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Skills for Life

Skills for Life

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Skills for Life

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Presentation Transcript

  1. Skills for Life

  2. Food for Thought... Dear Teacher, I am a survivor of a concentration camp. My eyes saw what no man should witness: Gas chambers built by learned engineers; children poisoned by educated physicians; infants killed by trained nurses; women and babies shot by college and high-school graduates; so I am suspicious of education. My request is: help your students to become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing and arithmetic are important only if they serve to make our children more human...

  3. 5 Ways to Wellbeing…

  4. Support during playtimes Social groups Nurture groups Well-being lunch time drop-in (Weds) Citizenship curriculum Speaking and listening opportunities Restorative justice Modelling and recognising acts of kindness in school Charity fundraising Working with our local community e.g. links with Bartlett’s residential home Rich, engaging curriculum Wow days New experiences Open questioning Teaching resourcefulness Avoiding spoon feeding Daily mindfulness Talking about what we notice Talking about how we feel Noticing the little things e.g. acts of kindness Daily mile PE twice a week Range of activities at break times Regular movement breaks

  5. Fleas in a Jar

  6. So What Can We Do? • All stakeholders completed an initial questionnaire and recorded results • Educate about growth mindset and its value, the importance of teaching skills and the strategies we can use in school and at home • Apply strategies • Measure impact – annual questionnaires

  7. In-School Strategies • Brainology first – educate about neuroplasticity and Growth Mindset (Mojo) • Healthy learning habits – diet, exercise, sleep mindfulness • Once a week – Skills for Life assembly where skill is introduced • Whole school and class displays

  8. EYFS

  9. Daily Teaching Strategies • Tie in Learning Power of the week into planning wherever possible • Displayed in class • Draw on skills wherever possible after focus week

  10. The Dip

  11. Terminology • Use growth mindset terminology in framing and feedback

  12. Questioning • Use open questions – ‘could’ and ‘might’ rather than closed

  13. Higher Order Thinking Activities • Odd One Out: Which might be the odd one out between a circle, square and rectangle? • Would You Rather: Would you rather be a full stop, a comma or a question mark? • Who Might Win?: Who might win in a fight between a Viking, an Ancient Greek or an Ancient Egyptian? Why? • If …. is the Answer: If condensation is the answer, what might the question be? • For all activities, children are encouraged to explain their reasoning.

  14. Challenge For All • Teachers plan activities which allow all to access the learning but progressive challenge through activities • Children choose their challenge – ‘Mild’, ‘Spicy’, ‘Hot’ tasks • No glass ceilings • Assessment for learning crucial in order to train children to choose a task which will put them in ‘The Dip’ and challenge them

  15. What Can You Do? • Parents support their children’s learning both inside and outside the classroom. They partner with teachers and respond to outreach. They worry less about advocating for their children to get good grades and focus on making sure they are being challenged and put in the effort needed to grow. • Ask open-ended questions to solve a problem or achieve a goal • Use specific feedback that identifies what the child accomplished • Encourage children to take a risk • Be persistent and growth-orientated yourself • Don’t worry about the small stuff • Encourage your child to teach you about growth mindset!

  16. Growth Mindset Resources For videos/activities for children: Big Life Journal: Class Dojo Growth Mindset Clips: Sesame Street Clips (for younger children): For further information: Mindset works: Carol Dweck TED talk (for background information):