My Learner ID Teacher's Resource Book 3

My Learner ID

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TEACHER’S RESOURCE BOOK

EARNER ID YL M

Dr Suzanne Parkinson

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NURTURING LEARNERS FOR LIFE Dr Suzanne Parkinson

Designed specifically for pupils in Third Class, this practical programme helps learners to learn ‘how to learn’. It helps children to understand themselves as learners and to uncover how they learn best. Importantly, it also helps others to understand the worldview and perspective of the learner. My LID3 Teacher’s Resource Book offers teachers the opportunity to: ☑ Implement a coherent developmental and stage-appropriate framework to track the voice of the learner over the school year. ☑ Promote learner well-being, voice of the learner, learner responsibility and learner efficacy. ☑ Balance the report card – assessment is more than a STen score! ☑ Anchor Learner Support Files by providing a holistic view of the learner. ☑ Support in excess of 30 statements of Highly Effective Practice from the new framework for school self-evaluation, Looking At Our School 2016. ☑ Scaffold formative assessment in the classroom. ☑ Triangulate data from several sources about a learner. ☑ Invite parental partnership in supporting children to understand how they learn best. ☑ Provide essential insight to substitute teachers, para-professionals and relevant others at transition points. ☑ Promote lifelong learning and habits of mind.

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My Learner ID 3 TEACHER’S RESOURCE BOOK EARNER L ID Y M

Dr Suzanne Parkinson

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EARNER ID YL M

First published 2018 Suzanne Parkinson Š 2018 Assistant Researcher: Eoghan Linehan Illustrations and Graphic Design by Sharon Le Gear and Oisin Ralph Š 2018 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying, recording or electronically without written permission of the author. Such written permission must also be obtained before any part of this publication is stored in a retrieval system of any nature. Requests for permission should be addressed to the author.

While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case.

This edition 2019 The Educational Company of Ireland Ballymount Road Walkinstown Dublin 12 www.edco.ie A member of the Smurfit Kappa Group plc

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Contents SECTION 1: INTRODUCTION

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How to use this resource book

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What is Learner Identity?

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Why is it important?

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What is the My Learner ID series?

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Relevance for teachers

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SECTION 2: INSPIRATION

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Rationale for series

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Design and illustrations

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My Learner ID logo

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SECTION 3: THEORETICAL FRAMEWORKS AND METHODOLOGIES

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Introduction

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Personal construct psychology

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Strength profiling

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Learner autonomy, ownership and responsibility

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Learner efficacy and mindset

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Learner dispositions

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Methodologies

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Transdisciplinary skills

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Learning strategies

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Opportunities to respond (OTRs)

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Peer assessment

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SECTION 4: PLACEMENT AND INTEGRATION FOUNDATIONS

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Where does My Learner ID fit?

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Curricular integration

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SECTION 5: PARENTAL PARTNERSHIP

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SECTION 6: TEACHER IMPLEMENTATION PLAN

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SECTION 7: CONCLUSION

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SECTION 8: TEACHER RESOURCES

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References

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Online video resources

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Section 1 INTRODUCTION

HOW TO USE THIS RESOURCE BOOK This resource book is for teachers of third class. It explains the rationale and underlying framework for the My Learner ID (LID) series and advises on implementation. This TRB should be seen as complementary to the online training on My Learner ID which is recommended and available @ www.mylearnerid.com.

Links to a Teacher Implementation Video/Information Video are on page 188.

WHAT IS LEARNER IDENTITY? Learner identity is defined as the process of becoming and being a learner. It is a ‘conceptual artefact’ that contains, connects and enables reflection over the emotional and cognitive processes of the experience of becoming and being a learner. In essence, it is about enabling students to review themselves as learners and to foster their understanding of how their actions, emotions, thoughts and motives about themselves in learning are interconnected (Coll and Falsafi, 2010).

Learner identity is a fluid, organic construct which aspires to embrace the process of becoming a learner rather than measuring what learners become. Kolb and Kolb (2009) comment that ‘people with a learning identity see themselves as learners, seek and engage life experiences with a learning attitude and believe in their ability to learn’ (p. 1).

WHY IS IT IMPORTANT? There is a growing consensus among researchers (e.g. Coll and Falsafi, 2010; Buckingham Shum and Crick, 2012) that learner identity is a key factor in promoting participation in education. It enables educators to promote participation in learning experiences and to understand how individuals are and become learners in a variety of learning situations. Consequently, Buckingham Shum and Crick (2012) argue that education systems must consciously support the development of students’ learner identities. In other words, as Coll and Falsafi (2010) point out, educators should encourage pupils to recognise themselves as learners. Other authors (e.g. Boud, 2000; Wirth and Perkins, 2008; Thomas and Brown, 2009) have discussed the idea that education in the 21st century needs to move away from traditional practices which encourage a ‘banking concept’ in favour of a ‘problem-posing’ environment that nurtures learner identity and learners for life.

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In a study investigating priorities for Irish primary education (Fitzpatrick et al., 2014), the nurturing of children’s sense of belonging and identity was recognised as a key concern for education at primary level. Specifically in relation to selfconcept, respondents discussed the need for children to develop a positive sense of themselves as learners.

Learner identity is about nurturing students to become learners for life. Supporting the development of learner identity is a fundamental goal in education and lies at the heart of teaching and learning. The nurturing of learner identity is inherently embedded in whole-school policies, school self-evaluation, school ethos, student well-being, assessment practices and classroom practice. Learner identity is posited as the critical educational ‘tool’ for the future. The capacity to evolve new understandings in a rapidly expanding technological era will depend on the meanings that have been, are being and will be constructed about oneself as a learner. Learner identity is emerging as the fundamental identity in educational contexts and its conceptualisation is evident in current educational research, policy and classroom practice (Coll and Falsafi, 2010).

WHAT IS THE MY LEARNER ID SERIES? The My Learner ID series is a new, unique resource designed for learners from preschool through to sixth class to nurture learner identity. This series provides a coherent, developmental and stage-appropriate framework for nurturing learner identity. The series supports children on becoming learners, on articulating perspectives of themselves as learners, their worldview, their experiences of school and on the educative process.

The overall aim of My Learner ID is to nurture all students to be confident, capable learners – ready, willing and able to choose, design, research, pursue, troubleshoot and evaluate learning for themselves, alone and with others, in school and in life.

Couched within a Personal Construct Psychology framework and a Strengths Perspective, My Learner ID tracks the voice of the child in their journey through education and on becoming a learner. The series explores the ‘who’ and supports the ‘how’ of learning. My Learner ID captures the uniqueness of each child – their strengths, worldviews, interests, wishes and dreams. The series supports learners in the ‘how’ of learning by equipping learners, from the earliest stage, with the vocabulary, language, behaviours and strategies for learning. My Learner ID is a unique programme in deconstructing the language of effective learning and positive academic learner dispositions for children and introducing, nurturing and supporting ‘learning literacy’ for life.

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The My Learner ID programme is structured in two parts. Part 1 uses open-ended assessment techniques to explore the ‘who’ of the learner. There are sections on ‘About Me’, ‘My Strengths’, ‘My World’ and ‘About School’. Part 2 introduces the vocabulary and language associated with effective learning. Learner dispositions are deconstructed in the section entitled My Learning Ways. The vocabulary, language and behaviours associated with positive learner dispositions are explored. Children are invited to self-reflect and self-evaluate their behaviours and are prompted to try out self-selected strategies to help them improve their approaches to learning.

Part 2, My Learning Ways, from preschool to second class, maps onto the learner dispositions introduced in the Aistear programme. From third class to sixth class My Learning Ways explores the vocabulary, language, behaviours, strategies and skills associated with effective and positive academic learner dispositions.

Third class introduces the following Learning Ways at a general level: Attention, Memory, Organisation, Learning Behaviours/Mindsets and Metacognition. In each of the year groups that follow two Learning Behaviours are explored per year, requiring 30 minutes across 30 weeks. So, in fourth class Attention and Learning Behaviours are explored across the year; in fifth class Memory and Mindsets and in sixth class Metacognition and Organisation.

This unique publication is timely in supporting key current policy documents.

My Learner ID supports in excess of 30 statements of Highly Effective Practice from the new framework for school self-evaluation (Looking At Our School 2016).

It offers a foundation block for Learner Support Files providing a holistic and balanced view of the learner, centred on the perspective and voice of the learner.

The series also scaffolds teachers’ practices in their use of formative assessment methodologies by providing learners with optional use of Opportunities to Respond, Self- and Peer-Assessment Schedules.

The series nurtures:

The series supports:

• Learner voice • Learner well-being • Learner ownership and responsibility • Learner efficacy • Growth mindset.

• • • • • • •

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Learning how to learn Transdisciplinary skills Authentic assessment Formative assessment Parental partnership School self-evaluation Tracking of ‘becoming and being’ a learner.

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RELEVANCE FOR TEACHERS My Learner ID: ☑ Offers a coherent developmental and stage-appropriate framework to track the voice of the learner over the school years. ☑ Promotes learner well-being, voice of the learner, learner responsibility and learner efficacy. ☑ Balances the report card with a rich picture of the learner’s understanding of themselves. ☑ Anchors Learner Support Files by providing a holistic view of the learner. ☑ Supports in excess of 30 statements of Highly Effective Practice from the new framework for school self-evaluation (Looking At Our School 2016). ☑ Scaffolds teachers’ practices in embracing formative assessment. ☑ Provides teachers with an accurate record of learners’ perspectives about themselves. ☑ Allows teachers to triangulate data about a learner from several sources. ☑ Invites parental partnership in supporting children how to learn. ☑ Provides essential insight for substitute teachers, para-professionals and relevant others at transition points. ☑ Promotes lifelong learning and habits of mind.

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Section 2 INSPIRATION

RATIONALE FOR SERIES The stimulus for My Learner ID came about from practice – from working as a teacher, an educational psychologist, a teacher educator and from being a parent – and was developed to respond to three needs that I feel we are overlooking in current education.

The first need is the need to chronicle the voice of the child across the school years in becoming and being a learner. I often sit in review meetings and in multidisciplinary meetings to discuss children. So what records do I have? I usually have the school report, maybe verbal reports from teachers, parental records and professional records. But what is missing from these meetings?

Clearly, what is missing is the voice of the child. I don’t have a record of the child’s views, perceptions, understanding of themselves as learners – their strengths, challenges, motivations across the school years because we don’t gather that information. A key goal with My Learner ID is to chronicle the voice of learners from preschool across the school years in becoming and being learners.

The second stimulus for My Learner ID is to teach children how to learn. The most common recurring question I have been asked over the years is how to help children.

At some point in each child’s journey s/he must learn how to learn and become an independent, autonomous learner. We have perfected teaching to the highest standards in our classrooms. Now we must consider how to balance classroom practice and enable children to teach themselves. How can we enable ownership, independence and responsibility in learning? The first step, in my view, is to teach children the vocabulary and language associated with learning how to learn. We need to create a ‘language for learning’ – a shared language frame and vocabulary about learning. We need to nurture ‘learning literacy’ to enable learning for life.

My Learner ID is a unique programme, offering for the first time a developmentally appropriate programme that teaches children how to learn.

The final stimulus for My Learner ID arises from the need to balance test scores and hard data with an awareness of ‘who’ learners are and ‘how’ learners learn.

Most of us acknowledge that the drill and test focus in our schools is not preparing students for the modern world. This increasingly unpredictable world requires a zest for challenging ill-defined problems, an ability to see things through, and the resilience to bounce back from setbacks. It requires the desire and the ability

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to do this over and over. It is argued that the illiteracy problems of the future will not be related to the child who can’t read but the child who can’t learn, unlearn and relearn. My Learner ID balances STen scores and promotes awareness of how children learn, self-recognition of learner strengths, and the realisation and development of learner dispositions.

DESIGN AND ILLUSTRATIONS The design and finished format of the series was, for me, all important. From the outset, I endeavoured to design a learner record book that could be customised and ‘owned’ by the learner. Informed by open-ended assessment methodologies, it was important for me that the series would invite children in and be informed and shaped by their imaginations and world-views. I am indebted to Sharon Le Gear, Niamh Fitzsimons and Sarah Treanor, illustrators and designers, who patiently tolerated my whims for sheep to be turned upside down, graffiti walls and infinite curvy line forms!

The illustrations for My Learner ID3 are themed on hot air balloons. The floating, falling and rising of the balloons represent the endeavours of the learner as they journey through the process of becoming and being a learner.

I am immensely privileged to be the author of such a positive resource for learners that offers all stakeholders the opportunity to understand the world-view of the learner and to support them in becoming learners for life.

MY LEARNER ID LOGO

The My Learner ID logo was designed specifically as a badge, symbolically representing the personal ‘ID’ of the learner. The three birds in different flight modes accompany the following message to all learners and embody the philosophy of the series:

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Do you see the birds?

At times, the bird is unsure and needs help to move on.

At times, the bird needs a little push to take off.

Other times, the bird is flying away, high up into the sky.

These birds are just like you as a learner!

My Learner ID tracks how you become a learner and how you feel about learning.

Enjoy every page as you uncover how you learn best!

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Section 3

THEORETICAL FRAMEWORKS AND METHODOLOGIES INTRODUCTION Part 1, My Learner ID3 (My LID3), contains directed and open-ended activities, which invite learners to develop an awareness of their strengths, their interests, likes and dislikes, wishes and dreams. ‘About Me’, ‘My Strengths’, ‘My World’ and ‘About School’ invite learners to share their world-view with others. The activities are designed to give a glimpse into the inner world of the student, perceptions of their strengths and their emerging identity as a learner. Directed activities encourage children to consider their world, how they like to learn, how they perceive themselves as learners and how they feel about school. In eliciting the learner voice, the key theoretical frameworks underpinning Part 1, My Learner ID, include: Personal Construct Psychology, Strength Profiling, Learner Autonomy, Ownership and Responsibility, Learner Efficacy and Mindset, Learner Dispositions. These theoretical frameworks are briefly explained below.

PERSONAL CONSTRUCT PSYCHOLOGY Personal Construct Psychology was proposed by George Kelly (1955). He held the view that each of us is a scientist and that we have the capacity to represent our environment not just respond to it. Kelly saw the person as an active anticipatory agent in his/her own life and that all our present interpretations of the world are subject to revision and replacement. His theory is useful for those who wish to understand teacher and learner thinking from the inside, from the ‘the world of the lived experience from the point of view of those who live it’ (Scwandft, 1994). His approach encourages the experimenter to find out what the subject is thinking about rather than asking the subject to find out what the experimenter is thinking about. Techniques used are open-ended and are associated with other constructivist and interpretivist approaches.

My LID3 utilises laddering, scaling and a variety of open-ended prompts to elicit the world-view of the child. It is an invaluable framework that helps us develop our understanding of how children make sense of themselves and the world.

