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Getting Started with Junior Cycle Key Skills in St. Leo’s College

Getting Started with Junior Cycle Key Skills in St. Leo’s College. April 2013 . At the end of this session . You will be able to Identify the six key skills of the Junior Cycle and some of the elements and learning outcomes for each skill

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Getting Started with Junior Cycle Key Skills in St. Leo’s College

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  1. Getting Started with Junior Cycle Key Skills in St. Leo’s College April 2013

  2. At the end of this session You will be able to • Identify the six key skills of the Junior Cycle and some of the elements and learning outcomes for each skill • Become more aware of the different teaching and learning activities which students need to participate in to develop these skills • Identify ways of embedding the key skills in the curriculum for incoming first years

  3. Background for Change? • PISA Report 2009 • ESRI Report (Emer Smyth 2009) • New Junior Cycle in two to three years – best to be prepared • Current economic situationUniversities report students with a skills deficit • Advances in brain research and how we learn • School culture of adapting to and managing change and meeting the needs of students • Continuity with primary education • Evidence from NCCA Network Schools • Professionalism and teacher responsibility

  4. The Starting Point for planning a new Junior Cycle Programme • The eight principles for Junior Cycle Education • The 24 statements of learning. • Literacy and Numeracy and the 6 Key Skills.

  5. The 6 Key Skills • Literacy & • Numeracy

  6. Group Task

  7. Working with others: Group Work • Appoint a group leader and a time keeper • Allow ten minutes to complete this task • Open the envelope and place all of the strips of paper on the table • Each member takes 5 strips of paper • Each member reads aloud what is written on the strip of paper • The group discusses the statement and decides whether it is an ELEMENT or a LEARNING OUTCOME • Separate the ELEMENTS from the LEARNING OUTCOMES • Place the ELEMENTS underneath the ELEMENTS heading on the chart • Read aloud the learning outcomes again and decide which LEARNING OUTCOME is associated with which ELEMENT • Place the LEARNING OUTCOME opposite the appropriate ELEMENT on the chart • Continue until all LEARNING OUTCOMES are placed on the chart • On completion compare your chart with the KEY SKILLS master sheet • How successful was the group in identifying the elements and the corresponding learning outcomes?

  8. How can we integrate the Key Skills into subjects? • By developing existing good practice in interactive teaching and learning approaches • By considering some different ways of teaching, assessing and evaluating • By looking very carefully at “learning outcomes” in relation to assessment tasks • By building on and further developing the pool of expertise within the staff • By reflective practice

  9. Key Skills: Resources • Website: www. juniorcycle.ie • Toolkits: -Managing Information and Thinking -Managing Myself -Working with Others • Staff Library: Beyond Monet(Barry Bennett & Carol Rolheiser) The Teacher’s Toolkit (Paul Ginnis) Cooperation in the Classroom (Johnson, Johnson & Holubec)

  10. Embedding Key Skills • Developing Key Skills is a process • Not simply about introducing active learning methodologies • It’s a way of planning, teaching and assessing • It requires reflective practice

  11. Target group for embedding of Key Skills: Incoming First Years • Induction Programme -Key Skills teaching and learning methodologies approach eg. students complete learning styles questionnaires/quiz (Managing Myself: Knowing myself) -Social skills and language for working together need to be taught • Parents -Input on Key Skills for of incoming first years • Student Journal -Key Skills insert (Teacher journals also!)

  12. Incoming First Years • Classroom: Posters, desk layout, learning outcome board

  13. 3 parts to each lesson: 1.Introduction: Core content learning outcomes & Key Skill learning outcomes made explicit -Let students know what they will learn and why (What’s the bigger picture?) -Share with them & involve them in generating the success criteria (What does a model answer look like?) 2.Core content: to include group work, paired activities etc. 3. Conclusion: to include reflection on core content and on Key Skills performance

  14. During lesson: • Language of Key Skills becomes common place • Key Skills status acknowledged throughout lesson • Key Skills given value in Assessment

  15. Key Skills: A closer look: Some practical ideas

  16. MANAGING MYSELF Element: Knowing Myself Learning Outcome: recognising my personal strengths and weaknesses Journaling: Invite students to keep a learning journal or write a blog about themselves and their learning -helps identify goals, record evidence of success and reflect on their learning needs (More information in toolkit)

  17. MANAGING MYSELF • Element: Setting and achieving personal goals

  18. KWL ChartLeaving Certificate Applied: Social Education Social & Health Education 1Unit 2: Taking Care of Yourself Name: Date:

  19. Webquest WEBQUEST: DEMOCRACY & GOVERNMENT Q1.Abraham Lincoln said democracy is __________________________ ________________________________________________________ Q2.The way in which our democracy works is described in a document called The C___________. Q3.Our C______________ is called B______________ na hE___________. Q4.Each section of this document is made up of a____________. Q5.The laws contained in this document cannot be changed unless the majority of Irish people agree to do so. The people can decide by voting in a r_________________. Q6. The Irish Government is called the O________________.

