All You Need to Teach - Info Literacy 10+

More documents

Recommendations

Info

Sixth Year at School What are the parts of the brain? How do our brains get information? How can you keep your brain healthy? Have students create a glossary which explains the functions of these parts of the brain. 1 brain stem 2 cerebellum 3 hippocampus 4 corpus callosum 5 cerebrum 6 cerebral cortex 7 thalamus 8 pineal gland 9 amygdala The model brain Distribute a model or diagram of the cross-section of a brain to partners. Ask students to draw their own diagram, showing the parts from one to nine in the list above. Have them label it with a numerical key to explain the function of each part. Information input The brain receives its information from the senses. Have groups create a slideshow presentation to demonstrate how one of the senses works. After the presentations, hold a class discussion. What happens if one of the senses is impaired? Which do you think would be the worst sense to lose? Why? Understanding learning Share with students the following points that scientists have discovered about how we learn. Emotions drive attention. Attention drives memory. Memory drives learning. Discuss the meaning of this and its implications for students’ learning and their teaching of others. Why is it easier to learn if you have an emotional connection to what you are being taught? If you memorise something, have you learned it? How can you show that you have learned something well? How do I learn? 10 dendrites 11 axons 12 neurons 13 synapses 14 hypothalamus 15 frontal lobe 16 parietal lobe 17 occipital lobe 18 temporal lobes Have small groups discuss this ancient Chinese proverb and share their interpretation of its meaning. ‘I hear and I forget I see and I remember I do and I understand.’ Have students identify their personal learning strengths using whichever model your school prefers, such as Gardner’s Multiple Intelligences. Online quizzes are an entertaining way for students to make this discovery. How does your preferred learning style influence the things you do and the choices you make? How do you feel when you are required to work in a way which does not suit your preferred learning style? I am a successful learner Discuss the common characteristics of a successful learner, regardless of preferred learning style. Have each student create a poster from one of the sections of BLM 13 to create a display to illustrate the idea that we can all be successful learners, regardless of our preferred style. My healthy brain Discuss the factors that are most likely to impact on the brain’s health and functioning for learning. Divide the class into six groups. Allocate each a topic to investigate from the following list: • Heads Up—physical safety • Food for Thought—diet • Water on the Brain—hydration • Eight Hours—sleep • Fit for Learning—exercise • Brain Drainers—drugs including nicotine and alcohol Have each group produce a poster which is designed to teach other students about their topic. Help them plan their work by holding a class discussion before they begin. What are the essential elements of a poster? What critical information do we want to share with others? How can we best use colour, images, text and layout? 3-2-1 Use a 3-2-1 process to help students reflect on their learning. Have each student write: • three things they remember • two insights • one question. 21
Lesson Bank Working with Words Learning for Life V I can adapt my language to suit different situations. V If I use words well, my message will be understood. V The English language is not the same as it was in the past and it is still changing today. Focus Questions How can you adjust your language to suit different situations? How can you use what you already know about words to further develop your vocabulary? Resources V images from the Book of Kells, or other illuminated manuscript V early English literature, such as one of Shakespeare’s plays V examples of SMS text messages V dictionaries V poems about the absurdity of English spelling V alphabet books Other Useful Resources V websites, such as: –The Macquarie Dictionary Online www.macquariedictionary.com.au –Macquarie Library Pty Ltd and ABC Online joint project www.abc.net.au/wordmap –The Spelling Society www.spellingsociety.org/news/media/poems.php –Jennifer’s Language Page www.elite.net/~runner/jennifers Learning Activities A living language Familiarise students with the idea that the English language is not static but is changing and developing. Share images from the Book of Kells and passages from early English literature—such as one of Shakespeare’s plays—to illustrate this. Can you understand this text? Why do you think this English is so different? Analyse a passage from an early English text and ensure that students understand it. Have them translate that passage into SMS language. Does the meaning of the passage change? Other influences Help students discover which languages have influenced the English language. To find clues and examples give them a list of words to look up in the dictionary. Show them how to examine and explain the notations found in the dictionary entries. Have them create a chart of these words and other examples they might find. Explore with students how we can determine the meaning of a word by examining its roots, prefixes and suffixes. Building on this idea, challenge partners to invent a new word to add to the language, write its definition and provide an example which demonstrates its use and meaning. Oral traditions Explain to students that many early traditions and stories were passed on orally. Have them investigate and retell some of the stories associated with these cultures. Compile a class anthology. Writing across time Brainstorm the stages in the development of the written language, from papyrus to the internet. Have students investigate the various ideas and add new stages they may have identified from their research. Develop a class time line of significant events. Discuss the effect of this development in communication on how we live today and compare it with how people lived in the past. Time and place Brainstorm and list the different uses of language. Have students give examples of how the language we use when we speak differs according to the formality of the situation. Discuss the role of the audience in determining the type of language used in both written and spoken English. Discuss the 22
Page 1 and 2: AGES 10+ Information Literacy Infor
Page 3 and 4: For Elle, Stephannie and Archer and
Page 5 and 6: All the Teaching Tips You Need 4
Page 7 and 8: Why Do We Need Information Literacy
Page 9 and 10: BLM 2 4. Organising How can I organ
Page 11 and 12: BLM 4 Learning Outcomes: End of Sev
Page 17 and 18: BLM 10 Learning Outcomes: End of Se
Page 19 and 20: Lesson Bank Leading the Way Learnin
Page 21: Lesson Bank All About Learning Lear
Page 25 and 26: Lesson Bank In Their Footsteps Lear
Page 27 and 28: Lesson Bank Hero Worship Learning f
Page 29 and 30: Lesson Bank True Blue Learning for
Page 31 and 32: Lesson Bank Landscapes and Legends
Page 33 and 34: Lesson Bank Birth of a Nation Learn
Page 35 and 36: Lesson Bank Water Works Learning fo
Page 37 and 38: Lesson Bank A Place of Our Own Lear
Page 39 and 40: Lesson Bank Points of View Learning
Page 41 and 42: Lesson Bank Celebrations Learning f
Page 43 and 44: Lesson Bank Happy New Year Learning
Page 45 and 46: Lesson Bank All About Thinking Lear
Page 47 and 48: Lesson Bank Research Skills Learnin
Page 49 and 50: Lesson Bank Web Wisdom Learning for
Page 51 and 52: Lesson Bank Planning Manoeuvres Lea
Page 53 and 54: Lesson Bank Capital Canberra Learni
Page 55 and 56: Lesson Bank The Art of Persuasion L
Page 57 and 58: Lesson Bank Endangered Species Lear
Page 59 and 60: Lesson Bank Lest We Forget Learning
Page 61 and 62: Lesson Bank Read Around The World L
Page 63 and 64: Lesson Bank Study Buddies Learning
Page 65 and 66: Lesson Bank Time to Reflect Learnin
Page 67 and 68: All the Worksheets You Need 66
Page 69 and 70: BLM 12 Name Planning Manoeuvres Dat
Page 71 and 72: BLM 14 Name Great Explorers The tab
Page 73 and 74:
BLM 16 Name On the Map Date Find ea
Page 75 and 76:
BLM 18 Name Date Concept Map 74 Les
Page 77 and 78:
BLM 20 Name Capital Canberra Date C
Page 79 and 80:
BLM 22 Name Date Read Around the Wo
Page 81 and 82:
BLM 24 Name Date Reflecting on the
show all

All You Need to Teach - Info Literacy 10+

Create successful ePaper yourself

Delete template?

Save as template?