Keeping them motivated…using the FS strand to maintain pupil achievementPart Two Phil Smith FS Consultant Bury LEA
The trouble today… “The trouble with pupils today is that they just don’t want to learn.”
Activity 1 • In pairs, divide the statements into the best groups you can think of • Then divide them into • Things you feel you could do something about • Things that are outside of your control • Then share your responses to the statements about which you feel you have no control
The Foundation Strand does identify some of the key features of successful teaching and learning “A full classroom, with a sole-performer on stage before an audience sitting in rows looking and listening, is essentially theatre.” Muriel Spark
We are not postal workers simply delivering the History National Curriculum! “The curriculum is like a script to be interpreted, performed and enacted, or like a musical theme from which to improvise. It cannot merely be delivered.” Robin Richardson
Motivating them “The highest challenge we face as classroom teachers is to motivate our pupils to love history…although our pupils may seem less well motivated or prepared these days, ultimately the responsibility for their motivation rests with us.” P. Frederick
Tackling motivation and engagement • Schools and teachers can have a significant impact on pupils’ engagement and motivation. • Some action can be implemented in the short term: other action requires long-term implementation. • All action needs to be planned, monitored and reviewed.
When do you learn most effectively? • Interest in what’s being learnt
Video examples • Year 8 mixed ability group of pupils (1/3 on SEN register) • Intake is just below average for uptake of free school meals • As you watch the video, record in the right hand column a symbol to indicate which approach is shown by each pf the teacher’s actions. • These could be PS…Physical state ES…Emotional state LS…Learning style PKA…Prior knowledge and attainment.
How do their brains work and stating of objectives Three brains for the price of one! 1. The reptilian brain (brain stem) deals with the 5 F’s (i) Fight (ii) Flight (iii) Flock (iv) Freeze (v) Sex Think of the intelligence of a newt..stay alive and try to have sex….or an undergraduate!
How do their brains work? 2. The limbic system (emotional brain) deals with emotions (i) Long-term memories (ii) Experiences emotions Three brains for the price of one!
How do their brains work? 3. The neocortex (Thinking Cap) deals with (i) Speech (ii) Processing new information (iii) Abstract thought and reasoning Three brains for the price of one!
Helping pupils improve their transfer skills • “Doctor, doctor, I can’t remember… • When did this happen? • When did what happen?” In a 1996 research study 85% of the sample of 12 year olds asked, did not know what the word “revise” meant!
How do their brains work? “Children who are having a good time learn much better than those who are miserable.” “Nowadays life is hard, life is earnest: it’s all pass this test, reach that target, sit down, shut up and check out today’s dreary list of objectives.” Sue Palmer TES 6th Dec 2002
What are some of the key features of teaching that can raise pupils engagement? • See card sort task • Place the cards into groups of statements that are similar in some way. • Decide on the headings for the groups and what the grouped statements have in common
Pupils are more likely to be engaged in their work when…. They are clear about why they are doing this work…because it’s been well explained Work builds on previous work They can see what they have achieved and how they have made progress They are emotionally, physically and intellectually involved in the task They get a feeling of satisfaction and enjoyment from the work There is variety and structure in lessons They have opportunities to pose their own questions and try out ideas
The ideal learning state High Challenge Low High Low Stress
Getting you and them ready for motivating and engaging lessons 1. The physical state of the pupil • Classrooms need to be airy. • Lessons need to be structured to take account of concentration levels. Generally speaking no single activity should be longer than 20 minutes
Getting you and them ready for motivating and engaging lessons 2. The emotional state of the pupil • They need to know the purpose and value of what they are being asked to do (remember WALT/WILF/TIBS and enquiry questions?) (ii) Feel safe in taking risks and realise that failure and making mistakes are important parts of learning.
Getting you and them ready for motivating and engaging lessons • “If you want the kids to take chances, you better had. Otherwise it’s an unfair contract.” Barry Teare
Getting you and them ready for motivating and engaging lessons • This has big implications for the able and talented in your lessons. • “Those who are able and talented do not fail enough.” Barry Teare
The silent sound of the scaffold Teacher: Can anyone hear the sound of hammering? Pupil: No Teacher: Good, that’s because no-one will be executed for making mistakes in my lesson. If you’re going to make a mistake, do it in style!
