Staff Room Activities

More documents

Recommendations

Info

setting time scales for each bit, breaking down the task and promising yourself a rewardfor completing each chunk, having a break, doing something completely different, sleepingon it, walking around, visualising or thinking about what it will be like when the task isfinished, asking others to help, talking through what you are doing, receiving feedback fromothers.When you have finished, create a staffroom poster of your favoured ways to keep going.Applying learningComplete the task with the children in your class and create your own classroom poster. Itwill be interesting to consider how you might accommodate some of the strategies thechildren may suggest (such as walking around, having a break, doing somethingcompletely different or working towards a reward).As a whole staff or phase group, you might also agree to consider with your class what todo when you are stuck. Children might agree five key actions before they ask an adult forhelp. These might be put on the wall or on each child’s table.Activity 4: encouraging autonomyWhat to doThis activity is best carried out in phase groups. Consider the questions:• What choices did the children in our class make for themselves today/yesterday?• How many ways do we encourage autonomy in our classrooms?• What ideas can you think of that will encourage autonomy? Think creatively and includeall the ideas you can think of (even those that seem impractical).Compare the lists each phase group has come up with.Applying learningUse an additional strategy each week. Review progress.Activity 5: knowing ourselves as a learner (1)ResourcesA copy for each person of the resource sheet How am I clever? (From the Yellow set: Year 3).Teachers’ planning filesWhat to doThere are many ways of categorising the way we are as a learner. As a school you mightalready have adopted a particular approach. The advantages of using one or more of theseapproaches is to help us provide a rich learning environment for all children, encouragingthem to use all their senses and learning styles to the fullest extent. The danger is that welabel children and so reduce opportunities and expectations.4Going for goals! <strong>Staff</strong>room activities © Crown copyright 2005Primary National Strategy DfES 1350-2005
The materials in this theme use two main approaches to learning style. Firstly whenencouraging children to consider ‘How am I clever?’ rather than ‘How clever am I?’ theydraw on the ideas of Howard Gardner and his theories of multiple intelligence.These approaches are not the only way of considering learning style or ‘intelligence’. If youlook on the Internet you will find other approaches. You will also find some onlinequestionnaires to find out about your own learning styles and intelligences. It can be fun totry these out.Use the resource sheet How am I clever?. In pairs, examine your planning for the comingweek. How many intelligences does it cater for? Can you make sure that over the weekyou plan activities that meet the needs of children with all the different intelligences?Applying learningShare your plans with your colleagues. Try out any new ideas with your classes and reportback at a future meeting.Activity 6: knowing ourselves as a learner (2)What to doThe second approach used in the materials for this theme is to encourage children toconsider whether they enjoy learning by seeing (visual learning), talking (verbal learning) orby touching/doing (kinaesthetic learning).As staff, you may already have worked together on visual, auditory and kinaestheticlearning. If you have not, you may want to think back over the week. Consider the learningopportunities you planned. What types of learning styles did they cater for? Which teachingstyle are you most likely to use?Work in small groups, asking for suggestions about learning opportunities you couldintroduce that draw on your least used style.Applying learningTry these suggestions in the classroom and report back at a future meeting.Activity 7: qualities of a good learnerResourcesA copy of The fourth son story from the Green set resource sheets: Year 5.What to doRead the story The fourth son. When you have finished you might like to use a communityof enquiry, if you are familiar with this approach, or you might discuss the followingquestions.• Which son had been given the most useful present from the spirit? Why?• What would be written on the six stones? Remember, the pebbles are small and onlyone or two words can be written on each.5© Crown copyright 2005 Going for goals! <strong>Staff</strong>room activitiesDfES 1350-2005Primary National Strategy
Page 1 and 2: PrimaryNational StrategyGuidanceCur
Page 3: Purple setGoing for goals! - activi
Page 8 and 9: You might like to look at the work
Page 10 and 11: Approach 2: scalingAsk each person
Page 12: Copies of this document may be avai

Staff Room Activities

Create successful ePaper yourself

Delete template?

Save as template?