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Learning to Learn - Teacher Manual Introduction

The Learning to Learn programme is aimed at embedding a culture of learning and study at Junior Cycle. One of the key objectives of the Junior Cycle is to place the student at the centre of the teaching and learning. Students today are facing the challenge of ongoing changes in the nature of knowledge and the need for the requisite skills to process this increasing amount of information. This programme will assist students in knowing themselves better as learners, being more organised and confident along with having a proven study system and learning approach which will reduce their stress levels and add to their sense of well-being.

The Learning to Learn programme is aimed at embedding a culture of
learning and study at Junior Cycle. One of the key objectives of the Junior Cycle is to place the student at the centre of the teaching and learning. Students today are facing the challenge of ongoing changes in the nature of knowledge and the need for the requisite skills to process this increasing amount of information.
This programme will assist students in knowing themselves better as learners,
being more organised and confident along with having a proven study system
and learning approach which will reduce their stress levels and add to their
sense of well-being.

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TEACHER<br />

manual


Published by<br />

The Super Generation<br />

35 Finglas Business Park, Tolka Valley Road, Finglas, Dublin 11, D11 YF40<br />

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4


<strong>Introduction</strong><br />

The <strong><strong>Learn</strong>ing</strong> <strong>to</strong> <strong>Learn</strong> programme is aimed at embedding a culture of<br />

learning and study at Junior Cycle. One of the key objectives of the Junior Cycle is<br />

<strong>to</strong> place the student at the centre of the teaching and learning. Students <strong>to</strong>day<br />

are facing the challenge of ongoing changes in the nature of knowledge and the<br />

need for the requisite skills <strong>to</strong> process this increasing amount of information.<br />

This programme will assist students in knowing themselves better as learners,<br />

being more organised and confident along with having a proven study system<br />

and learning approach which will reduce their stress levels and add <strong>to</strong> their<br />

sense of well-being.<br />

The <strong><strong>Learn</strong>ing</strong> <strong>to</strong> <strong>Learn</strong> programme with<br />

training for teachers and accompanying<br />

teacher manual is designed as a practical<br />

resource for teachers aimed at supporting<br />

them in sharing with students the skills<br />

that will enable the student <strong>to</strong> become a<br />

more effective learner.<br />

Taking in<strong>to</strong> consideration the changes that<br />

are occurring at Junior Cycle, the teacher<br />

manual provides teachers with relevant<br />

methodologies that will allow them <strong>to</strong><br />

provide a range of learning experiences in<br />

line with the identified guiding<br />

principles and key skills of the<br />

Junior Cycle.<br />

This programme is based not only on<br />

international best practices in education<br />

and learning but also on the years of<br />

experience that The Super Generation<br />

has in working with thousands of students<br />

in hundreds of schools annually. Whilst our<br />

traditional in-school seminars are hugely<br />

impactful, the rolling out of the <strong><strong>Learn</strong>ing</strong><br />

<strong>to</strong> <strong>Learn</strong> programme and integrating it<br />

in<strong>to</strong> student practice on a weekly basis<br />

will ensure that the skills learned become<br />

embedded in<strong>to</strong> standard student practice.<br />

All the lessons are<br />

characterised by being learner<br />

centred and experiential, with<br />

relevant practical exercises<br />

from across the range of Junior<br />

Cycle subjects, and provide<br />

opportunities for individual,<br />

paired and group work.<br />

Opportunity is provided at the<br />

end of each lesson for students<br />

<strong>to</strong> reflect on their learning and<br />

its application in their studies.<br />

5


Programme Structure:<br />

The programme and accompanying student workbook are divided in<strong>to</strong> four key<br />

sections, reflecting students’ progress through the Junior Cycle. The first three<br />

sections are broken up in<strong>to</strong> constituent lessons and the final section is a practical<br />

study journal for students <strong>to</strong> plan and record their study.<br />

1. Transitioning and Study<br />

Focuses on assisting the student in settling in<strong>to</strong><br />

their learning and study as quickly and efficiently as<br />

possible. They explore the key skills and behaviours<br />

for learning along with learning new strategies for<br />

managing their learning in the various subjects.<br />

Organised<br />

Hardworking<br />

Thoughtful<br />

Attentive<br />

Persistent Punctual<br />

Skills<br />

Best<br />

Optimistic<br />

Work<br />

Co-operative<br />

2. Goal Setting and Study<br />

The focus here is on sharing with students the<br />

mindset and skills for achieving their goals for the<br />

Junior Cycle. The students are also introduced <strong>to</strong> our<br />

effective study and revision systems of POKER and<br />

the 5 x 5 Review.<br />

An tSraith Shóisearach<br />

Junior<br />

CYCLE<br />

3. Study and Assessment Preparation<br />

This section keeps students motivated in working<br />

<strong>to</strong>wards success in their learning. Along with<br />

reviewing their study system, the students learn<br />

about effective pre-assessment and assessment<br />

techniques. <strong><strong>Learn</strong>ing</strong> is aimed at improving their<br />

performance and reducing their stress.<br />

4. The Study Journal<br />

This is a results-focused time management <strong>to</strong>ol<br />

designed <strong>to</strong> help students increase their productivity,<br />

effectiveness and application <strong>to</strong> their study.<br />

6


<strong><strong>Learn</strong>ing</strong> <strong>to</strong> <strong>Learn</strong>, Well-Being,<br />

Key Skills and the Junior Cycle:<br />

<strong><strong>Learn</strong>ing</strong> <strong>to</strong> learn and well-being are two of the underpinning principles of the<br />

Junior Cycle. Along with being a principle, well-being is also a key skill and an area<br />

of learning within the Junior Cycle.<br />

It is envisaged that schools would use this<br />

<strong><strong>Learn</strong>ing</strong> <strong>to</strong> <strong>Learn</strong> programme as part<br />

of their well-being allotted hours, either as<br />

a short course complementing SPHE and<br />

other subjects, or used as a resource for<br />

Guidance hours.<br />

Well-being is also incorporated, through<br />

the development of the key skills for the<br />

Junior Cycle within this programme:<br />

This programme speaks <strong>to</strong> the well-being<br />

of the student by putting them at the<br />

centre of their own learning, where they<br />

feel confident, connected and actually<br />

engaged in their learning.<br />

Staying<br />

Well<br />

Being<br />

Creative<br />

Key<br />

Skills<br />

Communicating<br />

Managing<br />

Information and<br />

Thinking<br />

Working<br />

with Others<br />

7


Statements of learning:<br />

Along with developing the identified Key Skills, <strong><strong>Learn</strong>ing</strong> <strong>to</strong> <strong>Learn</strong><br />

as a short course reflects four of the 24 Statements of <strong><strong>Learn</strong>ing</strong><br />

for the Junior Cycle.<br />

<strong><strong>Learn</strong>ing</strong> <strong>to</strong> <strong>Learn</strong> incorporates the following <strong><strong>Learn</strong>ing</strong> Statements:<br />

