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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.

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LOREM IPSUM DOLOR LOREM IPSUM DOLOR LOREM IPSUM DOLOR 100% 50% 25% 75% 100% 50% 25% 75% Lorem ipsum dolor sit amet, consectetuer adipiscing elit. 100% Inclusion of ICT: We are living in an ICT-infused world and it is important that students see and learn to use this technology not simply for entertainment purposes but also see and experience the educational value and benefits of ICT. Whilst this programme may be based around group work and the student workbook, opportunities do exist to incorporate ICT into the various lessons. Here are some ideas which as a teacher you may wish to use with your various classes: Short video clips – Video clips are a good way of introducing a topic or reinforcing something you may have already explained. In the resource section at the end there are some sample video clips for various lessons identified. Microsoft Outlook – As time management and planning are skills which the students develop as part of this programme they could be encouraged to create their own timetables and study planners using Microsoft Outlook. Blogging – Is now becoming a popular form of reflection and sharing. Students could be encouraged to blog about what they have learned and how they have begun to incorporate this into their studies. File Sharing (e.g. Dropbox) Students may be asked to create their notes in the various subjects which can then be saved in drop boxes and reviewed by teachers at a later stage, or even upload samples of their work throughout the year. ABOUT 500 RESEARCH 28% A B C D PowerPoint /Prezi – presentations are an interesting way for students to present and share their learning with others. Students can be encouraged to use hyperlinks to show the websites they visited in their preparation. Students can also learn to integrate other ICT tools such as graphics, video and music to their work. 18

Assessment: “Assessment at Junior Cycle places the student at the centre of the learning process and allows for new ways of learning and a broader range of skills to be assessed.” www.juniorcycle.ie Within the Junior Cycle there are a range of opportunities for assessment. The purpose of assessment is to support the student in their learning by providing appropriate feedback to the student enabling them to understand how they may wish to improve. Assessment at the Junior Cycle is both: Formative (ongoing) assessment – where students and teachers reflect on the student’s learning and plan the next steps. As part of this process students are encouraged to complete the end of section reflections which provide opportunities for discussion with the teacher on how the student feels they are progressing with their own learning to date. Summative (classroom based) assessment – where the teacher assesses the student’s in a specific assessment associated with the content of the course. Students are expected to prepare for summative assessments. The teachers’ judgement which is in line with set out criteria is used as part of the school reporting to parents and students and is recorded. Each school should develop Features of Quality as part of their work to support teachers’ judgements. Schools and teachers have the flexibility to adapt this short course to suit their particular needs and context and design a Classroom Based Assessment which is reflective of the learning which the students undertook. In line with the Junior Cycle Profile of Achievement (JCPA), the assessment of short courses will: In line with guidelines set down by the NCCA and Department of Education and Skills, there should be one Classroom Based Assessment which can be undertaken in second or third year. A recommended form of assessment for this course may be: Project and reflection. Be carried out in the school by the teacher Be based on work undertaken by students in second and/ or third year. 19

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