Managing Barriers To Learning. Staff Professional Development Training 2012-13 Wednesday 5 th December 2012 OBJECTIVES: To explore barriers to learning in the classroom (Teaching Standard 2: Promote good progress and outcomes by pupils)
Staff Professional Development Training 2012-13
Wednesday 5th December 2012
Since the last session…
What barriers to learning did you attempt to address in your observed lesson?
What strategies did you try?
What did you learn / observe?
Reflect on the media clip.
What strategies could/would you employ to tackle boys’ confidence, behaviour, effort or disaffection in your lessons?
Strategies may vary depending on the subjects taught by those in your triad.
At one time or another, we all prevent ourselves from learning. These barriers often come in two forms:
Learning Defences — general ways we actively prevent ourselves from learning
Learning Obstacles — beliefs, people or events that get in the way of specific learning goals
Defending against learning because of sources
e.g. personality issues, stereotyping, status
Defending against learning because of content
e.g. conflicting beliefs, extra effort messages, messages that cause embarrassment
Defending against learning because of message delivery
e.g. past experiences, learning beliefs
Lack of importance or uncertainty of importance. You will be more motivated to learn a task that you perceive to be important than one you consider trivial or one for which you have no clear sense of its importance.
Difficulty in reaching a learning goal. The more difficult a learning goal is to reach, the more likely that you will create excuses and/or reasons for not reaching the goal.
Stress in reaching a learning goal. You will be less motivated to reach a learning goal that you perceive to involve a lot of stress than one you believe to be stress-free.
Doubts about success. Doubts about your own ability to succeed in learning a task will erode your motivation. It is much easier to be motivated about learning goals that you know you can accomplish.
Lack of control. Learning something that you know you will be able to control and use is easier than learning something for which you are not sure you can control and use. For example, you may be asked to learn a new computer program, but know that you will not be able to use the program in your day-to-day work because of lack of hardware/software.
Thank-you for your effort and participation