<strong><strong>Learn</strong>ing</strong><br />

Statement<br />

1. Communicates<br />

effectively using a<br />

variety of means in a<br />

range of contexts in L1<br />

Examples<br />

of <strong><strong>Learn</strong>ing</strong><br />

Students are engaged in a variety<br />

of learning activities where they<br />

are required <strong>to</strong> work individually,<br />

in pairs and as part of a group.<br />

Opportunities are provided for<br />

students <strong>to</strong> present on their work<br />

<strong>to</strong> their peers and teachers.<br />

3. Creates, appreciates<br />

and critically interprets<br />

a wide range of texts<br />

As part of the course students<br />

will explore a variety of texts from<br />

subjects on their courses and<br />

apply the knowledge and skills<br />

from this course <strong>to</strong> those texts.<br />

5. Has an awareness of<br />

personal values and<br />

an understanding of<br />

the process of moral<br />

decision making<br />

Through the variety of reflection<br />

exercises students are<br />

encouraged <strong>to</strong> reflect on their<br />

own learning and have a better<br />

understanding of themselves<br />

as learners, along with making<br />

better personal decisions about<br />

their own learning.<br />

11. Takes action <strong>to</strong><br />

safeguard and promote<br />

her/his well-being and<br />

that of others<br />

By having a greater awareness<br />

of themselves and growing in<br />

confidence as learners students<br />

are developing resilience <strong>to</strong> aid<br />

their own well-being and better<br />

cope with stress associated with<br />

formal assessments.<br />

8


Reflection:<br />

'Managing self' is one of the key skills for Junior Cycle<br />

and is focused on helping the student <strong>to</strong> better<br />

understand themselves as learners and individuals<br />

along with aiding them in planning and making good<br />

decisions in relation <strong>to</strong> their own learning. Reflection<br />

creates these opportunities for students along with promoting a<br />

growth mindset, where they can identify their own strengths and<br />

abilities <strong>to</strong> develop them further.<br />

As formative assessment is an<br />

integral part of the Junior Cycle,<br />

with ongoing opportunities for<br />

feedback for the student it is<br />

important that students are<br />

provided with the language,<br />

knowledge and skills <strong>to</strong> make<br />

the most of any feedback given.<br />

Opportunities for reflection<br />

allow this and give the student<br />

more control over managing<br />

and making use of any feedback<br />

and developing a more positive<br />

attitude <strong>to</strong> their own learning.<br />

Within the <strong><strong>Learn</strong>ing</strong> <strong>to</strong> <strong>Learn</strong><br />

programme space and activities<br />

are provided for the students<br />

<strong>to</strong> reflect on their learning and<br />

act accordingly in their planning,<br />

goal setting and actions.<br />

Each lesson concludes with a Pause and Reflect section,<br />

where teachers are encouraged <strong>to</strong> give time at the end of<br />

the lesson for the student <strong>to</strong> complete. The teacher may also<br />

wish <strong>to</strong> ask students <strong>to</strong> complete this at home as part of their<br />

homework along with feeding back <strong>to</strong> the teacher and class<br />

at the beginning of the next lesson.<br />

At the end of each section there is an inbuilt review template<br />

for students <strong>to</strong> reflect and evaluate what they have covered<br />

in that particular section along with an opportunity <strong>to</strong> reflect<br />

on how they can further embed what they have learned in<strong>to</strong><br />

their wider studies.<br />

At the beginning of Section 2 there is a chapter on ‘Reflection’ which<br />

focuses the students more on taking advantage of any feedback<br />

given, especially in terms of their formative assessment assignments.<br />

This chapter also contains an exercise focusing students on their<br />

readiness <strong>to</strong> learn.<br />

9


Format of Lessons:<br />

Each lesson follows an identified structure of:<br />

<strong><strong>Learn</strong>ing</strong> Intention / Aim<br />

Which outlines the particular learning objective for the lesson or what knowledge<br />

or skills are being explored or developed. In line with the Junior Cycle, teachers<br />

should spend some time sharing with their students at the beginning of the<br />

class what the associated success criteria might be for this learning intention.<br />

Depending on the ability level of the group these success criteria might need<br />

<strong>to</strong> be adapted from class <strong>to</strong> class.<br />

<strong><strong>Learn</strong>ing</strong> Point<br />

This is a brief explanation or introduction <strong>to</strong> what the student is going <strong>to</strong><br />

learn through the following exercises. Some lessons may have one or<br />

one or more learning points, depending on the <strong>to</strong>pic.<br />

1<br />

exercise<br />

Exercises<br />

Each learning point is followed by a practical, relevant exercise <strong>to</strong> be undertaken<br />

by the students. These exercises may be completed individually, in pairs, in groups<br />

or as a class. A variety of methodologies are included in this manual. Suggestions<br />

are given as <strong>to</strong> what might work best with each exercise, however, as each class<br />

and group varies, teachers might wish <strong>to</strong> familiarise themselves with the variety of<br />

methodologies given and choose an alternative one <strong>to</strong> work with their class group.<br />

As far as was practical, the exercises have been based on the variety of subjects<br />

which students may be studying for the Junior Cycle, so that the learning here<br />

becomes applicable across the whole Junior Cycle.<br />

Pause and Reflect<br />

As the student is now at the centre of their own learning, it is important that<br />

they begin <strong>to</strong> reflect on what they learned from each lesson, how they learned<br />

it and how this new learning can be used again in the future. The Pause and<br />

Reflect section at the end of each lesson encourages a growing awareness by the<br />

student of themselves as learners giving them more ownership of their learning.<br />