STRENGTH PROFILING Over the last decade in education, there is growing interest and popularity in positive psychology and its emerging applied field of positive education and

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associated initiatives. Given the increasing prevalence of psychological disorder, anxiety, stress and depression among school-age children, educators and policymakers now acknowledge that the end goal of the schooling process is to help students not only to function well but also to feel good. Positive psychology advocates a change from a preoccupation with only repairing the worst things in life to also building the best qualities in life (Seligman, 2002). There is growing recognition of the value of a strengths perspective framework to understand learners, with a greater emphasis on strengths and competencies. Learner wellbeing is a priority focus in current educational policy, embedding sustainable practices in schools that reflect a supportive and positive school ethos and culture, and that support learner well-being across the school years is a key goal.

My Learner ID contains a section entitled ‘My Strengths’. A strengths perspective permeates the activities undertaken by students as they progress through the formative process of developing learner identity. Inviting a focus on strengths, students identify capacities they can work towards rather than something they either have or don’t.

From preschool to fourth class, the section on ‘My Strengths’ in My Learner ID elicits the learner’s perspectives on personal strengths. The views of others are also sought in reaffirming strengths in the learner. In fifth and sixth classes, the ‘My Strengths’ section is based on Peterson and Seligman’s (2004) ‘Character Strengths’. Character strengths are recognised as a cluster of positive traits vital for good life, morally valued and universal and manifested through a range of thoughts, feelings and behaviours. Learners in upper primary classes are invited to consider the range of character strengths and identify strengths that are relevant to their own lives and lived experiences.

LEARNER AUTONOMY, OWNERSHIP AND RESPONSIBILITY Learner Autonomy, Ownership, Responsibility, Efficacy and Dispositions underpin Part 2.

My Learning Ways Opportunities to Respond (OTRs) Assist Cards Reflect Cards Peer-Assessment Checklists Part 2 of My LID3 introduces learner dispositions and key approaches to learning that are associated with effective learning habits. Students are encouraged to recognise how these dispositions present as habitual behaviours and responses and are invited to self-reflect and take ownership over strategies to improve their efficiencies in learning. My LID3 introduces the following learner dispositions

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at a general level: Attention, Memory, Learning Behaviours, Metacognition and Organisation. Attention and Learning Behaviours are explored in depth in My Learner ID4, Memory and Mindsets are explored in detail in My Learner ID5 and, in preparation for secondary school, Organisation and Metacognition are explored in My Learner ID6.

Part 2 also offers optional ideas to teachers on incorporating formative assessment opportunities in day-to-day classroom teaching and learning.

According to Gholami (2016), learners who assume responsibility for their own learning are the most successful. This is supported by Farrington et al. (2012) who contend that effectiveness in learning is enhanced when pupils have a desire to learn and formulate their own understanding of what they have learned.

Effectiveness in learning is maximised when learners want to learn, do the thinking, produce the meaning and contextualise and generalise knowledge for their own use (Farrington et al., 2012). It is argued that the extent to which a learner takes on additional responsibility for his or her own learning influences the strength of his or her identity as an independent lifelong learner (Kolb and Kolb, 2009).

The publication Looking At Our School 2016: A Quality Framework for Primary Schools (DES, 2016) states that highly effective practice in schools is evident when students display qualities that include the following: having a sense of ownership of their work and pride in what they are doing; taking responsibility for improving their performance and displaying a sense of autonomy as learners; reflecting on their behaviour and attitude to learning; and setting meaningful personal goals as a result of their reflection. My Learner ID3 nurtures learner ownership, agency and responsibility by prompting self-reflection, self-assessment and by considering strategies to improve learning by evaluating the impact of preferred strategies on learning efficiencies.

LEARNER EFFICACY AND MINDSET Learner efficacy is commonly defined as the belief in one’s capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated.

Self-efficacy among learners has been found to be related to other elements pertaining to learner identity. For example, LĂźftenegger et al. (2012) concluded that when individual learners view themselves as autonomous in classroom learning tasks they demonstrate higher levels of self-efficacy, are more interested in learning and have a learning goal orientation. These researchers also found that the presence of self-reflection in learning at school is a good predictor of progressive attributes such as self-efficacy, learning goal orientation, selfassessment of learning and enduring interest in lifelong learning.

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In the context of learner identity, a considerable amount of literature has been published on the subject of mindsets. Dweck and colleagues (e.g. Dweck, 1975, 2000; Dweck and Leggett, 1988) have explored differences between incremental learners who embrace challenges and view intelligence as learnable and entity learners who have a fixed view of intelligence, avoid challenges and retreat easily in the face of obstacles. Molden and Dweck (2006) propose that individuals with a learner identity believe they can learn and improve. These students persist when confronted with obstacles, embrace new learning challenges and learn from criticism. On the other hand, individuals with fixed identities avoid challenges and criticism and quit more easily. With regard to mindsets and learning, Farrington et al. (2012) state that strong, positive mindsets enhance pupils’ engagement with academic work. Individuals with positive mindsets are more likely to demonstrate positive academic behaviours and persist in the face of obstacles (Farrington et al., 2012). Diener and Dweck (1978; 1980) report that learning beliefs are independent of cognitive ability but significantly influence cognitive performance. Similarly, Molden and Dweck (2006) point to the fact that irrespective of intelligence levels, students with learning self-identities are more successful at school than their fixed identity counterparts; and further to this Dweck (2006) declares that: ‘The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, this is the hallmark of the growth mindset; it is the mindset that allows people to thrive during some of the most challenging times in their lives.’ My Learner ID3 specifically strives to nurture learner efficacy by enabling learners to learn how to learn, by developing positive, open mindsets and by listening to learner voices, views and perspectives.

LEARNER DISPOSITIONS ‘Since we cannot know what knowledge will be needed in the future, it is senseless to try to teach it in advance. Instead our job must be to turn out young people who love learning so much, and who learn so well, that they will be able to learn whatever is needed to learn’ (Holt, 1995).

Dispositions are defined as frequent and voluntary habits of thinking and doing.

Lilian Katz has considered the role of dispositions in children’s education for nearly 30 years. She defines ‘a disposition as a pattern of behaviour exhibited frequently … in the absence of coercion … constituting a habit of mind under some conscious and voluntary control … intentional and oriented to broad goals’ (1993b, 16).

Regrettably, educators have paid scant attention to the nurturing of leaner dispositions. Katz and Chard (2000) propose two reasons for this lack of attention: firstly, dispositions are rarely assessed in educational programmes; and secondly, an overreliance on drill and standardised testing can increase test scores at the

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expense of nurturing learner dispositions. Trough (2012) argued that schools don’t teach the important skills: persistence, self-control, curiosity, grit and selfconfidence. Ritchart (2012) challenges us to think differently about education:

‘What if education were less about acquiring skills and knowledge and more about cultivating the habits of mind that students will need for a lifetime of learning? What if education were less concerned about the end of year exam and more concerned with who students become as a result of their schooling? What if we viewed smartness as a goal that students can work towards rather than something they have or don’t?’ (p. xxii)

This same point was reiterated by Dewey (1933) many years ago when he stated that ‘knowledge of methods alone will not suffice: there must also be the desire and the will to employ them. This is an affair of personal disposition’ (p. 30). It is unsurprising, therefore, that, based on the findings of a study exploring key priorities for primary education, Fitzpatrick et al. (2014) concluded that ‘curriculum subjects are only as important as the opportunities they afford for children to develop important life skills and dispositions in relationship with others’ (p. 281).

In Part 2 of My Learner ID the section My Learning Ways addresses learner dispositions and growth mindsets. The inclusion of this section reflects an understanding that there are tendencies towards particular patterns of intellectual behaviour and that dispositions are acquired. Contributions from neuropsychology suggest that it is possible to shape learner dispositions. A key goal of My Learner ID is to nurture the development of effective learner dispositions and to support learners’ tendencies to respond to learning situations in consistent ways by understanding the vocabulary, language and behaviour of learning in the first instance and thereafter by inviting the customisation of strategies and the empowerment of ownership in students with regard to learning.

The intent of this section is to build learner consciousness and understanding of the meaning of disposition and to develop the capacities, tools and tactics to use that disposition effectively. This is achieved by (1) deconstructing learner dispositions for young learners (2) offering a shared language frame for each learner disposition/’learning ways’ (3) offering opportunities for learners to reflect on what ‘learning ways’ behaviours mean to them (4) inviting learner ownership of strategies they choose to help them in their learning (5) prompting self-reflection

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on what has been understood as ‘learning ways’ and what strategies have been acquired or need to be mastered.

In essence, the section My Learning Ways offers learners the language, vocabulary, behaviours and strategies that make learning itself much more ‘smart’. My Learning Ways places the learner in the driving seat of their own learning and shows children that the capacity to learn is itself learnable. This section supports students in learning how to learn, which is identified as an ultimate goal for 21st century education and is reiterated by Bryce (2004) who points out that schools should encourage students to learn how to learn and offer students the opportunity to develop their understanding of learning dispositions.

In the Irish early childhood curriculum framework, Aistear (NCCA, 2009), the importance of learning dispositions is also both acknowledged and advocated.

Aistear describes the role disposition plays in children’s learning. Disposition, it says, influences a child’s ability to learn because it develops in parallel with the attainment of skills and understandings. Aistear recognises the significant fact that along with acquiring knowledge and abilities, children must foster positive dispositions and attitudes towards learning (NCCA, 2009).

Part 2 of My Learner ID presents the section on My Learning Ways. In third class, the following learner dispositions are introduced: Attention, Memory, Organisation, Learning Behaviours/Mindsets and Metacognition. In the primary school years that follow, two of the dispositions introduced in third class are explored in greater detail. In fourth class, for example, Attention and Learning Behaviours are explored across the year; in fifth class, Memory and Mindsets are explored; and in sixth class and in advance of secondary school transition, Metacognition and Organisation are explored.

Schools which promote lifelong learning focus on developing students’ awareness and understanding of dispositions for a changing world (Bryce, 2004).

This approach is reflected in the quality framework for Irish primary schools, Looking At Our School 2016 (DES, 2016) when it recommends that assessment practices used by teachers should include consideration of pupils’ learning skills and dispositions along with examination of their knowledge.

METHODOLOGIES TRANSDISCIPLINARY SKILLS Transdisciplinary skills are a set of skills that are valuable for all learning within the classroom and in life outside of school. They are called transdisciplinary because they are tools that can be used by children across all subject areas to become

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successful learners. Opportunities are provided for children to practise these skills and reflect on how they are applying them to their learning. The more purposeful, guided opportunities offered, the more skilled our learners become in their use.

My Learner ID places the child in the centre of their learning, elicits their voice in their learning journey and enhances their awareness of self and others. The series acknowledges the strengths in children and nurtures the development of effective learner dispositions. Such an approach enables children to respond to an increasingly unpredictable world with strategies for clarifying ill-defined problems, with an ability to see things through and with the intrapersonal skills to understand that there is a need for resilience and the capacity to bounce back from setbacks. My Learner ID teaches generalisable and transdisciplinary skills for learning that will be relevant for lifelong learning. Transdisciplinary approaches are considered by Hargreaves and Shirley (2009) to be the essence of effective 21st century pedagogy.

LEARNING STRATEGIES A large and growing body of research has explored the idea of promoting learning strategies among learners. In a study carried out by Bryce (2004) it was found that schools which promote lifelong learning focus on helping students learn how to learn.

Additionally, in a study of priorities for primary education, a key finding identified by Fitzpatrick et al. (2014) was the need to support children in developing learning skills and dispositions through a broad education. Specifically in relation to learning skills, respondents in that study highlighted the need to nurture learners who are knowledgeable about how to learn throughout their lives and to ‘move away from learning by rote and towards teaching children how to learn and think’ (p. 275).

In a similar vein, Fitzpatrick et al. (2014) discuss appropriate learning skills for pupils at primary level. These would include setting appropriate learning goals, constructing personal learning plans, evaluating their own learning and reflecting on their work.

The My Learner ID series embeds strategies for learning across the programme as ways of working which are incorporated into daily tasks and activities.

The sequential steps for successfully instructing a student in the use of a strategy are: 1 2 3 4 5 6 7 8

Model the strategy for the student.

Have the student perform the strategy with assistance.

Remind the student when the strategy could be used.

Praise the student every time the strategy is used.

Provide practice opportunities to use the strategy.

Encourage the student to choose the strategy.

Help the student to master the strategy.

Select a new strategy.

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OPPORTUNITIES TO RESPOND (OTRs) Opportunities to Respond (OTRs), also referred to as Active Student Response Strategies (ASRS), may be defined simply as teacher behaviour that prompts or solicits a student response (Simonsen, Myers and DeLuca, 2010). OTRs invite all learners to actively respond to teacher prompts. Use of OTRs in the classroom supports pupil learning, engagement and assessment. Use of OTRs provides an effective means of supporting individual student assessment in whole class settings. In addition, obtaining frequent responses from students provides continual feedback for the teacher on student learning and the effectiveness of instructional tasks and teaching.

Varied and creative OTR strategies exist and it is quite likely that you may well be using some or many of these strategies in your teaching, e.g. choral responding; response boards; clickers, signalling or movement activities such as thumbs up, thumbs down, etc. In My LID3, OTR stickers have been specifically designed to encourage greater use of OTRs in the classroom. Research suggests that teacher talk should be no more than 40–50% of instructional time, and use of OTRs increases student on-task behaviour, pupil engagement and self-regulation of learning (Pearce, 2011). Positive application of OTR strategies has also been noted in mainstream and special education contexts.

OTR stickers have been designed for lesson start-ups, mid-points in lessons and for use at the end of lessons. Pre-instruction, OTR Start-Up stickers can assess prior learning in an area. Mid-instruction, OTR Stop and Think stickers can be used to determine students’ pace and level of understanding, providing immediate assessment feedback to the teacher. Post-instruction, OTR Let’s Review stickers can be used to assess learning, students’ perception of learning and students’ mastery of concepts. OTR Assist Cards provide students with a strategy to seek support, assistance and guidance at all points throughout their learning, enriching the feedback loop from student to teacher. Reflect Cards prompt active reflection by students of their personal learning style. Checklists for peer assessment in a variety of curricular contexts are included. Action Cards for use with peers and scaling techniques are included.

In a national and international policy climate of increased dialogue about student engagement, formative assessment, student well-being and whole school evaluation, Opportunities to Respond (OTRs) augment student participation, achievement and educational outcomes. The inclusion of OTR ideas in Part 2 provides teachers with the optional use of a tangible range of tools to support the development of learner identity in all students.

