# It Essentials Worksheet 3.3.4 - PowerPoint by vpd18472

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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
Ahg6qcgoay4

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

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.”
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

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)
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

„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.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