Mental Note<br />

Some lessons conclude with a short inspirational quote which can be simply<br />

a piece for them <strong>to</strong> reflect on or even a point of discussion for the class.<br />

10


Methodologies for Teaching:<br />

Within education and the Junior Cycle there is a move<br />

<strong>to</strong>wards promoting more active and collaborative learning<br />

opportunities for students that create a balance between<br />

the development of subject knowledge, thinking abilities<br />

and the development of key life skills.<br />

The methodologies included here are ideas which teachers<br />

may wish <strong>to</strong> introduce or include in their own teaching, not<br />

just in the <strong><strong>Learn</strong>ing</strong> <strong>to</strong> <strong>Learn</strong> programme but also in their<br />

other subject areas. Each lesson has suggested methodologies,<br />

however teachers should feel free <strong>to</strong> adapt or change these <strong>to</strong><br />

reflect the needs of the learners in their own classroom.<br />

<br />

Communication is one of In the resource section at<br />

the identified key skills of the the end of the manual, there<br />

Junior Cycle, through working are some templates which<br />

collaboratively with their peers in can be pho<strong>to</strong>copied by the<br />

pairs or in group work, students teacher as aids for some of the<br />

are provided with opportunities methodologies. In the lesson<br />

for building their confidence <strong>to</strong> outlines just the title of the<br />

express themselves in front of methodology is given rather<br />

others along with building their than repeating it each time it is<br />

vocabulary in the various <strong>to</strong>pics suggested for use.<br />

and subjects covered.<br />

Creating Discussion:<br />

An tSraith Shóisearach<br />

Junior<br />

CYCLE<br />

Pose, pause, pounce, bounce<br />

This is a useful strategy <strong>to</strong> engage students <strong>to</strong> discuss certain <strong>to</strong>pics<br />

or ideas.<br />

What happens:<br />

Pose the teacher poses a difficult question <strong>to</strong> the class, not just<br />

an individual.<br />

Pause the teacher then waits, giving students thinking time.<br />

10 seconds is enough. Be brave and wait longer if you can!<br />

Pounce the teacher then insists on no hands up and pounces on a<br />

student for a response.<br />

Bounce the teacher or student then bounces the ideas <strong>to</strong> another<br />

student in the class. There is no need for teacher evaluation.<br />

The Bounce student should respond <strong>to</strong> what the previous<br />

student has said.<br />

11


Agreements:<br />

An interesting way of extending an idea and developing further with the<br />

whole class.<br />

The idea is <strong>to</strong> keep each question going longer by engaging more students<br />

in the discussion. When the first student answers a question, ask another<br />

student if he or she agrees or disagrees with that answer, asking them why<br />

they would agree or not. Then ask another student, and keep going until at<br />

least five students have participated in each question.<br />

Talking Stick / Ball:<br />

This is a good activity <strong>to</strong> encourage quieter students <strong>to</strong> speak up and also<br />

promote a culture in the classroom where students listen <strong>to</strong> each other.<br />

The teacher or even the class can decide <strong>to</strong> choose an object, sometimes<br />

it can be a stick or small bean bag ball. Whoever has the object in their<br />

hand is the only person who can speak at this point, all others must listen<br />

and are not allowed <strong>to</strong> interrupt or disagree. The object can then move<br />

from one student <strong>to</strong> another.<br />

Agree / Disagree<br />

This is a good activity <strong>to</strong> get students actively moving and <strong>to</strong> begin <strong>to</strong><br />

critically think and reflect on their exercises.<br />

The teacher places two signs at either end of the room, one is Agree and<br />

the other is Disagree. The teacher reads out a statement or question and<br />

the students must place themselves in the room in relation <strong>to</strong> whether<br />

they agree or disagree. When everybody is in place the teacher then<br />

goes around the group <strong>to</strong> ask them <strong>to</strong> give reasons why they positioned<br />

themselves where they are standing.<br />

Temperature scale:<br />

This is somewhat similar <strong>to</strong> Agree / Disagree in that students are encouraged<br />

<strong>to</strong> physically place themselves in the room in accordance with their decision.<br />

A series of numbers from 1 <strong>to</strong> 10 are placed in a line either on the floor of the<br />

classroom or preferably on the wall of the classroom where they can be left up<br />

for repeated use. The teacher poses a question or statement and the students<br />

rate themselves on the scale by standing beside the appropriate number. When<br />

everybody has placed themselves the teacher may then ask some students<br />

why they placed themselves where they have. As an extension the teacher<br />

may encourage the students <strong>to</strong> think and share with others what would need<br />

<strong>to</strong> happen or they would need <strong>to</strong> do <strong>to</strong> either move up or down the scale.<br />

12


Pair and group work:<br />

Before beginning <strong>to</strong> introduce group work in<strong>to</strong> a classroom<br />

you might want <strong>to</strong> read these <strong>to</strong>p tips for effective group work<br />

<strong>to</strong> remind yourself of what aids good group work. Remember<br />

that one of the skills <strong>to</strong> be developed in Junior Cycle is group<br />

work, for as Ken Richardson states, “Students may work in<br />

groups in classrooms but they very seldom work as groups.”<br />

Top tips<br />

Assign students <strong>to</strong> various groups<br />

yourself, ensuring a mix of ability, gender<br />

etc. Try and avoid friends working<br />

<strong>to</strong>gether as they may become distracted.<br />

The time allotted should reflect the size<br />

of the group but try not <strong>to</strong> go over 4 or 5<br />

<strong>to</strong> ensure everybody is participating and<br />

feeling included.<br />

Have agreed roles for group work which<br />

rotate each time the group forms. If using<br />

the role of Reporter, remind all the<br />

students that you may still ask questions<br />

of others in the group, this will ensure all<br />

students remain alert <strong>to</strong> what is going on.<br />

Make sure all students are clear about<br />

what outcomes are expected from the<br />

common task and what behaviours are<br />

expected from group work.<br />

Empower the students <strong>to</strong> participate fully<br />

by sharing with them the required group<br />

work skills such as listening, leadership,<br />

conflict resolution, how <strong>to</strong> give feedback,<br />

how <strong>to</strong> encourage each other, etc.<br />

Structure group work in such a way that<br />

students need each other in order <strong>to</strong><br />

complete the task. This can be achieved in<br />

a number of ways:<br />

➊<br />

➋<br />

➌<br />

Set a shared task or goal (e.g. all<br />

must agree a solution <strong>to</strong> a problem<br />

and make sure all group members<br />

can explain how it was arrived at).<br />

Force students <strong>to</strong> share resources<br />

within the group (e.g. one copybook<br />

or worksheet between each pair/<br />

small group).<br />

Request one end product and give<br />

a shared reward or shared grade <strong>to</strong><br />

the group.<br />

Your role is <strong>to</strong> set the task, observe<br />

and moni<strong>to</strong>r students working, <strong>to</strong> keep<br />

students focused on the task, and give<br />

positive feedback.<br />

Finally, allow time for group debriefing<br />

or reflection on what was learned, how<br />

the group performed and, finally, on<br />

their participation.<br />

13


<strong><strong>Learn</strong>ing</strong> Partner:<br />

We know that real learning has occurred when students are able <strong>to</strong><br />