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PEER ASSESSMENT There is significant evidence to suggest that learners learn at a meaningful level from feedback from one another as well as giving feedback to each other (Falchikov, 2007). Peer assessments require learners to take initiative and demonstrate responsibility for their own learning; encourage learning through discussion and the development of collaborative skills; enhance learner motivation and interest and encourage metacognition. My LID3 contains several exemplars for use in peer-assessment learning contexts.

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Section 4

PLACEMENT AND INTEGRATION FOUNDATIONS WHERE DOES MY LEARNER ID FIT?

The rationale for the development of the My Learner ID series is to support children on becoming learners, on articulating perspectives of themselves as learners, their world-view, their experiences of school and on the educative process. As such, My Learner ID transcends the curriculum, and to situate it into a curricular area contradicts its intent. It best fits within assessment, with the understanding that the function of assessment is more than recording test scores. Assessment has a ‘double duty’ (Boud, 2000). The function of assessment includes moving the learner on – enabling learner progression. My Learner ID is part of a student’s assessment record. It is about recording their voice on becoming a learner and their voice on becoming independent and autonomous learners. Effective assessment is dynamic and ongoing, just as a learner’s learning and development is dynamic. All learners benefit when assessment reflects a whole-child approach, providing a holistic view of learning and development.

Evaluative measures are in-built across each class level. My LID3 offers scaling techniques, reflective stems and multiple prompts to record ‘process’ in learning.

The methodologies used across the series help learners to understand their learning powers and capacities in learning and encourage learner ownership, autonomy and independence by inviting learners to select strategies that move them on in their learning.

CURRICULAR INTEGRATION The My Learner ID series is for use across the school year. Part 1: ‘About Me’, ‘My Strengths’, ‘My World’ and ‘About School’ may be integrated with other curricular areas. Curricular links are made for each page and are outlined in Section 6. My Learning Ways requires a yearly plan and it is recommended that this section is implemented across 30 weeks for 30 minutes. An annual implementation plan is outlined in Section 6.

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Section 5 PARENTAL PARTNERSHIP

TEACHER–PARENTAL PARTNERSHIP It makes sense that nurturing learner identity is a goal best shared with parents.

This series was designed to be an inclusive resource for all children to record their world-view of themselves as learners and to empower them as learners. The series, therefore, offers parents an opportunity to understand the perspectives of their children on the process of becoming and being a learner. Best practice guidelines recommend linking parents with the Parent Information Video on My Learner ID; circulating the Parent Information Leaflets at the beginning of the school year and/or hosting an information evening on My Learner ID. Parent support is invited with tasks on pages 3, 9, 14, 34. Supporting opportunities for parent–child conferencing across the year to review the perspectives of the child on their learning is encouraged. Parents will find the strategies for learner dispositions practical and useful and may choose to use the assist cards and assist cube to help encourage learner responsibility with homework tasks. Strategy Wheel stickers are placed in HW journals periodically over the 30 weeks to prompt parental interest and to encourage parental familiarity with the learning strategies selected by their child. Return My Learner ID with the school report at the end of the school year to convey a powerful message to parents that a holistic view of their child is valued and central to their educational experience and their journey in becoming and being a learner.

Parental guidelines are offered on the video and in the information leaflet and include: ☑ Offering total, non-judgmental listening. ☑ Offering genuine acceptance and unconditional positive regard. ☑ Never criticising anything offered to you. Accept all responses totally unconditionally with compassion and respect. ☑ Asking open-ended questions. Avoid asking questions that require a ‘Yes’ or ‘No’. ☑ It is best and enough simply to listen to children. ☑ If offering an observation, only offer an observation on an indisputable fact, e.g. ‘I notice you have included a happy face here.’

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Section 6

TEACHER IMPLEMENTATION PLAN IMPLEMENTATION PLAN

INTEGRATE WITH EXISTING SUBJECTS

SEPARATE YEARLY SCHEME

INTEGRATE WITH DAILY TEACHIING AND LEARNING

PART 1 ABOUT ME – MY STRENGTHS – MY WORLD – ABOUT SCHOOL Integration with other curricular areas. Stimulus and prompts, pages 27–89.

PART 2 MY LEARNING WAYS 30 minutes per week over 30 weeks. Yearly scheme and implementation plan, pages 90–105.

OPPORTUNITIES TO RESPOND (OTRs) Optional use for supporting daily teaching and learning, pages 23–26.

AIM To nurture the development of learner identity in students of third class using a developmentally appropriate framework that supports students in becoming learners for life.

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To support the aims of the primary curriculum by: • Embracing a new understanding of the function of assessment – assessment is more than a STen score – and inviting a holistic and balanced view of the learner centred on the perspective and voice of the learner.

• Nurturing learner identity by enabling students to review themselves and grow as learners.

• Fostering understanding of how learner actions, emotions, thoughts and motives about themselves in learning are interconnected.

• Supporting learners to be equipped with learning tools for the future which will enable them to learn how to learn.

• Tracking the voice of learners and maintaining a chronicle of the learner experience across the school year.

• Supporting learner responsibility, ownership and independence through development and reflection on key learner dispositions associated with effective learning.

• Supporting numerous statements of Highly Effective Practice from the framework for school self-evaluation (Looking At Our School 2016).

• Embracing formative assessment and assessment for learning methodologies in teaching and learning through the use of OTRs, Assist Cards and Cubes, Reflect Cards, Rubrics, Self- and Peer-Assessment Checklists, Scaling Techniques and Strategy Wheels.

• Inviting partnership with parents in supporting the nurturing of learners for life.

PART 1

PART 2

1.1 1.2 1.3 1.4

2.1 2.2 2.3 2.4 2.5

About Me My Strengths My World About School

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My Learning Ways Opportunities to Respond Assist Cards Reflect Cards Peer-Assessment Checklists

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1.1 About Me OVERALL AIM Elicit the personal views, preferences and perceptions of the learner about themselves.

LEARNING OUTCOMES To enable learners to: • • • • •

identify personal interests consider their internal reality, their world of thoughts and feelings explore the concept of change over time consider possibilities for themselves share ideas and thoughts about themselves.

CURRICULAR LINKS Page 27.

1.2 My Strengths OVERALL AIM To draw out the strengths of each student and to identify capacities that students have rather than what they lack.

LEARNING OUTCOMES To enable learners to: • • • •

celebrate and savour the strengths they see in themselves acknowledge the perspective of others on their strengths explore emerging strengths reflect on the development of strengths over time.

CURRICULAR LINKS Page 45.

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1.3 My World OVERALL AIM Through the use of open-ended assessment techniques, elicit the world-view of learners.

LEARNING OUTCOMES To enable learners to: • explore perceptions, responses and understandings of various concepts, images and ideas • acknowledge the continuum of possibilities of construction of meaning in each prompt/cue • provide learners with a positive sense of self-worth.

CURRICULAR LINKS Page 53.

1.4 About School OVERALL AIM To explore the perception, voice and understanding of the learner about their experience of school.

LEARNING OUTCOMES To enable learners to: • explore feelings of success and challenge in school • gain awareness of themselves as learners – strengths and weaknesses • recognise personal preferences on school matters.

METHODOLOGIES Discuss, brainstorm and encourage reflection about the various activities that are presented in this section. It is important to emphasise that there are no correct or incorrect answers or no desirable responses from students.

Page 69.

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2.1 My Learning Ways OVERALL AIM To understand that success in learning is a goal that students can work towards rather than something they either have or don’t.

LEARNING OUTCOMES To enable learners to: • build consciousness and understanding of ‘learning ways’/learner dispositions • acquire a language frame that deconstructs ‘learning ways’ • select possibilities for better decision making about the strategies that will enable them to learn effectively • assume responsibility for learning how to learn • reflect on their approaches to learning.

WEEKLY SCHEME FOR 30 WEEKS Page 90.

2.2 Opportunities to Respond OVERALL AIM Star

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The use of prompts and cues in learning contexts every day to elicit student responses.

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To enable learners to: OTRs

Illustrations & graphic design C Sharon Le Gear bluebirddesigns@hotmail.com

• actively respond to teacher prompts • use OTRs to support understanding, engagement and assessment • create a feedback loop from learner to teacher to learner • create a tangible record of the voice of the learner at pre-instruction, midinstruction and post-instruction points.

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METHODOLOGIES OTRs can be used at the beginning of lessons, mid-point through a lesson or at the end of a lesson in any subject area across the curriculum to elicit the learner’s thoughts about the learning task being undertaken. OTRs can be placed in copies, HW diaries, exit slips, response boards, etc. At this level, it is recommended that the class teacher directs the use of OTRs.

2.3 Assist Cards OVERALL AIM To provide learners with strategies to seek support, assistance and guidance at all points throughout their learning.

Assist Cards For use at any time during the school day.

I’m still stuck on ...

I need to get help with ...

I’m still not sure how to ...

I need more time!

LEARNING OUTCOMES To enable learners to: • consider their response to task demands • communicate effectively with the teacher through use of Assist Cards.

The part I found most difficult was ...

I still have the following question ...

OTRs

73 S

METHODOLOGIES Encourage learners to consider their responses to tasks and to use the assist cues in school or at home when ‘stuck’. The ability to verbalise the nature of being ‘stuck’ and what actually is presenting as an obstacle to their learning from the learner’s perspective is all-important here. Assist Cards should normalise response difficulties in the classroom and should provide learners with suitable ‘frames’ for response when unable to progress in learning.

Encourage home use of Assist Cards and Assist Cubes.

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2.4 Reflect Cards OVERALL AIM To provide learners with strategies to seek support, assistance and guidance at all points throughout their learning.

Reflect Cards

Reflect 1 Did I follow Teacher’s instructions?

How would I explain what I have done?

What could I improve?

What would I do different the next time?

Did I seek and /or listen to Teacher and / or peer feedback?

LEARNING OUTCOMES

Did I listen to my friends?

When you are finished tasks, reflect on your learning!

To enable learners to:

Is there anything you can improve?

OTRs

69 S

• consider their response to task demands • reflect on their learning.

METHODOLOGIES Encourage learners to consider their responses to tasks and to reflect on their learning when tasks are completed. Use of Reflect Cards should be encouraged on completion of any task in any curricular area. Ideally, Reflect Card questions, through regular use throughout the school year, will be internalised by the learner as a self-monitoring cue to reflect on their learning. Place Reflect Cards on front of writing copies and/or in key learning spaces to remind students to engage in self-reflection as work is being completed.

2.5 Peer-Assessment Checklists OVERALL AIM

Peer-Assessment Checklists

Group Evaluation Group Name ............................................................

Members’ Names ............................................................

Task ......................................................................

To encourage learners to become involved in the assessment of the work of other students and to have a clear understanding of what to look for in a peer’s work.

Date ........................

As a team, discuss and agree on which answer best reflects how you worked together: We finished our task on time.

YES or NO

We did a great job.

YES or NO

We encouraged each other.

YES or NO

We were respectful and quiet in our discussions.

YES or NO

We each shared our ideas, then listened to others.

YES or NO

We did best at…………………………………………………………………………………….

Next time we could improve at…………………………………………………………

We missed……………………………………………………………………………………….....

We’re proud of…………………………………………………………………………………...

LEARNING OUTCOMES OTRs

To enable learners to: • • • •

S

take responsibility for their own work and take initiative in doing so encourage learning through peer collaboration encourage metacognition enhance peer relationships in learning.

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METHODOLOGIES Examples of three Peer-Assessment Checklists are included in LID3. The first Peer-Assessment Checklist relates to evaluation of peers in group work. The second relates to evaluation of peers in paired reading contexts, and the final Peer-Assessment Checklist is for use in writing conversations. These checklists may be used where deemed relevant. The facilitation of peer assessment requires due regard to matters such as appropriate peer pairing and the use of clear rubrics where peer comment is relevant only to the points raised on the rubric/checklists. Additional reading on how to facilitate peer assessment is available @ www.pdst.ie.

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Part 1

CURRICULAR LINKS FOR ABOUT ME

All About Me/About Me Pages 2, 4.

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STIMULUS Look online for the song ‘I am Moana’. (Please note: The stimuli for a number of curricular links should be easy to access online. YouTube links have not been specified but the suggested wording should enable accurate online searches.)

CURRICULAR LINKS MUSIC

SPHE

GAEILGE

Listen and respond to ‘I am Moana’ from the film Moana. Discuss the song. Create your own identity song.

Perform the song.

Play games such as Two Truths and a Lie to allow children to learn more about each other.

Comhrá: Mé féin agus mo theaghlach; Mo phróifíl – Cén aois thú?/ Cad is ainm duit?/Cén dath atá ar do chuid gruaige?/Cén dath atá ar do shúile?/Cá bhfuil tú i do chónaí?/ Cé mhéad duine atá i do theaghlach?/An bhfuil aon deirfiúr nó deartháir agat? …

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MUSIC STRAND Listening and responding; Performing; Composing

STRAND UNIT Listening and responding to music; Song singing; Improvising and creating

TOPIC Listen and respond to ‘I am Moana’ from the film Moana. Discuss the song. Create your own identity song.

Perform the song.

OBJECTIVES • Listen to and describe music in various styles and genres, including familiar excerpts, recognising its function and historical context where appropriate. (page 50, Primary School Curriculum – Music) • Sing from memory a widening repertoire of songs with increasing vocal control, confidence and expression. (page 52, Primary School Curriculum – Music) • Select different kinds of sounds (voice, body percussion, untuned and tuned percussion, simple melodic instruments, electronic instruments) to portray a character, a sequence of events or an atmosphere in sound stories. (page 58, Primary School Curriculum – Music)

SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC Who I am

OBJECTIVES • Identify personal preferences, dreams for the future, and hopes. (page 38, Primary School Curriculum – SPHE) • Realise that each person has a unique contribution to make to various groups, situations and friendships. (page 38, Primary School Curriculum – SPHE) • Recognise, describe and discuss individual personality traits, qualities, strengths, limitations, interests and abilities. (page 38, Primary School Curriculum – SPHE)

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GAEILGE SNÁITHE Teanga ó bhéal

GNÉ Cumarsáid

TÉAMA Mé féin

TOPAIC Comhrá: Mé féin agus mo theaghlach; Mo phróifíl – Cén aois thú?/Cad is ainm duit?/Cén dath atá ar do chuid gruaige?/Cén dath atá ar do shúile?/Cá bhfuil tú i do chónaí?/Cé mhéad duine atá i do theaghlach?/An bhfuil aon deirfiúr nó deartháir agat? …

TORTHAÍ FOGHLAMA • Gnásanna sóisialta agus feasacht ar dhaoine eile.

• Gnásanna sóisialta teanga a úsáid agus tús á chur le comhrá nó páirt á glacadh i gcomhrá bunaithe ar ábhar pearsanta agus ar ábhair an churaclaim.

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My Life Map So Far Page 3.

