The Wife said she was sleeping. The Cook was cooking breakfast.

1. A man was found murdered on Sunday morning. His wife immediately called the police. The police questioned the wife and staff and got their alibis: The Wife said she was sleeping. The Cook was cooking breakfast. The Gardener was picking vegetables. The Maid was getting the mail. The Butler was cleaning the closet. The police instantly arrested the murderer. Who did it and how did they know? The Wife said she was sleeping. The Cook was cooking breakfast. The Gardener was picking vegetables. The Maid was getting the mail. The Butler was cleaning the closet. The police instantly arrested the murderer. Who did it and how did they know?

2. Learning to Learn Treorchy Cluster Inset April 7, 2006

3. “The focus of traditional education converts learning into a verbal, passive, worksheet driven exercise. This alienates large numbers of students. Young people grow up in a world that feeds them vast amounts of information but restricts their experiences. They are data rich and experience poor.” Andrew Fuller, Creating Resilient Learners, 2003.

4. Quality of teaching improved and still improving • Quality of learning improving • Many pupils are learning more • Only small numbers are learning better • Many pupils have little or no strategies to cope with the demands of school curricula. A number will shrink into passivity whereas others will try to escape from the process altogether. • Many pupils are “illearnerate”.

5. “New” 3 R’s of Education looks to develop learners that are • Resourceful • Resilient • Reflective • There are many other R’s that different researchers suggest, e.g. Ready, Remember, Reciprocal, Responsible etc.

6. We Are Learning Today about Resourceful, Resilient, Reflective learners and how to Remember

9. Sharing the learning objectives WALT WILF TIBS We Are Learning To…… What I’m Looking For…… This Is Because

11. Resourceful Learners • Show initiative • Are capable of learning in different ways • Ask good questions • Are prepared to take risks

12. Pupil Questionnaire

14. Resilient Learners • Persist • Remain positive • Stay involved with their learning • Set targets • Practise • Are able and allowed to make mistakes • Are more able to tolerate uncertainty of not knowing Resilient learners cannot exist without resilient teachers!

15. top • Ideas • Discuss and agree strategies with pupils • Use a learning wall • Traffic light system • Analysis of learning styles hink STUCK se lues ids

16. When faced with a challenging situation, look at it from all angles and redefine the problem if necessary. How can you tie the two strings together?

17. Reflective Learners • Show curiosity • Are objective • Can see things from different perspectives • Learn from experience • Act upon experience • Work well with peers • Are given time to be reflective

18. A reflective learner needs • immediate feedback • steps/reveal • hints/pop-up boxes • feedback loops • model answers with marking instructions • reporting system • tracking progress • comparison of own/‘correct’ responses • revision planner

19. Strategies likely to improve and encourage the development of reflective learners include: • Self-assessment • Peer-assessment/debriefing • Learning logs • Fieldwork diaries/logs • Personal development planners • Reflective commentaries • Action research • Synoptic or ‘capstone’ modules

20. Learning to remember Memorise the following 12 items Can you recall the items? • Orange file • Slide binder • Scissors • Large key • Book • Small key • Sharpener • Highlighter pen • Planner • Mouse • Piece of paper • Floppy disc 1) Orange file 2) Slide binder 3) Scissors 4) Large key 5) Book 6) Small key 7) Sharpener 8) Highlighter pen 9) Planner 10) Mouse 11) Piece of paper 12) Floppy disc

21. “How well you learn is not a matter of how bright you are. It is a matter of experience and good coaching.” Guy Claxton 2002 • Tools of learning • Knowledge of how to use them to best effect. • Most people need to be taught this!

23. Concentration: common problems • Happy wanderers • Frequent flyers • Spies • Finger safari experts • Amplifiers • Star Trekkers

24. Concentration: common solutions • Synthesisers and paraphrasers • Time trials • Imagination time then concentration time • Diaries, note taking, tape memories • Distracted-being otherwise attracted • Increase novelty – vary the stimulus • Vary perspective to the stimulus

25. Distracted-being otherwise attracted • Look at situations in which paying attention is no problem. • The image must be varied • We notice novelty and experience difference.

26. Working collaboratively • Small groups • Each student learns a portion • Each student teaches others and check for understanding • Class presentation or class tournament • Class agree on larger project • Groups work on each aspect of the project • Teacher assesses finished project and individual’s contribution.

27. Question Can you find a seven letter word such that: The first two letters are a man. The first three letters are a woman. The first four letters are a great man. The whole word is a great woman. Answer Heroine.

28. Helping the Active Learner Allow time for problem-solving activities… Hypothesis development exercises… Group discussions on topics in the material… Peer teaching….. Notes TM……… Helping the Reflective Learner Reflective time in a class… Question development time… Summaries of class materials…

29. Lessons for a life of change (Guy Claxton 2004) • 1st generation teachers • interesting, orderly lessons • pupils retain information. • 2nd generation teachers • learning as a process. • teach a range of strategies to help pupils understand. • 3rd generation teachers • learning styles, modify teaching. • self-esteem and emotional intelligence crucial • 4th generation teachers • teach pupils how to learn • encourage positive attitudes and tolerances.

30. We All Learnt To Learn about Resourceful Resilient Reflective Learners and how to Remember!

31. Thank you Diolch This presentation is available on http://cardiffschools.net/~majones Click on Treorchy then L2L.

32. Useful links to resources http://www.campaign-for-learning.org.uk http://www.broughtonhall.com/Leading_Edge/internal/changinglife.htm Useful publications Learning to Learn – Enquiries into building resourceful, resilient & reflective learners, Cardiff County Council, 2004. The power of diversity, Barbara Prashnig, 2003. Classroom community, collaborative and personalised learning, DFES

33. Logistics for session 2 • Primary colleagues to work with secondary departments • Discuss topics. • Complete questionnaire individually. • Return all questionnaires to Mark Jones. • Primary teachers to return to hall by 12pm.