explain or teach what they have learned <strong>to</strong> others.<br />

Here the students are paired off with a peer for a period of time,<br />

normally a month. The students are made aware that the purpose<br />

of their working <strong>to</strong>gether is <strong>to</strong> aid one another <strong>to</strong> improve their learning<br />

by giving each other the opportunity <strong>to</strong> share and teach and by providing<br />

feedback. When students receive feedback they can then go off and<br />

implement the recommendations from their learning partner in<strong>to</strong> their work.<br />

<br />

Think, Pair and Share:<br />

Having posed a question the teacher allows a brief amount of time for<br />

the student <strong>to</strong> reflect on their answer. Then the student turns <strong>to</strong> their<br />

partner and they share their answers with each other. Having listened<br />

<strong>to</strong> each other they then try <strong>to</strong> create a new, better answer / solution,<br />

developing on their own answer. These can then be shared back <strong>to</strong> the<br />

group or go on <strong>to</strong> be part of a learning square.<br />

<strong><strong>Learn</strong>ing</strong> Square:<br />

Having completed a think, pair and share, students can then move and<br />

join another pair <strong>to</strong> form a square and repeat the process of trying <strong>to</strong><br />

develop a better idea/answer from their two previous ones. These then<br />

also can be shared back <strong>to</strong> the class.<br />

Teach – Okay!:<br />

This is a pair/peer teaching strategy that begins with the teacher spending<br />

a few minutes introducing a concept <strong>to</strong> the class. Next, the teacher says<br />

Teach!, the class responds with Okay!, and pairs of students take turns<br />

re-teaching the concept <strong>to</strong> each other. It’s a bit like think-pair-share, but<br />

it’s faster paced, it focuses more on re-teaching than general sharing, and<br />

students are encouraged <strong>to</strong> use gestures <strong>to</strong> animate their discussion.<br />

14


Stump your Partner:<br />

Students take a minute <strong>to</strong> create a challenging question based on the<br />

class content up <strong>to</strong> that point. Students pose the question <strong>to</strong> their partner.<br />

To take this activity a step further, ask students <strong>to</strong> write down their<br />

questions and hand them in. These questions can be used <strong>to</strong> review or<br />

gauge student understanding.<br />

Maths Pairs:<br />

Working in pairs students work on a maths problem or set maths<br />

questions. Person A reads the problem and explains step-by-step the<br />

steps and strategies required <strong>to</strong> solve it. Person B watches as A solves<br />

the problem and checks the accuracy of the solution and provides help<br />

if it is needed. Then the roles reverse.<br />

When two problems are completed, the pair check their answers with<br />

another pair. If they do not agree, they must solve the problem until<br />

there is consensus.<br />

Gallery Walks:<br />

Students either in pairs or in small groups create a collective piece<br />

of work, which can be an answer <strong>to</strong> a task or simply creating a visual aid<br />

for what they have learned. These are then hung on the wall or placed<br />

on the tables and the students travel around the classroom looking at<br />

the answers or visual aids that the other students created. Students are<br />

encouraged <strong>to</strong> give positive feedback <strong>to</strong> others on the piece of work<br />

they have created.<br />

Transformation:<br />

Students in a group are given text in one format and are asked <strong>to</strong><br />

present it in another. For example, a health leaflet could be turned<br />

in<strong>to</strong> a newspaper report, or a set of instructions could be turned in<strong>to</strong> a<br />

statement about how the device works and when it would be useful.<br />

15


Jigsaw <strong><strong>Learn</strong>ing</strong><br />

Jigsaw groups are a very effective way of organising group work. Students<br />

are arranged in<strong>to</strong> groups and each group is given a different sub<strong>to</strong>pic<br />

related <strong>to</strong> the one <strong>to</strong>pic. They must become ‘expert’ on their sub<strong>to</strong>pic<br />

and agree how they are going <strong>to</strong> teach / share it <strong>to</strong> their classmates.<br />

When they are ready, the groups are mixed up so that there is now one<br />

expert on each sub<strong>to</strong>pic in each group. They now take turns ‘teaching/<br />

sharing’ their sub<strong>to</strong>pic <strong>to</strong> each person in the group.<br />

Step 1: Step 2:<br />

Placemats<br />

This methodology involves both writing and dialogue <strong>to</strong> ensure involvement<br />

of all students. In groups students initially work on their own before working<br />

collaboratively, working <strong>to</strong>gether as a group around a single sheet of paper<br />

<strong>to</strong> simultaneously come up with a range of answer options.<br />

Templates for pho<strong>to</strong>copying are included in the resource section, which<br />

may be pho<strong>to</strong>copied and blown up <strong>to</strong> A3 for use. What <strong>to</strong> do?<br />