Ag

STIMULUS

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A

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Ag e

Age 3

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9

Age 2 A g e 10

Ag e 6

5

Look online for the video ‘Portrait of Lotte’.

This is a video of a Dutch girl named Lotte who was photographed by her father each day between birth and 18 years. Discuss the changes in Lotte’s life. What changes have taken place in your life? What were the major milestones?

Fill in important events from your life so far. Draw or write.

Abou t Me

3 H

CURRICULAR LINKS HISTORY

SCIENCE

ENGLISH

Timelines for life so far/life in school.

A year in the life of a tree. Plant seeds at the beginning of the year and record growth throughout the year through blogs, school website, photography, diaries and videos.

Create a timeline of stages of growth.

Create a class diary for the year. Each day one child records an entry. Items can be added to a timeline using the format from My Learner ID. At the end of the year each child will have a timeline of third class.

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HISTORY STRAND Local studies

STRAND UNIT My family

TOPIC Timeline of life

OBJECTIVES • Present findings using a variety of media and appropriate timelines. (page 42, Primary School Curriculum – History) • Examine changes and examples of continuity in the lives of parents and grandparents. (page 42, Primary School Curriculum – History) • Explore aspects of personal family history or the family history of a person known to him/her. (page 42, Primary School Curriculum – History) SCIENCE STRAND Living things

STRAND UNIT Plants and animals

TOPIC A year in the life of a tree

OBJECTIVES • Become aware of some of the basic life processes in animals. (page 62, Primary School Curriculum – Science) • Investigate the factors that affect plant growth. (page 62, Primary School Curriculum – Science) • Observe and explore some ways in which plant and animal behaviour is influenced by, or adapted to, environmental conditions. (page 62, Primary School Curriculum – Science) ENGLISH STRAND Writing

ELEMENT Creating texts

TOPIC Class diary

LEARNING OUTCOMES • Identify and evaluate skills and strategies associated with writing as a process and use them to create texts collaboratively.

• Use appropriate language to evaluate and discuss revisions/edits to texts.

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Look online for the video ‘Diary of a Wimpy Kid’. This video demonstrates the importance of not allowing people to get to you and highlighting and being proud of your best qualities.

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CURRICULAR LINKS ENGLISH

GAEILGE

DRAMA

Writing. Work in pairs to write an interview that will allow the children to get to know each other.

Use the sentence starters from pages 5–6 as prompts.

Agallamh. Ceisteanna: Is maith liom./ Ní maith liom.

Create a ‘This is Your Life’ TV show based on the interview questions.

SPHE

ART

MUSIC

Create a selfconfidence wall in the classroom.

The children can place positive self-affirmation sticky notes on the banner each day.

Prints. Create a print flag to express one’s identity.

Different colours and shapes can be used.

Composing. Using body percussion and instruments, the children compose a short jingle to express their likes/dislikes.

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ENGLISH STRAND Writing

ELEMENT Exploring and using

TOPIC Interview

LEARNING OUTCOMES: PURPOSE, GENRE AND VOICE • Explain, justify and evaluate choices made while creating texts.

• Further develop and demonstrate an individual voice to share thoughts, experiences and knowledge.

GAEILGE SNÁITHE Scríbhneoireacht

GNÉ Cumarsáid

TORTHAÍ FOGHLAMA: RANNPHÁIRTÍOCHT • Páirt a ghlacadh i scríbhneoireacht agus taitneamh a bhaint aisti, chun cumarsáid a dhéanamh le daoine eile.

• Struchtúr abairte agus gnásanna cló cuí a úsáid agus iad ag cumadh téacsanna.

DRAMA STRAND Drama to explore feelings, knowledge and ideas, leading to understanding

STRAND UNIT Exploring and making drama

TOPIC Script for ‘This is Your Life’

OBJECTIVES • Become aware of the rules that help maintain focus in the dramatic action. (page 27, Primary School Curriculum – Drama) • Begin the process of using script as a pre-text. (page 28, Primary School Curriculum – Drama)

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SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC Confidence wall

OBJECTIVES • Express personal opinions, feelings, thoughts and ideas with growing confidence. (page 38, Primary School Curriculum – SPHE) • Identify personal preferences, dreams for the future, and hopes. (page 38, Primary School Curriculum – SPHE) ART STRAND Print

STRAND UNIT Making prints

TOPIC Identity flag

OBJECTIVES • Experiment with a widening range of print-making techniques. (page 52, Primary School Curriculum – Art) • Use a widening range of print-making techniques to make theme-based or non-representational prints. (page 52, Primary School Curriculum – Art) MUSIC STRAND Composing

STRAND UNIT Improvising and creating

TOPIC Identity tune

OBJECTIVES • Invent and perform simple musical pieces that show a developing awareness of musical elements. (page 58, Primary School Curriculum – Music) • Recall, answer and invent simple melodic and rhythmic patterns, using voice, body percussion and instruments. (page 58, Primary School Curriculum – Music)

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My Learner ID3 e! ine M ag Im

Imagine Me!

d fly ...

I coul If

Page 7. a ghos t ...

I sa w If

in

STIMULUS

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Look online for the poem ‘If I Was a Superhero’ by Sally Gray. This poem will prompt discussions about living a very different life from their own.

ere Iw If

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as a small

bu g ...

What would you do?

Abou t Me

7 S

CURRICULAR LINKS ENGLISH

MATHS

DRAMA

Use one of the prompts as a starter for a circular story, e.g. ‘If I saw a ghost …’ Each child must add a new line to the story. This can be completed in groups, with each group taking a different prompt.

Data. Working with the prompts, the children can create questionnaires and answers for their classmates. For example, for the prompt ‘If I were invisible for a day I would …’ the children could create options such as spy on others, listen to parents, stay up late. The children can then graph the answers.

Create scenes/freeze frames to build upon the circular stories.

ELEMENT Communicating

TOPIC Class diary

ENGLISH STRAND Writing

LEARNING OUTCOMES: ENGAGEMENT • Engage with the writing of one piece over a period.

• Express his/her reactions to particular experiences in writing.

• Write about experiences and feelings in diary form.

• Take part in and enjoy creating text to communicate with others.

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• Engage positively and purposely while creating texts.

• Use writing as a tool to clarify and structure thought and to express individuality.

MATHS STRAND Data

STRAND UNIT Representing and interpreting data

TOPIC Questionnaires and graphs based on outcomes of prompts from page 7

OBJECTIVES • Collect, organise and represent data using pictograms, block graphs and bar charts. (page 82, Primary School Curriculum – Maths) • Read and interpret tables, pictograms, block graphs and bar charts. (page 82, Primary School Curriculum – Maths)

DRAMA STRAND Drama to explore feelings, knowledge and ideas, leading to understanding

STRAND UNIT Exploring and making drama

TOPIC Scenes based on circular stories

OBJECTIVES • Enter into the fictional dramatic context with the same spontaneity and freedom that he/she has earlier applied to make-believe play. (page 26, Primary School Curriculum – Drama) • Understand the relationship between role and character and develop the ability to hold on to either role or character for as long as the dramatic activity requires. (page 26, Primary School Curriculum – Drama)

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My Friendship Circle Page 8.

STIMULUS Look online for the song ‘You’ve Got a Friend in Me’ from the film Toy Story or for ‘Circle of Friends’ (Alive O, Grow in Love).

My friends and I enjoy .................. ......... ........................... ...........................

8

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MUSIC

ART

Explore the friendship circles of characters in novels such as Matilda or Shannon Harps.

Listen and respond to the stimulus and perform the chosen song.

Create friendship trees or circles of friends using individual handprints. This be completed at whole class level or in groups.

SPHE Discussion of what makes a good friend; role play about difficult friendships.

ENGLISH STRAND Reading

ELEMENT Exploring and using

TOPIC Discussion of friendships in novels.

OBJECTIVES • Independently read two chapters from Matilda or Shannon Harps.

• Name the friends and friendships of the main character.

• Describe the strengths and challenges that can exist within friendship groups.

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MUSIC STRAND Listening and responding; Performing

STRAND UNIT Listening and responding to music; Song singing

TOPIC Respond to the stimulus and discuss the message of the song.

OBJECTIVES • Listen to and describe music in various styles and genres, including familiar excerpts, recognising function and historical context where appropriate. (page 50, Primary School Curriculum – Music) • Describe initial reactions to, or feelings about, his/her compositions and the compositions of others. (page 50, Primary School Curriculum – Music) • Sing from memory a widening repertoire of songs with increasing vocal control, confidence and expression. (page 52, Primary School Curriculum – Music) ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC Friendship circle

OBJECTIVES • Express his/her imaginative life and interpret imaginative themes using inventive pattern and detail. (page 48, Primary School Curriculum – Art) • Experiment with the marks, lines, shapes, textures, patterns and tones that can be made with different drawing instruments on a range of surfaces. (page 48, Primary School Curriculum – Art) SPHE STRAND Myself and others

STRAND UNIT My friends and other people

TOPIC Discuss friends.

OBJECTIVES • Appreciate the need for and the importance of friendship and interacting with others. (page 47, Primary School Curriculum – SPHE) • Explore the different aspects of friendship. (page 47, Primary School Curriculum – SPHE) 38

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My World Page 9.

STIMULUS Look online for the video ‘Kindness Boomerang’ from Life Vest Inside. Use the video as a stimulus for discussion about how we can help each other and who helps us in our lives.

Abou t Me

9 H

CURRICULAR LINKS GEOGRAPHY/SPHE/ENGLISH

DRAMA

Explore the local community of the school (both within the school and beyond). Identify the roles that are important for the children’s daily life, e.g. caretaker, shopkeeper, secretary. The children can complete interviews with members of the community, map the members of the community and perhaps invite a speaker into the class to talk about their role.

The children create a new society on a deserted island. They discuss which roles are important and how their new community needs to function. (Can be completed over a number of weeks.)

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CURRICULAR LINKS GEOGRAPHY STRAND Human environments

STRAND UNIT People living and working in the local area

TOPIC Exploring the community

OBJECTIVES • Learn about and come to appreciate and respect the people and communities who live and work in the locality and in a contrasting part of Ireland. (page 54, Primary School Curriculum – Geography) • Explore and investigate, especially through practical studies, a small number of the common economic activities of people in the locality and in a contrasting part of Ireland. (page 55, Primary School Curriculum – Geography)

SPHE STRAND Myself and the wider environment

STRAND UNIT Developing citizenship

TOPIC Explore the school community.

OBJECTIVES • Identify the people who constitute the school community and the role of individuals in contributing to the life of the school. (page 49, Primary School Curriculum – SPHE) • Be aware of the importance of mutual respect and sensitivity to the different values and attitudes held by others. (page 49, Primary School Curriculum – SPHE) • Appreciate the diversity of people or groups within communities and the importance of mutual respect, empathy and understanding for living together in peace and harmony. (page 50, Primary School Curriculum – SPHE)

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ENGLISH STRAND Oral language

ELEMENT Communicating; Exploring and using

TOPIC Interviews with members of the community

LEARNING OUTCOMES • Recognise themselves as listeners and speakers, engaging purposefully and empathetically with others.

• Ask and answer a variety of questions – open, closed, reading and rhetorical.

DRAMA STRAND Drama to explore feelings, knowledge and ideas, leading to understanding

STRAND UNIT Exploring and making drama

TOPIC Create a society.

OBJECTIVES • Enter into the fictional dramatic context with the same spontaneity and freedom that he/she has earlier applied to make-believe play. (page 26, Primary School Curriculum – Drama) • Understand the relationship between role and character and develop the ability to hold on to either role or character for as long as dramatic activity requires. (page 26, Primary School Curriculum – Drama)

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In which balloon might I fly?

Page 10.

STIMULUS Look online for Angela Wybrow’s poem ‘Hot Air Balloon’. Respond to the poem and discuss potential destinations and what the balloon might look like.

Write your nam e in your favou rite balloon.

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CURRICULAR LINKS ENGLISH (OL)

SCIENCE

ART

Responding to the poem and writing a new verse.

Explore how hot air is used to power hot air balloons. Complete experiments to see which takes up more space, hot or cold air, and create a hot air balloon.

Look online for ‘Hot Air Balloon Experiment’ from Kids Science Experiments.

Recreate the chosen balloon using fabrics and fibres.

HISTORY Explore the history of air travel and current means of travel from Ireland.

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ENGLISH (OL) STRAND Oral language

ELEMENT Exploring and using

TOPIC Discuss the poem.

LEARNING OUTCOMES • Conveys personal interpretation of text.

• Discusses and explores viewpoints of the poet.

SCIENCE STRAND Materials

STRAND UNIT Materials and change

TOPIC Create a hot air balloon.

OBJECTIVES • Explore the effects of heating and cooling on a range of liquids, solids and gases. (page 66, Primary School Curriculum – Science) • Experiment to establish which materials are conductors of heat or insulators. (page 66, Primary School Curriculum – Science)

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ART STRAND Fabric and fibre

STRAND UNIT Creating in fabric and fibre

TOPIC Use different fibres and fabrics to make a balloon.

OBJECTIVES • Explore and discover the possibilities of fabric and fibre as media for imaginative expression. (page 58, Primary School Curriculum – Art) • Make small inventive pieces in fabric and fibre. (page 58, Primary School Curriculum – Art)

HISTORY STRAND Continuity and change over time

STRAND UNIT Transport

TOPIC History of travel

OBJECTIVES • Study aspects of social, artistic, technological and scientific developments over long periods. (page 50, Primary School Curriculum – History) • Identify items of change and continuity in the ‘line of development’. (page 50, Primary School Curriculum – History) • Identify some of the factors which have caused or prevented change. (page 50, Primary School Curriculum – History)

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Part 1

CURRICULAR LINKS FOR MY STRENGTHS

My Strengths/My Basket of Strengths/ These are my strengths!

d in

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STIMULUS OPTION 1 Aesop’s fable ‘The Tortoise and the Hare’.

STIMULUS OPTION 2 The story of Tom Crean. Look online for 12-year-old James Sweeney’s essay on the life of Tom Crean ‘Tom the Pole’ or the Lego animation ‘Tom Crean – Antarctic Explorer’.

STIMULUS OPTION 3 The story of Gráinne Mhaol. Read the story or explore strengths through the song ‘Óró Sé do Bheatha ’Bhaile’ in Roxanne Burchartz’s music video about Gráinne Mhaol.

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CURRICULAR LINKS GAEILGE

HISTORY

ART

Scéal: Cú Chulainn

Study the explorations of Tom Crean and discuss the strengths of his character.

Compare and contrast the strengths of the characters of the tortoise and the hare in Aesop’s fable.

Design a statue to remember one of the heroes from the stimuli, with inscriptions of their strengths.

Alternatively, this could be based on the children’s own strengths.

MUSIC Listen, respond and sing ‘Óró, sé do bheatha ‘bhaile’ and discuss the strengths of Gráinne Mhaol.

