11 months ago

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.

Project: The project can

Project: The project can be based upon any topic related to this course and should reflect at least two key elements/ strands of the programme. Students should be encouraged to choose a suitable format for presenting their project e.g. written, digital, visual or audio formats. Students can complete the projects individually or in small groups (no more than 3 per group). However the students must clearly identify their own role or contribution to the work submitted for assessment. Teachers may decide on the whole class group undertaking the same project or allowing individuals or groups to choose a theme or topic for their projects. Reflection: Having completed the project each student is expected to complete their own individual reflection containing the following: A description and explanation of how they individually and/ or collectively completed the project. A commentary about their own learning from the project, what they learned along with how they will use this learning into the future. Level of achievement The Features of Quality are the criteria used to assess the student work and assist the teacher in making their judgement. In assessing the students work the teacher assesses the work as fitting one of the following criteria descriptors: Exceptional - reflects a very high standard, whilst not necessarily perfect, the strength of the work far outstrips its flaws which are minor. Suggestions for improvements are easily addressable by the student. Above expectations - the students’ work shows a clear understanding of how to complete each area of the task, feedback from the teacher might point to the necessity to address some aspect of the work in need of further attention or polishing, but, on the whole work is of a very high standard. In line with expectation - the students’ work shows a good understanding of the task in hand and is free from significant error feedback might point to areas needing further attention or correction, but the work is generally competent and accurate. 20

Yet to meet expectation - describes a piece of work that falls somewhat short. A good attempt may have been made however the outlined task has not been grasped clearly or is marred by significant lapses. Feedback will draw attention to fundamental errors that need to be addressed. Further information on types of assessment for Junior Cycle short courses which schools and teachers may wish to use with this programme may be found at 21

An Action Learning Study of Teacher- Student Partnership ...
Introducing Problem-Based Learning to Teacher Education ...