APPROACHES to LEARNING: ORGANISATIONAL SKILLS

1. APPROACHES to LEARNING:ORGANISATIONAL SKILLS PYP PARENTS FORUM 25 April 2014

3. WHY ‘SKILLS’? Students know WHAT to learn, do they know HOW to learn? There will ALWAYS be a challenge. IB Mission: “life-long learners” = How?

4. SKILLS = Approaches to Learning (ATL)

5. Objectives BUILD AWARENESS Why are ‘skills’ essential in child development? What is ‘organisational skills’? What are the challenges in developing organisational skills? How do we support the development of organisational skills?

6. BUILDING AWARENESS: Teaching Your Child with SKILLS (ATL) in Mind

7. Teaching your child with SKILLS (ATL) in Mind A simple activity TASK: TANGRAM! – 7 piece puzzle 2 minutes to create the figure shown 3 members in each group 1- Child (task in 2 mins) 1- Parent (ONLY ASK QUESTIONS!) 1- Observer (observe and write down what’s happening)

8. TANGRAM: Figure 1

9. TANGRAM: Figure 1

10. 1 Minute Hand-out:Describe your EXPERIENCE as:-Parent-Learner-Observer

11. TANGRAM: Figure 2

12. TANGRAM: Figure 2

13. 1 Minute Hand-out:Describe your EXPERIENCE as:-Parent-Learner-Observer

14. TANGRAM: Figure 3

15. TANGRAM: Figure 3

16. 1 Minute Hand-out:Describe your EXPERIENCE as:-Parent-Learner-Observer

17. SHARING Child Parent Observer Child = frustration Parent = difficult to ask questions! Observer = can see the confusion

18. PARENTS in teaching SKILLS (ATL) Focus on SKILLS/PROCESS OF LEARNING; SKILLS/PROCESS OF LEARNING > outcome Confusion is not a bad place to start “WHAT CAN I DO WHEN I DON’T KNOW WHAT TO DO? “ …Besides…asking for help?  Suggest ways / Provide tools Do not be too eager “How do I solve this problem?”, NOT “What is the solution to this problem?”

19. “ORGANISATIONAL SKILLS”

20. What do we mean by ‘organisational skills’? Group Work Prepare a mind map (3 minutes) OrganisationalSkills

21. Definition ORGANISATION • ability to have your time, materials and resources so arranged that you can use what you need to support your learning. • to communicate your knowledge and understanding in a logical fashion so that others can understand what you are saying or writing. Organisation is one of the hardest skills for students to acquire. Why ?

22. TIME MANAGEMENT SELF-MANAGEMENT Learning and mastery of organisational skills involve two overlapping and interdependent areas:

23. Think-Pair-Share (3 mins) Can being ORGANISED exist without the other? TIME MANAGEMENT SELF-MANAGEMENT

24. ORGANISATIONAL SKILLS • Self - Management • Time Management

25. Time management Includes: using time effectively in class, keeping to deadlines, using time effectively outside of the classroom, organizing a diary/planner social commitments. Self-management • Includes: • personal goal setting, • organisation of learning materials.

26. Tools for Self-management • To-do list • Using a diary/planner effectively • Duty roster • Personal goal setting (daily, weekly, monthly, yearly) • Identifying strengths and areas for improvement • Give positive reinforcement if goal achieved

27. Tools for Time Management • Complete tasks within the given time frame • Use a timer • Estimate the time frame to complete a certain stage of work • Reinforce rules on time-keeping and deadlines

28. Learning from your current practiSe at home: TABLE (5 mins.)

29. BIG GROUP SHARING (5 mins) • What organisational tools do we have at home to help our children ? • How do we manage these tools?

35. Are these scenarios familiar?  • Howare your children being held back by their inability to organisetheir thoughts, materials and time?

36. “There is a difference between a CREATIVE learning environment and a MESSY learning environment.” • Do you agree?

37. BUILDING AWARENESS

38. TIPS ON HOW TO DEVELOP ORGANISATIONAL SKILLS IN CHILDREN

39. ACTIVITY: Case-study • 3 GROUPS = 1 situation each • Work in groups according to the situations given. • 5 minutes will be provided for the preparations of the mind mapping. • Each group will be given 3 minutes to share your ideas. • Your mind map should include: - How can you help your child? - What are the tools that you can use? (Refer to previous tips shared/discussed)

41. Keep a family calendar. Encouraging your child to write his/her own entries and reference the calendar when making plans.

42. Introduce checklists. • It can be as simple as: "3 Things To Do Before Bed" or "What To Take On Vacation.”

43. Get ready the night before. • This one's always tough for both of you but it does work if you can get in the habit.

44. Establish a homework routine. • Set up a comfortable workspace . Encourage them to stick to the schedule even when they don't have homework. • They can read, review notes, or even do a crossword puzzle.

45. Reward and provide support with organisational tasks. • Your child may find organising a challenge, so help her develop her routine and give her a treat for jobs well done!

46. Cook together. • Cooking teaches measuring, following directions, sorting ingredients, and managing time. You can challenge her to help you put together a shopping list.

47. Assign chores that involve sorting or categorising.  • Grocery shopping, emptying the dishwasher, sorting photos, cleaning out a closet, making lists, or arranging things are great choices. (breaking big tasks into smaller tasks)

49. WRAPPING UP!  • Developing skills takes time… • …and effort • …and consistency. • NOT A ONE-SHOT APPROACH –lifetime challenge • NEEDS support from ALL LIFE INFLUENCES • SUPPORT = STOP GIVING THEM THE ANSWERS • CHANGE begins with AWARENESS

50. AWARENESS TEST