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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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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 />

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