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A Eaton PLTS CPD 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?. 25. 19. 26. 28. A Eaton PLTS CPD Notre Dame High School January 2010. 3/20/2012. . . . . . . . . . 4. . 3. . . 2. . . . . . . 6. . . . 1. 2. . . . 5. . .

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A Eaton PLTS CPD Notre Dame High School January 2010

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    4. 3/21/2012

    6. Planning for successful learning

    8. 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 …

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

    10. 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.

    11. 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.

    14. 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

    15. A new framework for Personal, learning and thinking skills

    18. Cross curricular dimensions

    23. Key features and key outcomes of Leading in Learning

    24. 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?

    25. 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  

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