Visual noughts and crosses • Just because I can’t do it doesn’t mean they can’t!
Getting you and them ready for motivating and engaging lessons • Learning styles • Prior knowledge and attainment
So what does David Beckham have in common with Albert Einstein? • They are equally intelligent…but it is not being suggested that they were intelligent equally
What this really means… • Logical/Mathematical • Puzzles • Charts • Graphs • Analysis • Forecasts • Predictions
Important cognitive skills • 5 sense visual tool
Imaginative use of this model • Logical/Mathematical in English M-KD= (KM) Macbeth minus King Duncan equals King Macbeth-but not for long, so put it in brackets
What this really means… • Interpersonal • Group work • Team work • Interviewing • Chat shows • Drama • Teaching others • Group leading • Group co-ordinating
Imaginative use of this model • Interpersonal • This can free yourself up to work with those who really need your support. • Buddy-up systems
What this really means • Intrapersonal • WIIFM’s? • Empathy • Emotional • Metacognition • Target setting • Hypothetical…What if?
Imaginative use of this model • Intrapersonal • Encourage reflection…”Well done…how did you do it?” • Which bits did you learn quickest and why? • How would you feel if….? (Geography and the rain cycle) • Science experiments
What this really means • Visual/spatial • Learning maps • Posters • Highlighter pens • Symbols • Icons • Instructive display work
Using visual stimulus to raise the level of thinking 5Ws • Who? • What? • When? • Where? • Why?
What does metacognition look like in a Year 9 Geography lesson? USA The border Mexico
Thinking processes during the drawing task: questions to reflect upon • Did you draw as you listened or did you wait for pauses? • Which of your symbols represent concrete phenomena and which represent abstract ones? • Did you get visual images in your head? Where did they come from? • What happened when you did not have to draw? • What parts were difficult to make sense of? • Did drawing the border and labelling the two countries provide a useful structure?
Pupils’ comments on the task • “Doing this made me understand more what listening is about. Listening is more than having your ears open…your brain has to work as well.” • “The pictures in your head. I get a lot of those and now I try and use them, like try to see things in pictures. You remember them better.”
Imaginative use of this model • Visual/spatial • We have a better memory for pictures than we do for words • Using colour improves our memory • Mind-mapping (see video clip)
What this really means • Body/physical • Role play • Making models • Movement • Acting • Practical • Walking through the learning
Video: Running Dictation 1 • Class divided into mixed gender/ability groups of 4 or 5 pupils • Suitable text selected, copied and pinned to wall some distance away from the classroom
Video: Running Dictation 2 • In each group there is a scribe, a proof reader and 2-3 runners • These roles may change during the activity • Only one runner is allowed out of their seat at any one time • Pupils have to bring back as much accurate information to the scribe in as short a time as possible.
Video: Running Dictation 3 • When the time for the activity has expired, the proof reader leads the other members of the group in checking their final version. Does it all make sense? From their prior knowledge of the topic can they find any errors?
Video: Running Dictation 4 • Scoring: 1 point for every group of three words spelled accurately. • Use the text book as the model
Video: Running Dictation 5 • Questioning: • Which role did you prefer? • Why? • In which role did you perform the best? • Why do you think so? • How did you try to remember the story?
Video: Running Dictation 6 • Recall strategies: • Use of visual stimulus (picture) • Individual words phonetically • Individual words semantically • Pairs or groups of words • Clauses / sentences • Oral repetition en route • Other • Reflect and evaluate the lesson
Imaginative use of this model • Body/physical • English Dept used “Go high” and “Go low” when developing a new area of learning. • Happy-sad continuums. • Moving around the classroom (Trenches-table example) • Science lesson (solar system in the hall-moving to Holst’s “The Planets”) • Maths…Jumping from column to column
What this really means • Musical • Rhymes • Raps • Jingles • Songs • Background music
Imaginative use of this model • Musical • Creates the right kind of atmosphere for learning • Examples (Bach’s Goldberg Variations/Pachelbel)