GAEILGE SNÁITHE Léitheoireacht

GNÉ Cumarsáid

TORADH FOGHLAMA: FREAGAIRT AGUS INTINN AN ÚDAIR • Éisteacht le téacs agus a gcuid tuairmí agus a gcuid smaointe a roinnt agus a phlé.

HISTORY STRAND Story

STRAND UNIT Stories from the lives of people in the past

TOPIC Tom Crean/ Aesop’s Fables

OBJECTIVES • Discuss the actions and feelings of characters. (page 47, Primary School Curriculum – History) • Discuss the attitudes and motivations of characters. (page 47, Primary School Curriculum – History)

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ART STRAND Clay

STRAND UNIT Developing form in clay

TOPIC Statues

OBJECTIVES • Explore and discover the possibilities of clay as a medium for imaginative expression. (page 54, Primary School Curriculum – Art) • Develop line, shape, texture and pattern in clay. (page 54, Primary School Curriculum – Art)

MUSIC STRAND Listening and responding; Performing

STRAND UNIT Listening and responding to music; Song singing

TOPIC Óró Sé do Bheatha ’Bhaile

OBJECTIVES • Listen to and describe music in various styles and genres, including familiar excerpts, recognising function and historical context where appropriate – Irish music. (page 50, Primary School Curriculum – Music) • Respond imaginatively to longer pieces of music in a variety of ways. (page 50, Primary School Curriculum – Music) • Show greater control of pulse (steady beat) and tempo while singing well known tunes. (page 52, Primary School Curriculum – Music)

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My Star Qualities Page 12.

STIMULUS Look online for the story Stand Tall, Molly Lou Lemon by Patty Lovell. Discuss the star qualities of the character and why it is important to feel good about yourself.

8.

12

Write or draw the things you like best abou t being you.

GettingMy Streng To Know ths Me

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CURRICULAR LINKS ENGLISH

SPHE

ART

Read and discuss the stimulus story.

Discuss how we can become self-confident and the importance of believing in ourselves.

Design and draw an individual star shape to reflect each individual’s unique qualities.

ELEMENT Exploring and using

TOPIC Discuss the story.

ENGLISH STRAND Reading

LEARNING OUTCOMES • Identify and discuss features of a text which convey a particular purpose.

• Infer meanings which are not explicitly stated.

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SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC Self-confidence

OBJECTIVES • Express personal opinions, feelings, thoughts and ideas with growing confidence. (page 38, Primary School Curriculum – SPHE) • Become increasingly responsible and autonomous. (page 38, Primary School Curriculum – SPHE) • Become more confident in coping with change and with situations that are unfamiliar. (page 38, Primary School Curriculum – SPHE)

ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC Stars

OBJECTIVES • Express his/her imaginative life and interpret imaginative themes using inventive pattern and detail. (page 48, Primary School Curriculum – Art) • Experiment with the marks, lines, shapes, textures, patterns and tones that can be made with different drawing instruments on a range of surfaces. (page 48, Primary School Curriculum – Art)

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What do others see in me?

t do others see Wha in m e?

Page 14.

STIMULUS Art. Portraits: The class are introduced to famous portraits such as Mona Lisa.

Discussion: If Mona Lisa drew herself, would it be different? Why/Why not? Encourage the class to draw a picture of the teacher (the teacher draws too). Discuss how what we see in ourselves may be different to what others see in ourselves.

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CURRICULAR LINKS ART

HISTORY

MUSIC

Portrait of teacher as described above.

Explore a famous person from history such as Christopher Columbus or a character such as Gráinne Mhaol.

Emphasise how the characters perceive themselves and how others might perceive them, e.g. Columbus – how he perceives himself and how he is perceived by the crew and Native Americans.

Listen and respond to ‘Belle’ from the film Beauty and the Beast.

Map the different personality traits that the villagers discuss about Belle and whether they think they were right or wrong.

SPHE Introduce compliment boxes for children and allow them to learn how others perceive them.

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ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC Self-portraits

LEARNING OUTCOMES • Draw from observation. (page 48, Primary School Curriculum – Art) • Look at and talk about his/her work, the work of other children and the work of artists. (page 49, Primary School Curriculum – Art) • HISTORY STRAND Story

STRAND UNIT Stories from the lives of people in the past

TOPIC Portraits of characters

LEARNING OUTCOMES • Discuss the actions and feelings of characters. (page 47, Primary School Curriculum – History) • Discuss the attitudes and motivations of characters. (page 47, Primary School Curriculum – History)

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MUSIC STRAND Listening and responding

STRAND UNIT Listening and responding to music

TOPIC ‘Belle’

LEARNING OUTCOMES • Describe initial reactions to, or feelings about, his/her compositions and the compositions of others. (page 50, Primary School Curriculum – Music) • Listen to and describe music in various styles and genres, including familiar excerpts, recognising its function and historical context where appropriate. (page 50, Primary School Curriculum – Music)

SPHE STRAND Myself and others

STRAND UNIT My friends and other people

TOPIC ‘That Belle’

LEARNING OUTCOMES • Appreciate the need for and the importance of friendship and interacting with others. (page 47, Primary School Curriculum – SPHE) • Explore the different aspects of friendship. (page 47, Primary School Curriculum – SPHE)

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Part 1

CURRICULAR LINKS FOR MY WORLD

ere Iw If

would be ... lour, I a co

If I were a colour, I would be …

Page 18.

STIMULUS Music. Song: ‘Flowers are Red’ by Harry Chapin. Talk about what the child and teacher in the song believe. The teacher thought that the child should only draw with the ‘right’ colours.

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CURRICULAR LINKS MUSIC

ART

ENGLISH

Discuss the impact of the teacher’s beliefs on the child.

Explore the message of the song; who was right or wrong.

Challenge the children to explore why they use certain colours for various items. Discuss if this is how they worked when they were younger and why they think they changed.

Encourage the children to explore colour and paint by painting a classroom scene using a variety of colours.

The picture book The Day the Crayons Quit by Drew Daywalt can be used as an alternative stimulus for discussion.

SCIENCE Investigate how light is broken into different colours.

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MUSIC STRAND Listening and responding

STRAND UNIT Listening and responding to music

TOPIC ‘Flowers are Red’

OBJECTIVES • Describe initial reactions to, or feelings about, his/her compositions and the compositions of others. (page 50, Primary School Curriculum – Music) • Listen to and describe music in various styles and genres, including familiar excerpts, recognising function and historical context where appropriate. (page 50, Primary School Curriculum – Music)

ART STRAND Paint and colour

STRAND UNIT Painting

TOPIC Exploring colour

OBJECTIVES • Express his/her imaginative life and interpret imaginative themes using colour expressively. (page 48, Primary School Curriculum – Art) • Explore colour with a variety of materials and media. (page 50, Primary School Curriculum – Art)

ENGLISH STRAND Reading

ELEMENT Exploring and using

TOPIC The Day the Crayons Quit by Drew Daywalt

LEARNING OUTCOMES: RESPONSE AND AUTHOR’S INTENT • Discuss and share thoughts and opinions on the text.

• Consider and discuss author’s intent.

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SCIENCE STRAND Energy and forces

STRAND UNIT Light

TOPIC Explore colour and light

OBJECTIVES • Recognise that light comes from different natural and artificial sources. (page 63, Primary School Curriculum – Science) • Investigate that light can be broken up into many different colours. (page 63, Primary School Curriculum – Science)

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My three wishes are …

Page 19.

My thr ee

STIMULUS

wi sh es ar e

...

English. Story: ‘Aladdin and the Magic Lamp’.

Explore the use of the wishes in the story and how the children themselves would use such wishes.

I might ...

I wish ay, Im sh i Iw Illustrations & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

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CURRICULAR LINKS ENGLISH

GEOGRAPHY

SPHE

Engage in shared writing to compose as a class a story about using three wishes.

Explore the Arabian setting of Aladdin which is set in modern-day Iraq.

Reflect upon the wishes chosen by the children and explore the steps needed to achieve such wishes.

ELEMENT Communication

TOPIC Three wishes

ENGLISH STRAND Writing

LEARNING OUTCOMES: ENGAGEMENT • Take part in and enjoy creating text to communicate with others.

• Engage positively and purposefully while creating text.

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GEOGRAPHY STRAND Human environments

STRAND UNIT People and other lands

TOPIC Iraq

OBJECTIVES • Study some aspects of the environments and lives of people in one location … in another part of the world: location of these areas, peoples and communities that live there, language(s), myths and stories, art and culture. (page 56, Primary School Curriculum – Geography).

• SPHE STRAND Myself

STRAND UNIT Growing up and changing

TOPIC Steps to achieve outcomes of wishes

OBJECTIVES • Realise that growing and changing are continuous throughout life. (page 41, Primary School Curriculum – SPHE) • Identify the skills and abilities acquired and the interests and pursuits taken up in recent years. (page 41, Primary School Curriculum – SPHE)

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On rainy days I love to …

Page 20. n O

STIMULUS

... ove to sIl day y in ra

English. Poem: ‘Merry Rain’ by Fleta Forrester.

Discuss how rain is described in the poem and how the children feel in the rain.

I 20 I

My World

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PE

GEOGRAPHY

Discuss the poem and consider writing a new verse.

The children are given a small number of resources and are tasked with creating games to play indoors on a rainy day.

Explore weather, climate and the rain cycle.

MUSIC Compose a ‘soundtrack’ for the poem.

ENGLISH STRAND Reading

ELEMENT Exploring and using

TOPIC Poem

LEARNING OUTCOMES: COMPREHENSION • Draw on a range of comprehension strategies.

• Use strategies to engage with the text.

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PE STRAND Games

STRAND UNIT Creating and playing games

TOPIC Indoor games

OBJECTIVES • Create and develop games with a partner or with a small group. (page 43, Primary School Curriculum – PE) • Develop problem-solving and decision-making strategies, and an understanding of the tactics and strategies for use in modified games situations. (page 44, Primary School Curriculum – PE) • Develop an increased understanding of use of space. (page 44, Primary School Curriculum – PE) GEOGRAPHY STRAND Natural enviroments

STRAND UNIT Weather, climate and atmosphere

TOPIC Indoor games

OBJECTIVES • Study weather variations during the year and their influence on plants, animals and humans. (page 58, Primary School Curriculum – Geography) MUSIC STRAND Composing

STRAND UNIT Improvising and creating

TOPIC Soundtrack

OBJECTIVES • Select different kinds of sounds (voice, body percussion, untuned and tuned percussion, simple melodic instruments, electronic instruments) to portray a character, a sequence of events or an atmosphere in sound stories. (page 58, Primary School Curriculum – Music) • Recall, answer and invent simple melodic and rhythmic patterns, using voice, body percussion and instruments. (page 58, Primary School Curriculum – Music)

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The faces I would like to see at my window …

Page 21.

ces I would lik et e fa os Th ee at m y

STIMULUS

w in w do ...

Art. Images of people looking out windows.

Compare and contrast the various emotions expressed. Discuss who the children think the characters are waiting for.

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My World

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CURRICULAR LINKS ART

SPHE

GAEILGE

Using cardboard and paint, the children construct their individual windows or create groupings such as for a house.

Explore the importance of family while demonstrating awareness that all families are different.

Téama: Mo Theaghlach

STRAND UNIT Making constructions

TOPIC Creation of window scenes depicting the children’s family members

ART STRAND Construction

OBJECTIVES • Explore and experiment with the properties and characteristics of materials in making structures. (page 56, Primary School Curriculum – Art) • Make imaginative structures. (page 56, Primary School Curriculum – Art)

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SPHE STRAND Myself and others

STRAND UNIT Myself and my family

TOPIC The importance of family

OBJECTIVES • Explore and discuss different kinds of families, recognising that families vary in structure, in the way they communicate and in the way family members spend their time. (page 46, Primary School Curriculum – SPHE) • Explore how belonging to a family means that family members love, protect, provide and care for each other. (page 46, Primary School Curriculum – SPHE) • Recognise that each member has a place and role in the family and contributes to the effective functioning of the family unit. (page 46, Primary School Curriculum – SPHE)

GAEILGE SNÁITHE Teanga ó bhéal

GNÉ Fiosrú agus úsáid

TORTHAÍ FOGHLAMA: IARRATAIS AGUS CEISTEANNA • Riachtanais agus roghanna pearsanta a chur in iúl agus iarratais a dhéanamh ar bhealach muiníneach.

• Ceisteanna oscailte agus dúnta a chur agus a fhreagairt chun cabhair a iarraidh, agus eolas agus tuiscint a fháil.

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My Superhero Page 22.

y M

Superhero

STIMULUS English (Oral Language). Video: Mystery hero saves man from fire in home. Look online for the video in which a man saves people from a house fire but does not want to be identified afterwards.

22 S

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CURRICULAR LINKS ENGLISH (OL)

ART

DRAMA/MUSIC

Discussion based on the video (what did the hero do? why did he wish to remain anonymous? how would you describe him?). Introduction of vocabulary to discuss heroes. Retell and act out the story. What do superheroes do?

What do they look like? Who is your favourite superhero?

Superhero art. Ask the children to draw themselves as superheroes with masks and costumes. Cut out the faces to glue to newspaper so the children are part of the news or stick to tinfoil frames to create mirrors for self-portraits.

Write and act out a scene for squads of superheroes in the class. Create a theme tune.

•

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ENGLISH STRAND Oral language

ELEMENT Communicating

TOPIC Heroes

LEARNING OUTCOMES: ENGAGEMENT, LISTENING AND ATTENTION • Recognise themselves as listeners and speakers engaging purposefully and empathetically with others.

• Create narratives and retell stories and events.

ART

STRAND Drawing

STRAND UNIT Making drawings

TOPIC Superhero art

OBJECTIVES • Express his/her imaginative life and interpret imaginative themes using inventive pattern and detail. (page 48, Primary School Curriculum – Art) • Experiment with the marks, lines, shapes, textures, patterns and tones that can be made with different drawing instruments on a range of surfaces. (page 48, Primary School Curriculum – Art)

DRAMA STRAND Drama to explore feelings, knowledge and ideas, leading to understanding

STRAND UNIT Co-operating and communicating in making drama

TOPIC Heroes

OBJECTIVES • Develop fictional relationships through interaction with the other characters in small-group or whole-class scenes as the drama text is being made. (page 30, Primary School Curriculum – Drama) • Enact spontaneously for others in the group a scene from the drama, or

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share with the rest of the class a scene that has already been made in simultaneous small-group work. (page 31, Primary School Curriculum – Drama) • Develop, out of role, the ability to co-operate and communicate with others in helping to shape the drama. (page 30, Primary School Curriculum – Drama)

MUSIC STRAND Composing

STRAND UNIT Improvising and creating

TOPIC Heroes

OBJECTIVES • Select different kinds of sounds (voice, body percussion, untuned and tuned percussion, simple melodic instruments, electronic instruments) to portray a character, a sequence of events or an atmosphere in sound stories. (page 58, Primary School Curriculum – Drama)

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The Treasures in My Air Balloon Th eT re a

Page 23.