Decide on your task or<br />

question <strong>to</strong> be answered.<br />

Assign students in<strong>to</strong> groups<br />

of 3 or 4 .<br />

Placemat is given <strong>to</strong> each<br />

group <strong>to</strong> be placed in the<br />

centre of the table.<br />

The question can be put up<br />

on the board or if there are<br />

separate questions for each<br />

group these can be handed<br />

out with the placemats.<br />

Initially students work on their<br />

own, filling in their answer/ideas in<br />

their own section of the paper.<br />

The students then share<br />

their answers with the other<br />

students in the group and<br />

these are all written in the<br />

centre section of the placemat.<br />

Finally, each group shares<br />

what they have written down<br />

with the other groups.<br />

You may wish <strong>to</strong> use the Gallery<br />

Walk as a means of sharing<br />

the work with other groups.<br />

16


GROUP OF 3<br />

Student 1<br />

Student 3 Student 2<br />

GROUP OF 4<br />

Student 1<br />

Student 4 Student 2<br />

Student 3<br />

WOEDIL – what on Earth did I learn..<br />

This is a group reflective process that allows students <strong>to</strong> verbalise what<br />

they have learned along with being a cooperative process providing<br />

opportunities for students <strong>to</strong> learn from others. <strong>Teacher</strong>s may use this<br />

process as a verbal assessment of individual or whole class learning.<br />

This activity is best used at the end of a learning activity. Students take<br />

turns <strong>to</strong> share what they learned by beginning with “What on Earth did I<br />

learn <strong>to</strong>day is……….” If a student does not wish <strong>to</strong> contribute, they can pass.<br />

Student responses can be recorded on a retrieval chart by the teacher<br />

and displayed for future reference or <strong>to</strong> create a concept map. Maybe<br />

students can be encouraged after time <strong>to</strong> record and present all the<br />

responses from the students themselves.<br />

17


LOREM IPSUM DOLOR<br />

LOREM IPSUM DOLOR<br />

LOREM IPSUM DOLOR<br />

100% 50% 25% 75%<br />

100% 50% 25% 75%<br />

Lorem ipsum dolor sit<br />

amet, consectetuer<br />

adipiscing elit.<br />

100%<br />

Inclusion of ICT:<br />

We are living in an ICT-infused world and it is important that students<br />

see and learn <strong>to</strong> use this technology not simply for entertainment<br />

purposes but also see and experience the educational value and<br />

benefits of ICT. Whilst this programme may be based around group work and the<br />

student workbook, opportunities do exist <strong>to</strong> incorporate ICT in<strong>to</strong> the various lessons.<br />

Here are some ideas which as a teacher you may wish <strong>to</strong> use with your various classes:<br />

Short video clips – Video clips are a good way of introducing<br />

a <strong>to</strong>pic or reinforcing something you may have already<br />

explained. In the resource section at the end there are some<br />

sample video clips for various lessons identified.<br />

Microsoft Outlook – As time management and planning are<br />

skills which the students develop as part of this programme<br />

they could be encouraged <strong>to</strong> create their own timetables and<br />

study planners using Microsoft Outlook.<br />

Blogging – Is now becoming a popular form of reflection and<br />

sharing. Students could be encouraged <strong>to</strong> blog about what<br />

they have learned and how they have begun <strong>to</strong> incorporate<br />

this in<strong>to</strong> their studies.<br />

File Sharing (e.g. Dropbox) Students may be asked <strong>to</strong> create<br />

their notes in the various subjects which can then be saved in<br />

drop boxes and reviewed by teachers at a later stage, or even<br />

upload samples of their work throughout the year.<br />

ABOUT<br />

500<br />

RESEARCH<br />

28%<br />

A B C D<br />

PowerPoint /Prezi – presentations are an interesting way<br />

for students <strong>to</strong> present and share their learning with others.<br />

Students can be encouraged <strong>to</strong> use hyperlinks <strong>to</strong> show the<br />

websites they visited in their preparation. Students can also<br />

learn <strong>to</strong> integrate other ICT <strong>to</strong>ols such as graphics, video and<br />

music <strong>to</strong> their work.<br />

18


Assessment:<br />

“Assessment at Junior Cycle places the student at the centre<br />

of the learning process and allows for new ways of learning<br />

and a broader range of skills <strong>to</strong> be assessed.” www.juniorcycle.ie<br />

Within the Junior Cycle there<br />

are a range of opportunities<br />

for assessment. The purpose<br />

of assessment is <strong>to</strong> support<br />

the student in their learning by<br />

providing appropriate feedback<br />

<strong>to</strong> the student enabling them <strong>to</strong><br />

understand how they may wish<br />

<strong>to</strong> improve. Assessment at the<br />

Junior Cycle is both:<br />

Formative (ongoing) assessment – where students and<br />

teachers reflect on the student’s learning and plan the next<br />

steps. As part of this process students are encouraged<br />

<strong>to</strong> complete the end of section reflections which provide<br />

opportunities for discussion with the teacher on how the<br />

student feels they are progressing with their own learning<br />

<strong>to</strong> date.<br />

Summative (classroom based) assessment – where the<br />

teacher assesses the student’s in a specific assessment<br />

associated with the content of the course. Students are<br />

expected <strong>to</strong> prepare for summative assessments. The teachers’<br />

judgement which is in line with set out criteria is used as part<br />

of the school reporting <strong>to</strong> parents and students and is recorded.<br />

Each school should develop Features of Quality as part<br />

of their work <strong>to</strong> support teachers’ judgements.<br />

Schools and teachers have the<br />

flexibility <strong>to</strong> adapt this short<br />

course <strong>to</strong> suit their particular<br />

needs and context and design<br />

a Classroom Based Assessment<br />

which is reflective of the learning<br />

which the students under<strong>to</strong>ok.<br />

In line with the Junior Cycle<br />

Profile of Achievement (JCPA), the<br />

assessment of short courses will:<br />

In line with guidelines set down<br />

by the NCCA and Department<br />

of Education and Skills, there<br />

should be one Classroom<br />

Based Assessment which can<br />

be undertaken in second or<br />

third year. A recommended<br />

form of assessment for this<br />

course may be:<br />

Project and reflection.<br />

Be carried out in the school<br />

by the teacher<br />

Be based on work<br />

undertaken by students in<br />

second and/ or third year.<br />

19


Project:<br />

The project can be based upon any <strong>to</strong>pic related <strong>to</strong> this course and<br />

should reflect at least two key elements/ strands of the programme.<br />

Students should be encouraged <strong>to</strong> choose a suitable format for<br />

presenting their project e.g. written, digital, visual or audio formats.<br />

Students can complete the projects individually or in small groups<br />

(no more than 3 per group).<br />

However the students must clearly identify their own role or contribution<br />

<strong>to</strong> the work submitted for assessment. <strong>Teacher</strong>s may decide on the<br />

whole class group undertaking the same project or allowing individuals<br />

or groups <strong>to</strong> choose a theme or <strong>to</strong>pic for their projects.<br />

