
                      http://www.camb-ed.net/pbyp/

What is Personalisation by Pieces?
A brief history
After fifteen years of research and application, the Personalisation by Pieces
framework was published in November 2006. It sets out clear definitions of
personalisation and particularly the more challenging 'P-route' which empowers
learners to take a greater role in their own learning.

In May 2008 after a year of trials in primary schools, secondary schools and FE
colleges, PbyP web tools based on the PLTS (Personal Learning and Thinking Skills )
were launched. Every Secondary school in England was sent a poster showing how
we had described progression through a set of 'Skills ladders'. So far these have been
adopted by 1 in 40 English Secondary schools and more are contacting us each
month.




                      A Eaton PLTS CPD Notre Dame High School January 2010
                      http://www.camb-ed.net/pbyp/

In October 2008 PbyP for the Early Years and Foundation Stage was launched.
This set of 13 skills ladders match the EYFS scales, written in language accessible to
very young children. (With video for those not yet reading.) The dedicated PbyP
Foundations website provides the space and tools for teachers to store, record and
assess evidence for each child's Profile. Peer assessment is central to PbyP and for
the Foundations site we have a specifically designed fully teacher-managed form of
peer assessment.
The Rose Review of Primary education in England, published in May 2009, proposed a
learning framework designed to develop a wide range of skills and competencies in
children from a young age with an emphasis on "promoting a stronger focus on
curriculum progression". The Essentials for Life skills are explained in more detail in
our article on The Rose Review.




                      A Eaton PLTS CPD Notre Dame High School January 2010
                   http://www.camb-ed.net/pbyp/
What is PbyP?
PbyP is an online tool for accurately assessing learner's competencies such as
their ability to work in a team, be creative and research. Any competency can be
added to the PbyP framework but most schools have chosen the PLTS, functional
skills or Key skills. PbyP is used by learners of all ages because each skill ladder
has been designed on 9 steps of progression from beginner to professional. The
starting point on the skills ladders is set individually for each learner.
For children under 7, there is a separate PbyP site and set of ladders called PbyP
Foundations. Transistion from Foundations to general PbyP is smooth because
the same structure of ladders and online tools are used.

PbyP provides every learner with their own e-portfolio that they can access
through any computer or device connected to the internet (even their games
console or smart phone if they have one). The learner sets their own targets and
submits their own evidence. This degree of control has really inspired the 8000
children involved who tend to submit one piece a week on average and mostly
from outside school.

What is revolutionary about PbyP is that most of the assessment is actually
carried out by learners who are sent work anonymously between schools.
Learners who have 'qualified' in one level of a skill then become an assessor for it
and, remarkably, assess with incredible accuracy.

                    A Eaton PLTS CPD Notre Dame High School January 2010
                                  Find out more about PbyP
                                  For more information please
                                  subscribe to this newsletter,
                                  call us on 01223 463757 or
                                  email us at
                                  pbyp@camb-ed.com




aeaton@notredamehigh.norfolk.sch.uk
    A Eaton PLTS CPD Notre Dame High School January 2010

								
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