STIMULUS English (Oral Language). Poem: ‘My Treasures’

by Robert Louis Stevenson. Read and discuss the poem.

loon ir Bal yA nM i s re su

My tr e asu

res

ar e

...

Write or draw the things that are important to you.

Illustrations & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

My World

23 S

CURRICULAR LINKS ENGLISH

SPHE

HISTORY

Discuss the treasures in the poem and why they are considered important.

Give the children a number of options for treasures such as food, water, heat, etc., and ask them to work in groups to rank them as the most important treasures. Each group must justify their ranking.

Explore the Egyptians and the treasures of Tutankhamun.

ELEMENT Exploring and using

TOPIC Discussion of the poem

ENGLISH STRAND Oral language

LEARNING OUTCOMES: RESPONSE AND AUTHOR’S INTENT • Conveys personal interpretation of text.

• Discusses and explores viewpoints of the poet.

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SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC Values in life

OBJECTIVES • Recognise, describe and discuss individual personality traits, qualities, strengths, limitations, interests and abilities. (page 38, Primary School Curriculum – SPHE) • Identify personal preferences, dreams for the future, and hopes. (page 38, Primary School Curriculum – SPHE) • Make individual and group decisions. (page 45, Primary School Curriculum – SPHE)

HISTORY STRAND Early peoples and ancient societies

STRAND UNIT Egyptians

TOPIC Ancient Egyptian treasure

OBJECTIVES • Become familiar with aspects of the lives of these peoples. (page 48, Primary School Curriculum – History) • Examine and become familiar with evidence we have which tells us about these people. (page 48, Primary School Curriculum – History)

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The Future Me! Page 24.

STIMULUS Music. Song: ‘When I Grow Up’ from the musical Matilda. Listen and discuss what Matilda wants to do when she grows up.

What do the children want to do when they grow up?

The

24 S

e Future M

!

Write or draw your dreams for the future.

My World

Illustrations & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

CURRICULAR LINKS MUSIC

ENGLISH (WRITING)

HISTORY

Listen and respond; sing and put actions with the song.

Write a letter to your future self. What do you think you will be doing in the year 2038? What would you want yourself to know about this year?

Consider creating a time capsule to encapsulate the events of the current year. The letters and other artefacts could be included.

SPHE Group work: What aspects of growing up are the children excited about? What responsibilities go along with getting older?

MUSIC STRAND Listening and responding

STRAND UNIT Listening and responding to music

TOPIC Soundtrack

OBJECTIVES • Describe initial reactions to, or feelings about, his/her compositions and the compositions of others (recordings or live performances), giving preferences. (page 50, Primary School Curriculum – Music) • Respond imaginatively to longer pieces of music in a variety of ways. (page 50, Primary School Curriculum – Music)

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ENGLISH STRAND Writing

ELEMENT Exploring and using

TOPIC Letter to future self

LEARNING OUTCOMES: PURPOSE, GENRE AND VOICE • Explain, justify and evaluate choices made while creating texts.

• Further develop and demonstrate an individual voice to share their thoughts, experiences and knowledge.

HISTORY STRAND Continuity and change over time

STRAND UNIT Schools and education

TOPIC Time capsule

OBJECTIVES • Identify items of change and continuity in the ‘line of development’. (page 50, Primary School Curriculum – History) • Identify some of the factors which have caused or prevented change. (page 50, Primary School Curriculum – History) • Refer to or use appropriate timelines. (page 50, Primary School Curriculum – History)

SPHE STRAND Myself

STRAND UNIT Growing and changing

TOPIC Future Me

OBJECTIVES • Recognise how independence and responsibilities are continually increasing. (page 41, Primary School Curriculum – SPHE) • Realise that growing and changing are continuous throughout life. (page 41, Primary School Curriculum – SPHE)

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Part 1

CURRICULAR LINKS FOR ABOUT SCHOOL

About School Page 25.

STIMULUS

Sc ho o

l

The Dúchas.ie website (www.duchas.ie) provides records from the past from different areas, including many school roll books and records.

Abo u t

Illustrations & graphic design C Sharon Le Gear bluebird designs @hotm ail.com

About School

25 S

CURRICULAR LINKS ART

GAEILGE

HISTORY

Children design a school crest that represents the school’s strengths and shows what is important to the school.

Próifíl den scoil

School in my grandparents’ time

STRAND UNIT Making drawings

TOPIC School crest

ART STRAND Drawing

OBJECTIVES • Identify the strengths and values of the school.

• Draw a school crest with features representing the school.

• Appreciate the values of the school.

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GAEILGE SNÁITHE Scríbhneoireacht

GNÉ Fiosrú agus úsáid

TÉAMA Ar scoil

TORTHAÍ FOGHLAMA • Déan cur síos ó bhéal ar an scoil.

• Scríobh 3 rud atá fíor faoin scoil.

• Tarraing pictiúr den scoil.

HISTORY STRAND Local studies

STRAND UNIT My school

TOPIC School in my grandparents’ time

OBJECTIVES • Identify items of change and continuity in the ‘line of development’. (page 50, Primary School Curriculum – History) • Investigate the history of the school.

• Interview grandparents or older neighbours about their school experiences.

• Create a poster about school in the past.

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The best things about school so far …

Page 26.

STIMULUS Look online for the story ‘The Best Thing in the World’.

oo ls

o

f

... ar

sc

h

Th e

be s

t

ut a bo ngs thi

26 S

Abou t Schoo l

Illustrations & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

CURRICULAR LINKS ENGLISH

DRAMA

GAEILGE

Read the story ‘The Best Thing in the World’ aloud.

Respond to the story ‘The Best Thing in the World’ through still imagery, Role on the Wall, and teacher in role.

Saorscríbhneoireacht: na rudaí is fearr liom faoin scoil

STRAND UNIT Understanding

TOPIC Importance of friendship and kindness

ENGLISH STRAND Oral language

OBJECTIVES • Name the things the brothers bring to the king.

• Identify the message of the story.

• Describe the personality of the last brother.

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DRAMA STRAND Drama to explore feelings, knowledge and ideas, leading to understanding

STRAND UNIT Reflecting on drama

TOPIC Exploring the gift of friendship

OBJECTIVES • Create a still image of the four brothers.

• Engage in teacher in role based on the final brother.

• Appreciate the role of friendship in life.

GAEILGE SNÁITHE Scríbhneoireacht

GNÉ Fiosrú agus úsáid

TÉAMA An scoil

TORTHAÍ FOGHLAMA • Ainmnigh rudaí a bhaineann le do scoil féin.

• Scríobh píosa faoi na rudaí is fearr leat faoi do scoil féin.

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My Subject Likes and Dislikes Page 27.

My

ject

L i k e s a nd D i s l

I r i sh

ike

s

Mat hs

i sh

ien

En g

l

Sc

STIMULUS

Sub

ce

Music

The colour wheel.

Shade each sectio n into the sun for subje cts that are most fun.

Ar

t

Geo gra ph y

PE SPHE

Dr a

m a

Illustrations & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

Welco Abou tme Schoo to My l World

27 S

CURRICULAR LINKS ART STRAND Paint and colour

STRAND UNIT Painting

TOPIC Our favourite colours

OBJECTIVES • Identify the primary and secondary colours.

• Create 2-D shapes using these colours.

• Mix colours to create a favourite colour.

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How I Feel About School Pages 28–29. ut I Feel A bo ow H

Schoo l

Me

28

About School

w Ho

chool I Feel A ut S bo

Me

Illustrations & graphic design C Sharon Le Gear bluebirddesigns@hotmail.c om

Illustrations & graphic design C Sharon Le Gear

About School

bluebirddesigns@hotmail.c om

29 S

S

STIMULUS An dán ‘I Rang a Trí’ ó Abair Liom 3.

CURRICULAR LINKS GAEILGE

ENGLISH

SPHE

Labhairt faoin dán ‘I Rang a Trí’ agus an dán a rá os ard.

Write an acrostic poem about school.

Identify stressful or upsetting situations.

Name the feelings associated with these situations and describe strategies to cope with them.

GNÉ Tuiscint

TÉAMA An scoil

GAEILGE SNÁITHE Teanga ó bhéal

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TORTHAÍ FOGHLAMA • Éist leis an dán ‘I Rang a Trí’.

• Ainmnigh carachtar sa dán.

• Tarraing pictiúr den charachtar sin.

ENGLISH STRAND Writing

ELEMENT Exploring and using

TOPIC Feelings about school

OBJECTIVES • Describe aspects of school.

• Identify favourite parts of school.

• Write an acrostic poem using the word ‘school’.

SPHE STRAND Myself

STRAND UNIT Taking care of my body

TOPIC Coping with feelings and worries

OBJECTIVES • Identify stressful or upsetting situations.

• Name feelings that arise from these situations.

• Describe strategies to cope with these feelings.

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My Classroom Page 30.

My

C la

ssroom

Windows

Windows

Teacher’s Desk

Windows

STIMULUS

If this was my classroom whe re would I sit?

Put an X on the classroom draw ing!

I would sit here because ................ .......................... ................................ ................................ ...........................

30 S

Abou t Schoo l

Toilets

Do

or

Windows

Poem: ‘The Creature in the Classroom’ by Jack Prelutsky.

Illustrations & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

CURRICULAR LINKS ENGLISH

GAEILGE

ART

Read the poem ‘The Creature in the Classroom’

by Jack Prelutsky.

Answer questions about the poem.

An seomra ranga

Work in groups to design a classroom from a shoe box.

ELEMENT Communicating

TOPIC The classroom timetable

ENGLISH STRAND Oral language

OBJECTIVES • Read the poem ‘The Creature in the Classroom’ aloud.

• Select a favourite image from the poem.

• Create their own timetable for their classroom.

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GAEILGE SNÁITHE Teanga ó bhéal

GNÉ Cumarsáid

TÉAMA Ar scoil: an seomra ranga

TORTHAÍ FOGHLAMA • Focail a bhaineann leis an seomra ranga a thuiscint • Comhrá a dhéanamh le dalta eile faoin scoil

ART STRAND Construction

STRAND UNIT Making constructions

TOPIC Creating a classroom

OBJECTIVES • Create a drawing of a classroom plan.

• Construct a mini-classroom using a shoebox.

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My Teacher Page 31.

Tea

My

r’s

n

..... .... .

h

bje

o u rite

is.

..

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od

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ac

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ri

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................ .

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Poem: ‘What Teachers Wear in Bed’ by Brian Moses.

. .. ... .. . . .

Teache

STIMULUS

ch e r

Illustrations & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

Abou t Schoo l

31 S

CURRICULAR LINKS ENGLISH

GAEILGE

MATHS

Children will engage in reading and studying the poem ‘What Teachers Wear in Bed’ by Biran Moses.

Próifíl den mhúinteoir

Creating a bar chart of teachers’ favourite food

ELEMENT Communicating

TOPIC Humour about the teacher

ENGLISH STRAND Oral language

OBJECTIVES • Read the poem ‘What Teachers Wear in Bed’ aloud.

• Identify the humour in the poem.

• Describe a favourite image in the poem.

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GAEILGE SNÁITHE Scríbhneoireacht

GNÉ Fiosrú agus úsáid

TÉAMA An scoil

TORTHAÍ FOGHLAMA • Scríobh ceisteanna le cur ar an múinteoir.

• Cuir na ceisteanna ar an múinteoir.

• Scríobh próifíl ghearr faoin múinteoir.

MATHS STRAND Data

STRAND UNIT Representing and interpreting data

OBJECTIVES • Gather data on the favourite food of teachers in the school.

• Create a bar graph representing the data about the teachers’ favourite food.

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How I Feel About My School Day

ay ool D Sch My s. t on u ess gl bo rin du

How I

Fee lA

Pages 32–33.

g rin du

dur ing

ly al su Iu

l fee

I

airs. ng in p worki when

les son sl ike ar t

whe nw ork ing by my sel f.

I usually fe el

dur ing

fe el Iu su al ly

fe e

Iu su all y

class. e whole ith th ng w o r ki nw whe

l

han dson

I usually f eel

. nch d lu an sos

and tours. trips hool g sc rin du

fee l

Iu sua lly

I usually fee l

I usually fe el dur ing

spo r t,

an d

PE .

dan ce an dP E.

test sa nd exa ms .

I usually f eel whe nd oin gh om ew or k.

l fee lly ua us

For each sentence, ring the sun if you feel happy or the rain cloud if you feel sad.

32

About School

Illustrations & graphic design C Sharon Le Gear

Illustrations & graphic design C Sharon Le Gear bluebirddesigns@hotmail.c om

bluebirddesigns@hotmail.c om

About School

S

33 S

STIMULUS Look online for a ‘Meet the Emotions’ clip from the film Inside Out.

CURRICULAR LINKS SPHE

ART

The children discuss the main feelings in the clip: anger, disgust, fear, happiness and sadness.

Pick an emotion and create a painting to represent a time when this emotion was felt.

SPHE STRAND Myself

STRAND UNIT Growing and changing

TOPIC Emotions

OBJECTIVES • Identify the five basic emotions.

• Describe situations when these emotions are experienced.

• Identify the importance of these emotions.

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ART STRAND Paint and colour

STRAND UNIT Painting

TOPIC Expressing emotions through paint

OBJECTIVES • Describe a time when an emotion was expressed.

• Create a drawing of a scenario where an emotion was expressed.

• Paint this scenario.

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How I Manage My Feelings in School Strategies to Help

How I Manage My Feelings in School Strategies to He lp

Page 34.

STIMULUS

Slo w

ly coun

o t t

10

I m a gi

ne Sq

a ha

Novel: Headbombz: Wreckin’ yer head by Oisín McGann.

pp

y

pl

ac

Pu

h

ll

ke

0

de

ep

og ze hands t

et

he

r

e

Ta

1

uee

brea

ths

an

ds

a pa

rt

My relaxing activ ities are ……………………… ……………………… ……………………… ………………….

Mind games I can use when I’m worried are ……………………… ……………………… ……………………… ………………….

Distraction exerc ises I can use are ………………………

………………………

A relaxing place for me is ………………………

34 H

Abou t Schoo l

………………………

………………………

………………………

………………….

Geography Science I can improve ...

………………….

Illustrations & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

CURRICULAR LINKS SPHE

ENGLISH

Children discuss how they manage their worries in school and at home using the ‘Talking Makes Us Stronger’ lesson plan on the headbomz website.

Children read an excerpt from the novel and discuss the characters.