Reflection:<br />

Having completed the project each student is expected <strong>to</strong> complete their<br />

own individual reflection containing the following:<br />

A description and explanation of how they individually and/ or<br />

collectively completed the project.<br />

A commentary about their own learning from the project, what<br />

they learned along with how they will use this learning in<strong>to</strong> the future.<br />

Level of achievement<br />

The Features of Quality are the criteria used <strong>to</strong> assess the student work<br />

and assist the teacher in making their judgement. In assessing the<br />

students work the teacher assesses the work as fitting one of the following<br />

criteria descrip<strong>to</strong>rs:<br />

Exceptional - reflects a very high standard, whilst not necessarily<br />

perfect, the strength of the work far outstrips its flaws which are<br />

minor. Suggestions for improvements are easily addressable by<br />

the student.<br />

Above expectations - the students’ work shows a clear<br />

understanding of how <strong>to</strong> complete each area of the task, feedback<br />

from the teacher might point <strong>to</strong> the necessity <strong>to</strong> address some<br />

aspect of the work in need of further attention or polishing, but, on<br />

the whole work is of a very high standard.<br />

In line with expectation - the students’ work shows a good<br />

understanding of the task in hand and is free from significant<br />

error feedback might point <strong>to</strong> areas needing further attention or<br />

correction, but the work is generally competent and accurate.<br />

20


Yet <strong>to</strong> meet expectation - describes a piece of work that falls<br />

somewhat short. A good attempt may have been made however<br />

the outlined task has not been grasped clearly or is marred by<br />

significant lapses. Feedback will draw attention <strong>to</strong> fundamental<br />

errors that need <strong>to</strong> be addressed.<br />

Further information on types of assessment for Junior Cycle short courses<br />

which schools and teachers may wish <strong>to</strong> use with this programme may be<br />

found at http://www.juniorcycle.ie/Assessment<br />

21


22


Section 1 : <strong>Introduction</strong><br />

Transitioning and<br />

Section 1:<br />

Settling in<strong>to</strong> Study<br />

Students starting off in secondary school are faced by a number<br />

of challenges and fears. Students who manage this transition successfully<br />

tend <strong>to</strong> settle in<strong>to</strong> their academic life more quickly and as such have an<br />

advantage on beginning <strong>to</strong> make progress in their studies.<br />

The focus for this section is <strong>to</strong> assist the<br />

student in settling in<strong>to</strong> their learning<br />

and study as quickly and efficiently<br />

as possible. This section is aimed at<br />

students understanding themselves<br />

better as learners and developing skills<br />

which will aid their learning and study<br />

in<strong>to</strong> the future. This section is broken<br />

up in<strong>to</strong> the following areas:<br />

Chapters 1 and 2 look at the<br />

key skills that will help students<br />

settle in and adjust <strong>to</strong> their new<br />

learning environment and also<br />

introduce them <strong>to</strong> the key skills<br />

they will be developing for the<br />

Junior Cycle.<br />

Chapters 3 and 4 explore the<br />

subjects students will be studying<br />

and what they need <strong>to</strong> understand<br />

in these subjects both for class<br />

and for doing homework.<br />

Chapter 5 looks at how the brain<br />

works and how they can use this<br />

knowledge <strong>to</strong> improve their learning.<br />

Chapters 6 <strong>to</strong> 9 share with the<br />

students strategies for managing<br />

all the new information they will<br />

be engaging with. They will explore<br />

strategies <strong>to</strong> aid them in their thinking,<br />

note taking, reading and writing.<br />

Chapter 10 will introduce the<br />

students <strong>to</strong> some simple memory<br />

methodologies which they can use<br />

in their study and revision.<br />

Finally there is an end of section<br />

reflection for students <strong>to</strong> reflect on<br />

what they have learned personally<br />

from the section and how this can<br />

improve their learning and study<br />

going forward.<br />

The students will be given the<br />

opportunity <strong>to</strong> practise all these<br />

new skills with some of the<br />

subjects they will be doing for the<br />

Junior Certificate.<br />

Some schools may decide <strong>to</strong> use<br />

the early chapters in this section<br />

as part of the induction<br />

programme for students and<br />

continue with the remainder of<br />

the section throughout first year.<br />

23


Section 1:<br />

Chapter<br />

1 Settling in<strong>to</strong> Secondary school<br />

Lesson 1: My Timetable<br />

Lesson 2: Being Organised<br />

Lesson 3: Filling in my Homework Journal<br />

2 Behaviours for <strong><strong>Learn</strong>ing</strong><br />

Chapter<br />

Lesson 4: Behaviours for <strong><strong>Learn</strong>ing</strong> 1<br />

Lesson 5: Skills and Attitudes<br />

Lesson 6: Behaviour for <strong><strong>Learn</strong>ing</strong> 2<br />

Lesson 7: Key Skills for Junior Cycle<br />

3 My Subjects<br />

Chapter<br />

Lesson 8: What are my Subjects?<br />

Lesson 9: Subjects and Topics<br />

Lesson 10: Topics and Keywords<br />

4 What is Homework?<br />

Chapter<br />

Lesson 11: The Purpose of Homework<br />

Lesson 12: Types of Homework<br />

Lesson 13: Completing Homework Assignments<br />

5 My Brain and <strong><strong>Learn</strong>ing</strong><br />

Chapter<br />

Lesson 14: Growing my Brain<br />

Lesson 15: Improving our <strong><strong>Learn</strong>ing</strong><br />

Lesson 16: Paired and Group <strong><strong>Learn</strong>ing</strong><br />

24


6 Managing Information and Thinking<br />

Chapter<br />

Section 1:<br />

Lesson 17: Developing Curiosity<br />

Lesson 18: Command Words 1<br />

Lesson 19: Command Words 2<br />

7 Managing Information and Note Taking<br />

Chapter<br />

Lesson 20: Writing Frames<br />

Lesson 21: Visual Notes<br />

8 Managing Information and Reading<br />

Chapter<br />

Lesson 22: Active Reading 1<br />

Lesson 23: Active Reading 2 – T2M2C Model<br />

Lesson 24: Active Reading 3 – T2M2C Model<br />

9 Managing Information and Listening<br />

Chapter<br />

Lesson 25: Skills for <strong><strong>Learn</strong>ing</strong> – Listening 1<br />