  20. MANAGING MYSELF Element: Setting and achieving personal goals Learning Outcome: Learn from my past actions and make changes if necessary My top 10 mistakes: When students have built up a certain amount of corrected work, they make a list of their 10 most common errors. Students compare lists in pairs and report back to class. List could be laminated and turned into a bookmark for use when doing a written task.

  21. Common Correction Code? (Literacy)

  22. MANAGING MYSELF: Element: Being able to reflect on my learning Reflection Techniques that take just a few minutes at the end of class: • Turn to a partner and take turns sharing- ‘ The thing I learned today is…’/ ‘The skill I developed today is…’ • One minute reflection: Something I learned, a question I still have, something I’m not sure about.’ • Simple reflection worksheet (See pg. 15 Toolkit) • Include reflection section at end of every worksheet

  23. 3,2,1 Technique

  24. MANAGING MYSELF Traffic Lighting: • Students use traffic light markers to label their work according to how well they understand a topic = good knowledge = partial knowledge = very little understanding • Students can then recognise areas of learning where they need to concentrate their efforts or where they may need help.

  25. Managing myself toolkit also contains: • Tips on giving better feedback to students (changing from judgemental to informative)pg.20 • Self-assessment worksheet for written work pg. 31 • Assessing my group work skills worksheet pg. 32 • Peer assessment of a presentation pg.33

  26. MANAGING INFORMATION AND THINKING • Element: Being curious • Create a supportive classroom ( it’s ok to be wrong, it’s good to ask questions, we like to explore ideas and not just take them at face value etc.) • Help students to consider different perspectives : -Walking Debate /The Value Continuum (decide-justify-debate. Offer students chance to adjust position!)

  27. In the Hot Seat-Student in Hot Seat takes on role of character from fiction/history or person from another part of world facing a particular challenge. Student must answer questions from characters’ perspective

  28. MANAGING INFORMATION AND THINKING • Element: Gathering, recording, organising and evaluating information/ Thinking critically • Fast reading techniques: Skimming and Scanning • Help students to evaluate the quality and source of website information -The WWW Technique: Who, What, When Can you trust the source? Publication date can affect accuracy Can you trust the information?

  29. Graphic Organisers-a visual way to organise information

  30. Mind map (a personal learning document and great revision tool)

  31. Representing information in form of picture or poster • English: Picture to show imagery in poetry/ key moments in a story • CSPE/Science/Geography: Digital pictures to represent key concepts • Using images can generate lots of interest and idea - Google Images, istockphoto.com and online newspapers great for sourcing images

  32. Tagxedo/Wordle Word clouds – great for Key Words

  33. MANAGING INFORMATION AND THINKING • Element: Reflecting on and evaluating my own learning Self-evaluation-Monitoring my own progress

  34. WORKING WITH OTHERS • Element: Developing good relationships and dealing with conflict • Agree a classroom charter or set of ground rules • See toolkit for: 5 tips for students giving each other written feedback 10 tips for successful group work pg.11 of toolkit Student checklist on ‘Reviewing my Working Together Skills’ Top Tip: When assigning individual roles, make sure students are aware of what their job is! Explain each role clearly.

  35. WORKING WITH OTHERS • Elements: Co-operating & learning with others • Think, pair, share • Square • Brainstorming and snowballing • Co-operative reading-summarising pairs • Jigsaw Learning • Placemats • Students work in pairs/small groups to prepare worksheet for class & marking scheme

  36. Jigsaw Learning • Step 1: Students arranged into groups, each group given subtopic & must become expert in it & agree how they are going to teach it to their classmates. • Step 2: Groups mixed and take turns teaching subtopic to each person in group.

  37. Placemats • Form of collaborative learning that combines writing and dialogue • Ensures accountability and involvement of all students. • Small groups (3-4 students) working both alone and together around a single piece of paper. • Top tip: Use A3 size paper for group activities! • Teacher constructs task/question carefully. • Students work alone first and record ideas. • Students share ideas with group, these are recorded in the centre. • Sharing takes place between groups.

  38. Different ways of designing placemats, depending on number of students in group:

  39. Peer-assessment

  40. WORKING WITH OTHERS Element: Respecting difference Practical classroom ideas pg.21 of Toolkit Examples: • Use differentiated teaching strategies • Try to create a culturally diverse learning environment through resources, images and classroom displays • Have a world map on the wall to remind us that we live in a global community • Display inspirational quotes/images of people from different cultures and backgrounds

  41. Using digital technology

  42. Sharing expertise: • ICT • Interactive Methodologies (group work, debating, role play, drama) • AFL • Co-operative/Collaborative Learning • Other areas • Any other suggestions/ideas for committee? • Use e-mail to share resources

  43. Conclusion:

  44. Evolution not revolution! • Best of luck & thank you!

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