SPHE STRAND Myself

STRAND UNIT Taking care of my body

TOPIC Coping with feelings and worries

OBJECTIVES • Identify stressful or upsetting situations.

• Name feelings that arise from these situations.

• Describe strategies to cope with these feelings.

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ENGLISH STRAND Reading

ELEMENT Understanding

TOPIC Talking about feelings

OBJECTIVES • Independently read two chapters from Headbombz: Wreckin’ yer head.

• Name and describe a favourite character.

• Identify the characters’ worries.

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My Pupil–Teacher Meeting

My Pupil-Teac her

Page 35.

How I think I am doing

Meeting

Date: Time:

Class: Name:

My Lear ning Way sI pay atte ntio n

OK

Good

Excellent

I pay atte ntio n

STIMULUS

I follo w dire ction s My work is neat I com plete my hom ewor k

I try hard

I stick with task s

Quote: ‘You have brains in your head. You have feet in your shoes.

You can steer yourself any direction you choose’ by Dr Seuss.

Designed by Sharo

n Le Gear

I work well with othe rs I am happ y at scho ol I beha ve well in the play grou nd SubjectI

SubjectI

English

Music

Gaeilge

Drama

Maths

Art

History

PE

Geography

SPHE

Science I can improve ...

Attendance

My signature......... .................................... .

Teacher.................... .................................... ..

Illustra tions & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

Abou t Schoo l

35 S

CURRICULAR LINKS ART

SPHE

Create a drawing inspired by this quote, which includes shoes and things the children want to achieve.

Interview a partner about his/her favourite subjects.

ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC Our aspirations

OBJECTIVES • Understand the message of the quote.

• Describe an aspiration for the future.

• Create a drawing based on talents and aspirations for the future.

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SPHE STRAND Myself and others

STRAND UNIT Relating to others

TOPIC Listening to others

OBJECTIVES • Create an interview about school for a peer.

• Identify a partner’s favourite subjects and areas of school.

• Report back to the class the answers from their interview.

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Memorable Moments During the School Year Pages 36–37.

..•

.

• . ,• • • • •• ••• • e School Year •• ....

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About School

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Illustrations & graphic design C Sharon Le Gear bluebirddesigns@hotmail.c om

.,

..

•

• . • ' • '• •' ' ••-

•

Illustrations & graphic design C Sharon Le Gear

•

About School

bluebirddesigns@hotmail.c om

S

37 S

STIMULUS Photo montage from school website or class blog excerpts.

CURRICULAR LINKS ENGLISH

HISTORY

Write a newspaper report on the memorable moments from the year.

Interview a grandparent about the most memorable moments from their childhoods.

ENGLISH STRAND Writing

ELEMENT Communicating

TOPIC Summary of the school year

OBJECTIVES • Summarise the key moments from third class.

• Write a newspaper report about these moments.

• Draw pictures of these key moments.

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HISTORY STRAND Story

STRAND UNIT Stories from the lives of people in the past

TOPIC Memorable moments from grandparents

OBJECTIVES • Create an interview for a grandparent about memorable moments.

• Interview a grandparent about their favourite memories from their childhood.

• Write a report about grandparents’ memorable moments.

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School Work I Am Proud Of

oud Of I Am Pr ork ol W o h Sc

Page 38.

STIMULUS My favourite piece of writing; my favourite piece of art.

38 S

Abou t Schoo l

Illustrations & graphic design C Sharon Le Gear bluebir ddesign s@hotm ail.com

CURRICULAR LINKS ENGLISH

ART

Pick a favourite piece of writing and publish it on the classroom wall and through the writer’s chair.

Pick a favourite piece of artwork from the year and comment on it through the artist’s chair.

ENGLISH

STRAND Oral language

ELEMENT Exploring and using

TOPIC Writer’s chair

OBJECTIVES • Read a favourite piece of work to an audience.

• Describe the process of writing the piece.

• Critique the piece of writing with peers.

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ART STRAND Drawing; Paint and colour; Construction; Fabric and fibre; Clay

STRAND UNIT Looking and responding

TOPIC Artist’s chair

OBJECTIVES • Show artwork to an audience.

• Describe the process of creating the artwork.

• Critique the artwork with peers.

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ATTENTION

LEARNING WAY

2

1

WEEK

As above

Reflect on their approach to being attentive and improving attention behaviours.

•

Explore possibilities for better decisionmaking about the strategies that will enable them to learn effectively.

•

Assume responsibility for learning how to learn with specific reference to attention.

Acquire tools and tactics to learn how to learn and, specifically, how to improve attentive behaviours.

•

•

Build shared language frames, consciousness and understanding of ‘learning ways’/learner dispositions, specifically, what it means to be attentive.

•

LEARNING OUTCOMES FOR ATTENTION

WEEKLY SCHEME FOR MY LEARNING WAYS

Part 2

Explore vocabulary associated with ‘Attention and Focus’:

Three ten-minute activities on attention to introduce concept of sustained attention.

Attention activities, pages 116–123, TRB. Choose from Where’s Wally? Stop the Bus, Can you find the way? commercial games.

Distraction: Interruption or something that takes my attention away.

•

•

•

IMPLEMENTATION (30 MINS PER WEEK)

My Learner ID3

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3

As above

Teacher’s Resource Book •

•

• •

•

•

•

Direct students to page 44, My LID3. Ask students to consider carefully each statement and whether they feel the statement is not like them, mostly them or definitely them.

Consider modelling response if helpful.

Explain that it is each student’s own opinion of themselves that counts. Allow a few minutes for students to complete the checklist.

Read statements aloud to any student who is unable to read for themselves.

Place strategy wheel into HW diary in weekend space.

Seek parental/guardian signature.

Invite each pair of students in the class to complete a wall chart of behaviours that show ‘I am being attentive’ and behaviours that show ‘I am not being attentive’.

Invite paired feedback to contribute to a mind map that records what being attentive and showing focus looks like in class.

Focus: Directing your attention to something for a time.

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As above

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•

•

• • •

• •

•

Discuss the strategies on the strategy wheel, page 45, My LID3: › Break down big tasks into small steps › Ask for extra time › Sit near the teacher › Get rid of clutter from my desk › Ask teacher to repeat instructions › Record the level of challenge of the task. Too easy?

Too hard? Just right? › When might these strategies work for you?

What difference would they make to how you learn?

What strategy do you think might work best for you?

Why? What strategy would be hardest for you? Why? Have you any strategies of your own?

Invite students to consider the strategy wheel and to colour in what strategy they initially like best.

Over the course of six weeks encourage students to try alternative strategies and remind students of the behaviours that demonstrate attention and focus and the strategies that may help them to become more attentive and focused.

Attention activities, pages 116–123, TRB.

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As above

As above

5

6

Teacher’s Resource Book •

• • •

Complete page 46, My LID3.

Place blank strategy wheel in HW Diary in weekend space.

Record three strategies that helped learner with attention and focus in HW diary blank strategy wheel.

Seek parental/guardian signature.

Attention activities and application of strategies: three 10-minute activities.

• Choose from: › Whole class: Human Bingo, Jigsaws, Mazes, Stop the Bus. › In pairs: Where’s Wally? Tangrams, commercial games.

• At the end of each activity, encourage learners to consider what strategies worked best for them.

• Refer to strategy wheel.

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MEMORY

LEARNING WAY

9

8

7

WEEK

Acquire tools and tactics to learn how to learn and, specifically, how to improve memory skills.

Explore possibilities for better decisionmaking about the strategies that will enable them to learn effectively.

Assume responsibility for learning how to learn, with specific reference to memory.

Reflect on their approach to memory and improving memory skills.

•

•

• •

As above

As above

Build shared language frames, consciousness and understanding of ‘learning ways’/learner dispositions, specifically, what it means to develop efficient memory skills.

•

LEARNING OUTCOMES FOR MEMORY

•

•

•

•

•

• • •

Direct students to pages 47–48, My LID3. Invite the class group to complete the memory task in pairs. Ensure that time allocation is controlled and accurate.

Ask students to consider carefully each statement on the checklist on page 49 and whether they feel the statement is not like them, mostly them or definitely them. Explain that it is each student’s own opinion of themselves that counts.

Explore the learning way memory. Invite half of the class, in pairs, to complete a sticky note on what it means to have a good memory and the other half of the class, in pairs, to complete a sticky note on what it means to have a poor memory.

Invite paired feedback to contribute to a mind map that records what efficient memory function looks like.

What behaviours demonstrate efficient memory function?

Three 10-minute memory activities.

Introduce whole-class activities that develop memory.

Memory activities, pages 124–128, TRB. What did you hear? The Memory Train, Paired Directional Drawings, commercial games.

IMPLEMENTATION (30 MINS PER WEEK)

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10

As above

Teacher’s Resource Book •

•

•

•

•

•

•

• • •

Discuss the strategies on the strategy wheel, page 50, My LID3: › Write things down › Picture in my head › Peg ideas around the classroom and remember › Use rhyme to link to what I wish to remember › Group similar ideas/objects in my head › Repeat aloud.

What difference would it make to how you learn? What strategy do you think might work best for you? Why? What strategy would be hardest for you? Why? Have you any strategies of your own?

Open page 50, My LID3. Consider the strategy wheel and colour in the preferred strategy.

Model these strategies as teacher. Write things down to prompt memory. In day-to-day activities, try pegging ideas around the classroom to trigger memory. Think of rhymes used across the curriculum to prompt memory: Every Good Bird Does Fly (line note names treble clef). Group similar things together when required to remember. Repeat aloud and picture in your head. Integrate these strategies into daily teaching as frequently as possible when addressing memory as a learning way.

Memory activities, pages 124–128, TRB.

Consider modelling response if helpful.

Allow a few minutes for students to complete checklist.

Read statements aloud to any student who is unable to read for themselves.

Place strategy wheels into HW diary in weekend space.

Seek parental/guardian signature

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12

11

As above

As above

•

• • •

•

•

•

Complete page 51, My LID3.

Place blank strategy wheel in HW diary in weekend space.

Record three strategies that helped learner with memory in HW diary blank strategy wheel.

Seek parental/guardian signature.

Three ten-minute memory activities and application of strategies.

Choose from: › Whole class: What did you hear? Heads Up, Picture Drawing, The Memory Train, commercial games › In pairs: Paired Directional Drawings.

At the end of each activity, encourage learners to consider what strategies worked best for them. Refer to strategy wheel.

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THINKING ABOUT THINKING – METACOGNITION

LEARNING WAY

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13

WEEK

Acquire tools and tactics to learn how to learn and, specifically, how to improve metacognition behaviours.

Explore possibilities for better decisionmaking about the strategies that will enable them to learn effectively.

Assume responsibility for learning how to learn with specific reference to metacognition.

Reflect on their approach to metacognition and improving metacognitive behaviours.

•

•

•

•

As above

Build shared language frames, consciousness and understanding of ‘learning ways’/learner dispositions, specifically, what it means to think about thinking, i.e. engage in metacognition.

•

LEARNING OUTCOMES FOR THINKING ABOUT THINKING

•

• •

Explore the learning way Metacognition.

Invite the class to work in pairs to complete the activity Who Lives here?

Provide evidence for the answers.

Invite paired feedback to contribute to a mind map that records what metacognition looks like.

What behaviours demonstrate that you are thinking about how you think?

Activities: Survival Skills, Crazy Captions, Talk it Out, commercial games.

•

• •

Three ten-minute activities on metacognition.

•

IMPLEMENTATION (30 MINS PER WEEK)

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As above

As above

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• • •

• •

•

•

•

• •

•

• •

Discuss the strategies on the strategy wheel, page 55, My LID3: › Think of all possible answers › Predict what I think will happen next › Explain in words what I am thinking › Compare and contrast two items › Think of other ideas or answers › Replace ‘I can’t’ with ‘How can I?’ What difference would it make to how you learn?

What strategy do you think might work best for you?

Why? What strategy would be hardest for you? Why? Have you any strategies of your own?

Page 55, My LID3. Consider the strategy wheel and colour in the preferred strategy.

Pages 52–53, My LID3.

Invite the class to work in pairs to complete the metacognition tasks.

Ask students to carefully consider each statement on the checklist on page 54 and whether they feel the statement is not like them, mostly them or definitely them. Explain that it is each student’s own opinion of themselves that counts.

Consider modelling response if helpful.

Allow a few minutes for students to complete the checklist.

Read statements aloud to any student who is unable to read for themselves.

Place strategy wheel into HW diary in weekend space.

Seek parental/guardian signature.

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Teacher’s Resource Book As above

As above

17

18

•

• • •

•

•

•

•

•

Page 56, My LID3.

Place blank strategy wheel in HW diary in weekend space.

Record three strategies that helped learner with metacognition in HW diary blank strategy wheel.

Seek parental/guardian signature.

Three ten-minute activities. Choose from: › Whole class: Survival Skills, 4/9 Connect, Talk it Out, Crazy Captions. › In Pairs: Battleships, Chess, Draughts, Xs and Os. At the end of each activity, encourage learners to consider what strategies worked best for them. Refer to the strategy wheel.

Model these strategies as teacher. Think of all possible answers when considering an outcome to a problem situation. Invite students to predict what will happen next?

Encourage children to explain in words what they are thinking.

Regularly prompt students to compare and contrast ideas and to consider alternative ideas or answers. When stuck, model ‘How can I?’ and encourage students to do likewise. Integrate these strategies into daily teaching as frequently as possible when addressing metacognition as a learning way.

Metacognition activities, pages 129–134, TRB.

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19

ORGANISATION

20

WEEK

LEARNING WAY

Acquire tools and tactics to learn how to learn and, specifically, how to improve organisational skills.

Explore possibilities for better decisionmaking about the strategies that will enable them to learn effectively.

Assume responsibility for learning how to learn with specific reference to organisation.

Reflect on their approach to organisation and improving organisational skills.

•

•

•

•

As above

Build shared language frames, consciousness and understanding of ‘learning ways’/learner dispositions, specifically, what it means to develop efficient organisational skills.

•

LEARNING OUTCOMES FOR ORGANISATION

•

•

• •

• •

Explore the learning way organisation.

Invite half the class to work in pairs to complete a sticky note on what it means to be well-organised and the other half of the class to complete a sticky note on what it means to have poor organisational skills.

Invite paired feedback to contribute to a mind map that records what being organised looks like.

What behaviours demonstrate that you are organised?

Three ten-minute activities on organisation.

Choose from activities such as: › Five-Step Checklist, Word Tennis, Counter Sorts, commercial games.

IMPLEMENTATION (30 MINS PER WEEK)

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As above

As above

21

Teacher’s Resource Book 22

Page 57, My LID3. Ensure that time allocation is controlled and accurate.

Ask students to carefully consider each statement on the checklist on page 58 and whether they feel the statement is not like them, mostly them or definitely them. Explain that it is each student’s own opinion of themselves that counts.