Lesson 26: Skills for <strong><strong>Learn</strong>ing</strong> – Listening 2<br />

10 Memory Techniques<br />

Chapter<br />

Lesson 27: Memory Techniques 1<br />

Lesson 28: Memory Techniques 2<br />

End of section reflection<br />

25


Chapter 1<br />

Lesson 1<br />

My Timetable<br />

Chapter 1<br />

- Settling in<strong>to</strong> Se<br />

Aim<br />

To assist students with creating and<br />

effectively using their class timetable<br />

Lesson 1<br />

My TIMeTaBLe<br />

<strong><strong>Learn</strong>ing</strong> Point 1<br />

Abbreviations<br />

Aim: To learn how <strong>to</strong> effectively use<br />

my school timetable<br />

The school day can appear quite busy and confusing initially for the student, trying <strong>to</strong><br />

figure out where they are supposed <strong>to</strong> be and when. With a plethora of new subjects,<br />

<strong><strong>Learn</strong>ing</strong> Point 1<br />

in different classrooms with different teachers, confusion and anxiety can ensue.<br />

My own timetable<br />

Most schools hand out timetables <strong>to</strong> students with abbreviations of the subject The school and day can appear quite busy and confusing in<br />

out where you are supposed <strong>to</strong> be and when. With al<br />

teachers’ initials simply <strong>to</strong> fit everything in. Students may need assistance in trying <strong>to</strong><br />

different classrooms with different teachers, it can be<br />

decipher these new codes and make sense of their timetable.<br />

schools hand out timetables <strong>to</strong> students with abbrevia<br />

and teachers’ initials simply <strong>to</strong> fit everything in; sometim<br />

This lesson provides the opportunity <strong>to</strong> decipher some of the codes used in the<br />

in decoding all these new abbreviations.<br />

school in relation <strong>to</strong> subjects, teachers and classrooms and <strong>to</strong> reduce some of the<br />

associated stress.<br />

1<br />

exercise<br />

column are a quick and grid with th<br />

This activity familiarises pupils with possible abbreviations that may<br />

short way <strong>to</strong> write subjects subject, the<br />

appear on post-primary timetables.<br />

in a timetable. Do you know name and<br />

what the initials are for all abbreviatio<br />

The exercise may be<br />

Chapter 1 - Settling in<strong>to</strong> Secondary school your subjects?<br />

completed in pairs. As this is the first<br />

Lesson 1<br />

paired work for the class here is an<br />

My TIMeTaBLe Subject Initials Room<br />

opportunity <strong>to</strong> introduce the <strong><strong>Learn</strong>ing</strong><br />

Metalwork<br />

Aim: To learn how <strong>to</strong> effectively use<br />

my school timetable<br />

Partner. Each student can fill in the<br />

science<br />

<strong><strong>Learn</strong>ing</strong> Point 1<br />

template in their own workbook.<br />

My own timetable<br />

The school day can appear quite busy and confusing initially, trying <strong>to</strong> figure<br />

out where you are supposed <strong>to</strong> be and when. With all these new subjects, in<br />

different classrooms with different teachers, it can be quite confusing. Most<br />

French<br />

schools hand out timetables <strong>to</strong> students with abbreviations of the subject<br />

and teachers’ initials simply <strong>to</strong> fit everything in; sometimes we might need help<br />

in decoding all these new abbreviations.<br />

The teacher can then go through the<br />

His<strong>to</strong>ry<br />

The words in the first Try and fill in the following<br />

results with the class group when all the<br />

1 column are a quick and grid with the initials of each<br />

short way <strong>to</strong> write subjects subject, the room number /<br />

in a timetable. Do you know name and the teacher’s name/<br />

students have filled in the exercise.<br />

what the initials are for all abbreviation. Business studies<br />

exerCise<br />

your subjects?<br />

1<br />

exerCise<br />

The words in the first<br />

Try and fill<br />

Subject Initials Room <strong>Teacher</strong><br />

Metalwork<br />

science<br />

French<br />

German<br />

His<strong>to</strong>ry<br />

Business studies<br />

German<br />

24<br />

24<br />

26


2<br />

exercise<br />

Deciphering your Timetable<br />

The purpose of this exercise is <strong>to</strong> allow students the opportunity <strong>to</strong> develop<br />

their deciphering and timetable reading skills. They are asked <strong>to</strong> decode the<br />

information given in the timetable.<br />

This exercise may be<br />

completed as a short quiz <strong>to</strong> increase the<br />

sense of fun for the students, with them<br />

working in either pairs or threes.<br />

This is a sample timetable with the<br />

subjects, locations and times of each<br />

class. Working with their <strong><strong>Learn</strong>ing</strong><br />

Partner or individually, ask the students<br />

<strong>to</strong> study the timetable and see if they can<br />

answer the questions that follow.<br />

exerCise2<br />

Deciphering your timetable<br />

This is a sample timetable with the subjects, locations and times<br />

of each class. study this timetable and see if you can answer the<br />

questions that follow.<br />

School timetable<br />

Time mon tue wed thu fri<br />

9.00-9.40 Eng R1 Gae R14 Hi R3 Metal MR PE Gym<br />

9.40-10.20 Sci Lab3 RE R11 Sci Lab3 Metal MR Art Art R.<br />

10.20-10.55 His R6 Mat R3 Mat R3 Geo R10 Mat R3<br />

10.55-11.10 Break<br />

11.10-11.50 Gae R14 En R1 Bus R5 Gae R14 RE R11<br />

11.50-12.25 Mus Music R Fren R7 Eng R1 Eng R1 His R3<br />

12.25-13.05 SPHE R20 PE Gym CSPE R2 Mat R3 Fren R7<br />

13.05-13.45 Lunch<br />

13.45-14.25 Mat R3 Bus R5 Fren R7 Art Art R. Eng R1<br />

14.25-15.05 Fren R7 Art Art R. Gae R14 Bus R5 Geo R10<br />

15.05-15.45 Geo R10 His R3 RE R11 Sci Lab3 Gae R14<br />

1. How often does this student have religion in the week?<br />

2. In what room is the science class held?<br />

3. How many periods of english does this student have?<br />

4. What class has this student got at 12.25 on Friday?<br />

5. Where is this student supposed <strong>to</strong> be on Wednesday at 14.25?<br />

26<br />

Questions and answers<br />

How often does this student have religion in the week? 3<br />

In what room is the science class held? Labora<strong>to</strong>ry 3<br />

How many periods of English does this student have? 5<br />

<br />

<br />

What class has this student got at 12.25 on Friday? French<br />

Where is this student supposed <strong>to</strong> be on Wednesday at 14.25? Room 14 for Gaeilge<br />

