Helping you to learn

1. Helping you to learn

2. High Expectations • PRS has high expectations of ALL students • Peaks and troughs • KS2 level 5 not same as KS3 level 5 • National profile – our ‘yardstick’ • These high expectations need to be reinforced by all parties • Attendance

4. Expected Progress

5. How does the brain work? Neurons are self-contained communication centres and have 3 parts: Cell body - This main part has all of the necessary components of the cell. If the cell body dies, the neuron dies. Axon- This long, cable-like projection of the cell carries the nerve impulse along the length of the cell. Dendrites or nerve endings - These small, branch-like projections of the cell make connections to other cells and allow the neuron to talk with other cells or perceive the environment. Dendrites can be located on one or both ends of the cell.

6. Number of neurons in brain = number of trees and plants in 2.7 million mile2 forest.

7. Number of neurons in brain = number of stars in milky way

8. How does the brain work? Susan Greenfield (Oxford University neuroscientist) likens brain to Amazon basin. • Number of dendrites (connectors between neurons) = number of leaves on all plants/trees • Cubic millimetre of brain tissue has +1 million neurons. You have same number of brain cells as celebrated ‘brainy’ people

9. Train your brain • More frequent the stimulation the more permanent connection between dendrites • The more connections are made, the more permanent and well-established the pathway and the easier it is for further learning to take place • Some pathways are well-worn, others are neglected • After years of neglect an overgrown path can be restored to its original state

10. Left sided Language Numbers Symbols and codes Facts, details Linear processes Right sided Music Images, pictures Artistic creativity Daydreaming Big picture, meaning The left and right-sided brain

11. Keep your brain healthy Nutrition: Fast foods do not contain what your brain needs. Give your child brain food not strain food! Drink lots of water – dehydration causes loss of concentration Stimulation: Speak with your children – from an early an age as possible Engage all senses Sleep: Lots of children do not go to bed early enough Sleep cements learning and makes us alert

12. Keep your brain interested • Brain is excited by new experiences and soon bored by repetition • Learning should be fun (not funny!)

13. Preferred learning styles Visual Auditory Kinaesthetic

14. Visual learner – 29% • Very good visual recall. • Enjoy and benefit from visually presented information – graphs, charts, keywords • ‘See’ words as they spell them • When giving directions will make lots of references to what you will see • Use visual expressions: ‘I see what you mean’, ‘I can’t quite picture it’

15. Audio Learners - 34% • Good auditory recall – can rehearse or anticipate situations by ‘hearing’ them played out in one’s head • Enjoy and benefit from discussion activity, lectures, reading and hearing stories • Spelling is learned by remembering patterns of sounds made as words are spelled • Prefer to give and receive instructions verbally, may emphasise sequence, repetition & summary • Use auditory expressions, ‘I hear what you are saying’, ‘suddenly it clicked’

16. Kinaesthetic learners – 37% • Enjoy and benefit from physical activity, field trips, visits, learning by doing • Spell best when copying physical pattern of letters, either by writing OR by rehearsing movements as letters are spelled out. • Will fidget and need regular breaks when learning • Give instructions by modelling with the body or gestures – lots of hand movement and pointing! • Use kinaesthetic expressions, ‘feels good to me’, ‘I don’t follow’, ‘weight off my mind’

17. Ichi Ni San She Go Roku We will count to 6 in Japanese!

18. What sort of learner are you? Complete the brief survey – ask your son/daughter to do the same Are the results same or different? What does it mean for my child’s learning?

19. How should I learn? Visual: key words, diagrams, video, poster, diagram, photographs, drawings Audio: Sound – fellow students, commentary of a video, tape your own voice Kinaesthetic Do the learning, post it notes, rearranging, rehearse an action/role play

20. What can I do as a parent/carer? • Go out and about – learn together. Let your child plan the trip. Times, prices and so on….. • Watch out for TV programmes that have something to do with school • Breakfast gives energy to learn

21. kids need a place to do their homework • Keep pens, pencils and calculators handy • Dip in to a dictionary • Help them but don’t do their homework • Put learning in to practice – shopping, reading, choosing phone tariffs

22. What can I do as a parent/carer? • Ask to look at the work your child has done – easier in year 7 than 11! • Ask your child to explain what it was they had to do. • Find opportunities to praise work done • Write in the planner to tell teachers if your child has enjoyed a homework

23. In the age of uncertainty… ‘It is not the strongestof the species that survive, nor the most intelligent, but the one most responsive to change.’ Charles Darwin

24. ‘Spoonfed students can’t cope with degrees’ Telegraph The illiterate of the 21st century are those that can’t learn how to learn 50% employers are worried about literacy and numeracy but 70% are more worried about lack of emotional intelligence

25. For the 21st century Learning School Wanted: Resilient, independent learners who have flexible skills and competencies; who can work well in teams and lead themselves and others to perform up to and beyond their potential.

26. RRFLL To develop a modern world class curriculum that will inspire, challenge all learners and prepare them for their future. ‘We are entering the most dramatic paradigm shift in education history’ Mark Treadwell

27. Aims of the new curriculum CREATE Successful learners Confident Individuals Responsible citizens Integrate the PLTS Team working Independent enquiry Self management Reflective learning Effective participation Creative thinking Provide learners with a platform for employability, further learning and social cohesion.

28. What is RRFLL developing Set goals Self assess Review/ improve Invite feedback Solve problems Seek out challenges Organise Manage time Respond positively Manage emotions Negotiate Reach agreements Support others Learn from others Roles and responsibility Question Research Select Analyse Evaluate Imagine Invent Explore Adapt Persevere Discuss Propose Influence Present Communicate and share

29. We want students who are in the habit of.... Taking responsibility for their own learning Understand how to motivate themselves Planning and assessing their own learning Enjoying their learning - at home too Being ambitious and determined Taking on leadership or being excellent teamplayers Knowing how and why to use their initiative Taking risks and make mistakes as part of learning Taking and giving constructive criticism Caring for each other

30. Learning to learn – what is it? Developing a set of skills and habits that develop a self-awareness and resilience in learning. Ability to transfer skills and learning from one context to another Understanding how you individuals learn best and know how to use this effectively HOW? Using metacognition (thinking about learning) to develop the above as part of PRS experience Excellence is not an art but a habit - Aristotle

31. “ How well you learn is not a matter of how bright you are. It is a matter of experience, and good coaching”

32. Tell me what you learned today The question Albert Einstein’s mother asked him when he came home from school

33. Repetition • 66% of material is forgotten within seven days if it is not reviewed or recited again by the student • 88% is gone after six weeks. • Build in a brief but regular review of material covered.

34. Your challenge! Spend at least 10 minutes every day asking your child what they learned at school today and how they learned it.