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AREA OF LEARNING DAY 2 Environment and Society: Geography Feb-Mar 2008

AREA OF LEARNING DAY 2 Environment and Society: Geography Feb-Mar 2008. COURSE OBJECTIVES To reflect on practice and identify opportunities for skills development. To deepen understanding of how the development of pupils’ thinking skills and personal capabilities enhances learning.

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AREA OF LEARNING DAY 2 Environment and Society: Geography Feb-Mar 2008

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  1. AREA OF LEARNING DAY 2 Environment and Society: GeographyFeb-Mar 2008

  2. COURSE OBJECTIVES • To reflect on practice and identify opportunities for skills development. • To deepen understanding of how the development of pupils’ thinking skills and personal capabilities enhances learning. • To deepen understanding of how thedevelopment of pupils’ skills in Communication, Using Mathematics and Using ICT enhances learning.

  3. PROGRAMME 09.30 Welcome and Introduction 09.45 Session 1: Reflection on Yr 8 Implementation to date 10.30 COFFEE 11.00 Session 2: Thinking Skills and Personal Capabilities 12.00 Session 3: Cross-Curricular Skill 1 - Communication 12.30 LUNCH 13.30 Session 4: Cross-Curricular Skill 2 – Using Maths 14.00 Session 5: Cross-Curricular Skill 3 – Using ICT 14.45 Personal Evaluation and Next Steps Course Evaluation 15.15 Close

  4. At the heart of the Northern Ireland Curriculum lies an explicit emphasis on the development of skills and capabilities for life-long learning and for contributing to society.

  5. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment Curriculum Objectives INFUSING Cross-Curricular Skills Thinking Skills and Personal Capabilities • Communication Using Mathematics Using ICT • Managing Information Thinking, Problem Solving, Decision Making Being Creative • Working with Others Self Management ACROSS Areas of Learning The Arts English (And Irish In Irish medium schools) with Media Education Environment & Society Mathematics with Financial Capability Modern Languages Physical Education Science & Technology Religious Education Promoting/Encouraging Learning Experiences Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based

  6. All subject strands/Areas of Learning have a statutory requirement to provide opportunities for pupils to acquire and develop skills (CCSs) of Communication, Using Mathematics and Using ICT. It is the responsibility of every teacher in every subject to ensure that the CCSs are promoted and developed as part of learning and teaching within their subject. The CCSs are clearly visible in the Statutory Learning Outcomes for each subject at Key Stage 3. CROSS CURRICULAR SKILLS

  7. Session 1 Reflection

  8. What changes in approaches to learning have you tried and how did this work in practice? How did these changes impact on: Pupil learning? (evidence) Teacher strategies? Departmental planning?

  9. COFFEE

  10. Developing skills and capabilities enables pupils to: learn how to learn; manage their own emotions; interact effectively with others, and therefore enhances the chances of success in all aspects of life. SKILLS AND CAPABILITIES

  11. Session 2 TS & PC

  12. Thinking skills enable pupils to learn how to learn by helping pupils: gobeyond the acquisitionof knowledge in order to deepen their understanding and apply ideas, generate new possibilities and make decisions as well as plan, monitor and evaluate their progress; experiment with ideas, take initiative, learn from mistakes, work collaboratively and become more self-directed in their learning. Thinking Skills and Personal Capabilities

  13. THINKING SKILLS AND PERSONAL CAPABILITIES

  14. Lesson Activity Energy for the Future: Sustainable Energy Choices for Northern Ireland

  15. Which specific descriptor of the skill did you focus on in this activity? How did the activity contribute to the development of this skill? How does this skill contribute to learning in geography? What evidence do you have for your answers? How might the activity be improved? Debrief

  16. Cross-Curricular Skills

  17. The Cross-Curricular Skills of Communication, Using Mathematics and Using ICT are the bedrock skills through which young people access knowledge and develop understanding. Specific knowledge and techniques may be acquired initially in identified areas of learning/subjects, but an enhanced emphasis must be placed on the effective development of skills in other curriculum contexts. Cross Curricular Skills

  18. Session 3 Communication

  19. Communication is central to the whole curriculum and to success in life. The modes of communication include talking and listening, reading and writing. Effective communication also includes non-verbal modes of communication, wider literacy and the use of multi-media and ICT technologies. COMMUNICATION

  20. Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills in: TALKING & LISTENING Pupils should be enabled to: • Listen to and take part in discussions… • Contribute comments, ask questions … • Communicate information, ideas … • Speak clearly and structure talk … • Adapt ways of speaking to audience … • Use non-verbal methods to express ideas …

  21. Assumptions We tend to believe that the teacher’s job is to teach, i.e. TALK. We also tend to believe that language acquisition and development is an ongoing, natural process and that the job of school is to teach READING & WRITING. The result of this is passive, sometimes even “disabled” learners

  22. Research It is through speech that children learn to organise their thinking and focus their ideas. (Lyle, 1993) Oral Language is one of the most important means of learning and acquiring knowledge. (Lemke, 1989) In the development of oral communication skills, critical thinking and reasoning abilities are developed along the way. (Aiex,1990)

  23. Effective Group Talking & Listening Establish timelines Appoint roles (leader, reporter, researcher, timekeeper, recorder,) Allow time for individual thinking before sharing with others. Outline expectations for processes and products i.e. clear learning outcomes

  24. Effective Group Talking & Listening The teacher needs to explain, clarify and model each role within the group and get the pupils used to what is expected from each role Pupils need to be taught the kind of language that can be used in each role so that everyone gets a chance to speak and be HEARD

  25. The Role of the Teacher as Listener & Monitor The teacher should only intervene to facilitate the discussion so that productive learning through talk occurs. If the teacher “takes over” the pupils will stop talking and the real learning stops. Useful ways of moving the discussion along can be “has anyone here ever..?” “What would happen if…?” “Does anyone have another point of view..?” “Can you explain reasons for that..?” “Stop for two minutes and jot down some arguments for…”

  26. Normal Classroom Activity The teacher sets the tone for group talking and listening. If the activity is well organised with clear learning intentions, time-limited and with structured feedback then pupils see it as a serious learning tool as opposed to a break in normal classroom activity.

  27. Which specific descriptor of the skill did you focus on in the lesson? How did the activity contribute to the development of this skill? How does this skill contribute to the learning in your area of learning/subject? What evidence do you have for your answers? How might the activity be improved? Debrief

  28. Session 4 Using Mathematics

  29. Using Mathematics focuses on how pupils apply their mathematical knowledge and skills appropriately in a variety of contexts. Ideally these should be relevant real-life situations that require a mathematical dimension. Therefore, the opportunities should address not just what pupils know, but also how they are able to use their knowledge appropriately and accurately USING MATHEMATICS

  30. Living Graph Activity

  31. Which specific descriptor of the skill did you focus on in this activity? How did the activity contribute to the development of this skill? How does this skill contribute to the learning in your area of learning/subject? What evidence do you have for your answers? How might the activity be improved? Debrief

  32. Session 5 Using ICT

  33. Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills to: Explore Express Exchange Evaluate Exhibit USING ICT

  34. ICT activity Identify and share examples of ICT strategies you have used to develop the five Es in Geography

  35. How does ICT improve the learning in Geography? What aspects of the five Es of ICT need further development in Geography? Debrief

  36. Personal Evaluation • What have I learned as a result of today? • What enabled me to learn? • How will I take my learning forward?

  37. What is our next step as a department? How can we ensure that we develop practice within our department? How can we benefit from good practice in other areas of the curriculum? Next Steps

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