<strong><strong>Learn</strong>ing</strong> Point 2<br />

My Own Timetable<br />

Now that the student has a better understanding of how a timetable works they<br />

can apply this learning <strong>to</strong> their own timetable. This exercise will check with students<br />

how familiar they are already with their own timetable. It is not expected that they<br />

would know their timetable yet so do not expect students <strong>to</strong> answer all the questions<br />

correctly, rather this is simply an exercise <strong>to</strong> draw students’ attention <strong>to</strong> their own<br />

timetable and familiarise them with their new routine.<br />

27


3<br />

exercise<br />

This exercise can<br />

be completed in this exercise may<br />

be completed with their <strong><strong>Learn</strong>ing</strong><br />

Partner, followed by a short class<br />

discussion <strong>to</strong> correct the answers and<br />

clarify any confusion students may have,<br />

with class discussion on the answers.<br />

Ask the students <strong>to</strong> cover their timetables<br />

and not look at them for the answers.<br />

Students can write their answers in<br />

their workbooks.<br />

Subject Initials Room <strong>Teacher</strong><br />

Geography<br />

Technical<br />

Drawing<br />

social Personal and<br />

Health education<br />

Religion<br />

Civic, social and<br />

Political education<br />

Maths<br />

Metalwork<br />

Gaeilge (Irish)<br />

spanish<br />

Home economics<br />

Technology<br />

Physical education<br />

Subject Initials Room<br />

Geography<br />

Technical<br />

Drawing<br />

social Personal and<br />

Health education<br />

Religion<br />

Civic, social and<br />

Political education<br />

Maths<br />

Metalwork<br />

Gaeilge (Irish)<br />

25<br />

4<br />

exercise<br />

spanish<br />

As a quick recap and summary of the lesson ask the students <strong>to</strong> fill in the<br />

following summary table of the timetable and subjects. Home economics<br />

Placemats where the<br />

group collectively fill in the blank template<br />

<strong>to</strong>gether. Then individually students can<br />

answer the questions that follow. You may<br />

wish <strong>to</strong> create a Gallery Walk, where all<br />

the answers may be viewed afterwards.<br />

This will provide an opportunity for students<br />

<strong>to</strong> see the diversity of interests that their<br />

peers have, so that they can begin <strong>to</strong><br />

become comfortable sharing their others.<br />

These questions will also help build<br />

enthusiasm for their learning by<br />

focusing on what they enjoy most<br />

rather than always thinking of the<br />

subjects they struggle with or dislike.<br />

4<br />

exerCISe<br />

30<br />

As a quick recap and summary of the lesson, fill in the<br />

following summary table of the timetable and subjects.<br />

Subject What is the<br />

Subject?<br />

Ir<br />

eng<br />

Maths<br />

Sci<br />

Bus<br />

Hist<br />

Geog<br />

Wk<br />

Met<br />

Re<br />

CSPe<br />

SPHe<br />

TG<br />

Music<br />

Art<br />

Number<br />

of Classes<br />

Technology<br />

Physical education<br />

Who is<br />

my <strong>Teacher</strong>?<br />

4<br />

exerCISe<br />

As a quick recap and summary of the lesso<br />

following summary table of the timetable<br />

Subject What is the<br />

Subject?<br />

Ir<br />

eng<br />

Maths<br />

Sci<br />

Bus<br />

Hist<br />

TABLE 1<br />

Number<br />

of Classes<br />

Geog<br />

28<br />

4<br />

exerCISe<br />

As a quick recap and summary of the lesson, fill in the<br />

following summary table of the timetable and subjects.<br />

Subject What is the<br />

Subject?<br />

Ir<br />

eng<br />

Maths<br />

Sci<br />

Bus<br />

Hist<br />

Geog<br />

Wk<br />

TABLE 3<br />

Number<br />

of Classes<br />

Who is<br />

my <strong>Teacher</strong>?<br />

Wk<br />

As a quick recap and summary of the lesson, fill in the<br />

4Met<br />

following summary table of the timetable and subjects<br />

exerCISe<br />

Subject Re What is the<br />

Subject?<br />

Ir CSPe<br />

eng SPHe<br />

Maths<br />

TG<br />

Sci<br />

Music<br />

Bus<br />

Hist Art<br />

Geog<br />

Wk<br />

TABLE 2<br />

Number<br />

of Classes<br />

Who is<br />

my <strong>Teacher</strong>?


GROUP OF 3<br />

GROUP OF 4<br />

Student 1<br />

Student 1<br />

Student 4 Student 2<br />

Student 3 Student 2<br />

Student 3<br />

Pause and Reflect<br />

As outlined in the <strong>Introduction</strong> section, reflection is an essential element<br />

of putting the student at the centre of their own learning. This will be new <strong>to</strong><br />

students and in the beginning they might struggle with what they need<br />

<strong>to</strong> include, but with practice they will find that they will nearly au<strong>to</strong>matically<br />

know what they should include here.<br />

The only danger is that they might simply repeat what they have previously<br />

written so this needs <strong>to</strong> be somewhat moni<strong>to</strong>red by the teacher. The<br />

Pause and Reflect is not simply about what they learned but also about<br />

how they learned something and how they can implement this learning<br />

throughout their studies at Junior Cycle.<br />

Mental Note<br />

Develop a passion for learning. If you do you<br />

“<br />

will never cease <strong>to</strong> grow. – Anthony D. J’Angelo<br />

”<br />

29


<strong><strong>Learn</strong>ing</strong> <strong>to</strong> <strong>Learn</strong> The Super Generation<br />

35 Finglas Business Park, Tolka Valley Road, Finglas, Dublin 11 D11 YF40<br />

T: 01 808 1494 - F: 01 836 2739 - E: info@thesupergeneration.com

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