Consider modelling response if helpful.

Allow a few minutes for students to complete the checklist.

Read statements aloud to any student who is unable to read for themselves.

Place strategy wheels into HW diary in weekend space.

Seek parental/guardian signature.

Discuss the strategies on the strategy wheel, page 59, My LID3: › Keep things in the same place › Colour code books and copies › Keep all worksheets in folders › Speed pack and unpack my school bag › Organise my school bag every night › Sharpen my pencils once a week • What difference would it make to how you learn?

• What strategy do you think might work best for you?

Why? What strategy would be hardest for you? Why? • Have you any strategies of your own?

• Page 59, My LID3. Invite students to consider the strategy wheel and to colour in what strategy they initially like best.

•

•

• •

•

•

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As above

As above

23

24

• •

•

•

•

•

•

At the end of the six weeks, complete page 60, My LID3.

Place blank strategy wheel from HW diary in weekend space. Record three strategies that helped learner with organisational skills in HW diary blank strategy wheel.

Seek parental/guardian signature.

Three ten-minute activities. Choose from: › Whole class: Five-Step Checklist, Counter Sorts, Word Tennis, commercial games. › In pairs: Tower Heist, Story Jigsaw, commercial games.

At the end of each activity, encourage learners to consider what strategies worked best for them.

Refer to the strategy wheel.

Over the course of six weeks, teacher prompts to the organisational strategy wheel will be needed to encourage students to try alternative strategies. Remind students of the behaviours that demonstrate effective organisational skills and the strategies that may help them to become better at organising.

Organisation activities, pages 135–139, TRB.

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LEARNING BEHAVIOURS

LEARNING WAY

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25

WEEK

Acquire tools and tactics to learn how to learn and, specifically, how to improve learning behaviours.

Explore possibilities for better decisionmaking about the strategies that will enable them to learn effectively.

Assume responsibility for learning how to learn with specific reference to learning behaviours.

Reflect on their approach to learning behaviours and improving learning behaviours.

•

•

•

•

As above

Build shared language frames, consciousness and understanding of ‘learning ways’/learner dispositions, specifically, what helpful learning behaviours mean.

•

LEARNING OUTCOMES FOR LEARNING BEHAVIOURS

•

•

•

• •

Explore the learning way learning behaviours. › What behaviours help us learn in class? › What behaviours hinder us from learning? › Make a list of those behaviours that help us and others to learn effectively and those behaviours that can interfere with our learning and the learning of others.

Consider Role Play (page 140, TRB). Invite pairs to consider what behaviours would be a help and what behaviours would be a hindrance to those in the scenarios.

Three ten-minute activities on learning behaviours.

Introduce whole-class activities that develop learning behaviours.

Choose from activities such as Role Play, Choices and Consequences, commercial games.

IMPLEMENTATION (30 MINS PER WEEK)

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As above

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28

• •

• •

•

•

•

• •

•

• •

Discuss the strategies on the strategy wheel, page 63, My LID3: › Repeat task instructions › Take help from my friends › Ask teacher for help if I am stuck › Keep trying – don’t give up! › Don’t worry about mistakes – they help me learn even better › Draw pictures and reminders.

What difference would it make to how you learn?

What strategy do you think might work best for you?

Why? What strategy would be hardest for you? Why? Have you any strategies of your own?

Direct students to page 61, My LID3.

Discuss scenarios and invite students to write their responses.

Ask students to consider carefully each statement on the checklist on page 62 and whether they feel the statement is not like them, mostly them or definitely them. Explain that it is each student’s own opinion of themselves that counts.

Consider modelling response if helpful.

Allow a few minutes for students to complete the checklist.

Read statements aloud to any student who is unable to read for themselves.

Place strategy wheels into HW diary in weekend space.

Seek parental/guardian signature.

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Teacher’s Resource Book As above

As above

29

30

•

•

•

•

•

•

•

•

After six weeks, invite students to complete page 64, My LID3.

Place blank strategy wheel from HW diary – weekend space.

Record three strategies that helped learner with their learning behaviours in HW diary blank strategy wheel.

Seek parental/guardian signature.

Three ten-minute activities. Choose from: › Whole class: Wonderful Classroom; Decisions, Decisions; commercial games. › In pairs: Choices and Consequences, Role Play, commercial games.

At the end of each activity, encourage learners to consider what strategies worked best for them. Refer to the strategy wheel.

Page 63, My LID3. Invite students to consider the strategy wheel and to colour in what strategy they initially like best.

Over the course of six weeks, teacher prompts to the learning behaviours strategy wheel will be needed to encourage students to try alternative strategies. Remind students of the behaviours that demonstrate effective organisational skills and the strategies that may help their learning behaviours.

Learning behaviour activities, pages 140–145, TRB.

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My Learner ID3

Section 7

CONCLUSION LINKS

It is hoped that by the time you get to this page of the Teacher’s Resource Book you will have journeyed through the implementation of My LID in practice. Well done! In doing so, you will have achieved the following goals: ☑ Nurtured students to help themselves to ‘learn’ how to ‘learn’. ☑ Tracked the voice of the learner over the school year on the process of becoming and being a learner. ☑ Created and maintained a chronicle of the school experience from the perspective of the learner in third class. ☑ Balanced ‘hard data’ and a ‘one-size-fits-all curriculum’ with an awareness of the ‘who’ and ‘how’ of learning and aligned classroom practice to reflect the centrality of the learner. ☑ Successfully invited parental partnership in nurturing students’ sense of learner identity. ☑ Supported numerous statements of highly effective practice relating to school self-evaluation. ☑ Applied formative assessment methodologies in day-to-day classroom practice. ☑ Enjoyed LID3! It is hoped that you enjoyed the lens it offered you as a teacher to get a glimpse of the unique perspective of the learner, to promote their voice in day-to-day activities, and that you enjoyed their sense of empowerment around the learning process. ☑ Finally, thank you for embracing LID3 in your classroom and I look forward to your views and feedback on the publication which you are welcome to send to me at: mylearnerid@gmail.com.

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My Learner ID3

Section 8 TEACHER RESOURCES

OVERVIEW OF LEARNING OUTCOMES

108

MY LID SUPPORTING SCHOOL SELF-EVALUATION

110

OTRs: OVERVIEW OF STICKERS

112

OVERVIEW OF CLASS ACTIVITIES TO SUPPORT THE DEVELOPMENT OF MY LEARNING WAYS, LID3 YEARLY PLAN

114

SUPPLEMENTARY ACTIVITIES FOR THE DEVELOPMENT OF LEARNER DISPOSITIONS

146

COMMERCIAL GAMES THAT SUPPORT MY LEARNING WAYS

181

DESCRIPTION OF COMMERCIAL GAMES USEFUL IN SUPPORTING STUDENTS TO DEVELOP THEIR SKILLS IN LEARNING AND THEIR LEARNING WAYS

182

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My Learner ID LEARNER LEARNER PONSIBILIT Y VOICE RES Peer-Assessment Checklists

9

LEARNING OUTCOMES To enable learners to: ✓ Take responsibility for their own work and take initiative in doing so ✓ Encourage learning through peer collaborative discussion ✓ Encourage metacognition ✓ Enhance peer relationships in learning.

Self-Assessment Checklists

*

8

LEARNING OUTCOMES To enable learners to: ✓ Monitor their own performance in learning without constant reference to others ✓ Assume responsibility for learning ✓ Think positively about learning ✓ Create a desire, through an increased sense of ownership and self-competence, to continue learning.

Assist Cards and Cubes LEARNING OUTCOMES To enable learners to: ✓ Consider their response to task demands ✓ Communicate effectively with the teacher through use of Assist Cards, Cubes, Pyramids, etc. ✓ Maintain a learning culture of sensitivity towards individual differences.

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7

Opportunities to Respond LEARNING OUTCOMES To enable learners to: ✓ Actively respond to teacher prompts ✓ Use OTRs to support understanding, 6 engagement and assessment ✓ Create a feedback loop from learner to teacher to learner ✓ Create a tangible record of the voice of the learner at pre-instruction, mid-instruction and post-instruction points in teaching and learning.

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1 About Me LEARNING OUTCOMES To enable learners to: ✓ Identify personal interests ✓ Consider the learner’s internal reality, their world of thoughts and feelings ✓ Explore the concept of change over time.

2 My Strengths LEARNING OUTCOMES To enable learners to: ✓ Celebrate and savour the strengths they see in themselves ✓ Acknowledge the perspective of others on their strengths ✓ Explore emerging strengths ✓ Reflect on the development of strengths over time.

3

My World

LEARNING OUTCOMES To enable learners to: ✓ Explore perceptions and responses to and understandings of various concepts, images and ideas ✓ Provide learners with a positive sense of self-worth.

4

My Learning Ways

About School LEARNING OUTCOMES To enable learners to: ✓ Explore feelings of success and challenge in school ✓ Gain awareness of themselves as learners ✓ Recognise learner strengths and weaknesses ✓ Celebrate what they like about how they learn.

LEARNING OUTCOMES To enable learners to: ✓ Build understanding of ‘learning ways’, i.e. learner dispositions and habits of mind ✓ Acquire the tools and tactics to learn how to learn ✓ Assume responsibility for learning how to learn ✓ Reflect on their approaches to learning.

5

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My Learner ID SUPPORTING SCHOOL SELF-EVALUATION

CHRONICLE OF LEARNER AT TRANSITION POINTS

LEARNER DISPOSITIONS

11

LEARN VOIC

10

*

TOOLS FOR LEARNING –9 How to Learn

LIFELONG LEARNING

8

PARENTAL PARTNERSHIP LOOKING AT OUR SCHOOL 2016 A QUALITY FRAMEWORK FOR PRIMARY SCHOOLS (DES)

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INCLUSIVE – FOR ALL LEARNERS

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1

ARNER VOICE

LEARNER VOICE LEARNER RESPONSIBILITY LEARNER OWNERSHIP

2

3

4

ASSESSMENT FOR LEARNING

LEARNER WELL-BEING

AUTHENTIC ASSESSMENT

5

TRACKING LEARNERS Teacher’s Resource Book

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3 OTRs:

Overview of Stickers

Start Ups Start Ups

Start Ups

What do I already know?

What do I want to know?

Start Ups

Start Ups

It reminds me of ...

This links with ...

Start Ups

Start Ups

I’m wondering ...

I’m thinking ...

Start Ups

Start Ups

I’m picturing ...

I’m noticing ...

Start Ups

Start Ups

I’m feeling ...

I’m familiar with ...

Start Ups

Start Ups

I’ve a question about this ...

I’m curious about ...

Stop and Think

Stop and Think

Stop and Think

I am figuring out ...

I just learned ...

Stop and Think

Stop and Think

Who?

What?

What do I think will

Where?

When?

Stop and Think I like the way ...

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EAR L Y M

If?

happen next?

Stop and Think Explain my thoughts with ‘I know I have to do ...’

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s End of Lesson EARNER

Let’s Review

Why does?

What if?

D

I

Let’s Review

Let’s Review

Let’s Review Write a sentence about what

Write a question for my friend.

I have learned.

Let’s Review

Let’s Review

Draw my brain and fill it with

Write new words on one side of

what I have learned.

a card and meanings on the other.

Let’s Review

Let’s Review

Talk about what I have

Write five quiz questions for my

learned for one minute.

classmates to answer.

Let’s Review

Let’s Review

Write a text message explaining

Design a poster advertising my

one thing I learned in this lesson.

learning from this lesson.

Let’s Review

Let’s Review

What I found easy ...

What I found difficult ...

Stop and Think

Stop and Think

Do I have a clear understanding

Am I doing what I am

of what I am doing?

supposed to be doing?

Stop and Think

Stop and Think

Do I need to make changes

Does this task make sense

to do this task?

to me?

Stop and Think

Stop and Think

What kind of strategies do

Have I everything I need

I need?

to do this task?

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5 Paired Directional Drawings

4 Picture Drawing

3 Heads Up

1 What did you hear?

2 The Memory Train

MEMORY

5 Human Bingo

4 Stop the Bus

3 Can you find the way?

2 Where’s Wally?

1 Tangrams

ATTENTION

LEARNING WAY

✓

✓ ✓

INDIVIDUAL

PAIRED

✓

✓

✓ ✓

✓ ✓

✓ ✓

✓ ✓ ✓

GROUP/STATION

✓ ✓ ✓ ✓

✓

✓

✓ ✓

WHOLE CLASS

Overview of class activities to support the development of My Learning Ways LID3 Yearly Plan

✯ ✯✯

✯ ✯✯

✯

✯ ✯✯

✯ ✯✯

✯

✯ ✯✯

✯ ✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

LEVEL OF DIFFICULTY

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2 Choices and Consequences 3 The Wonderful Classroom 4 Decisions, Decisions

1 Role Play

LEARNING BEHAVIOURS

5 Story Jigsaw

4 Tower Heist

3 Word Tennis

2 Counter Sorts

1 Five-Step Checklist

ORGANISATION

4 Crazy Captions

3 Talk it Out

2 4/9 Connect

1 Survival Skills

METACOGNITION

LEARNING WAY

✓ ✓ ✓

INDIVIDUAL

PAIRED

✓

✓

✓ ✓ ✓

✓

✓ ✓

✓

✓

✓ ✓

✓ ✓

GROUP/STATION

✓

✓ ✓ ✓

✓

WHOLE CLASS

✯

✯

✯ ✯✯

✯ ✯✯

✯ ✯✯

✯ ✯✯

✯ ✯✯

✯ ✯✯

✯ ✯✯

✯ ✯✯

✯

✯ ✯✯ ✯✯✯

LEVEL OF DIFFICULTY

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Attention ACTIVITY 1

Learning tool: Attention Title: Tangrams Activity objective: To recreate particular designs using seven flat shapes.

Procedure: The children work in pairs to recreate a particular design displayed on the interactive white board (IWB). Each pair competes against the clock to try to recreate the design in the quickest time.

Materials and preparation: Each pair is given a bag with seven flat shapes (two large right triangles, one medium-sized right triangle, two small right triangles, one small square and one parallelogram). Place each set of shapes in a plastic bag for ease of distribution and collection at the end of the lesson.

Recommendations: Introduce the activity by briefly explaining what tangrams are, i.e. a traditional Chinese puzzle made of a square divided into seven pieces that can be arranged to match particular designs. Explain to the class that they will work in pairs to try to recreate the design displayed on the IWB. The class will be challenged to work against the visual timer on the IWB to recreate the particular design in the quickest time and raise their hand on completion. Depending on the speed of completion, display additional designs and challenge each pair to beat their previous time.

Advice: As an extension activity, have extra printed and laminated tangram designs and distribute to each pair. In addition, allow the children in their pairs to try to create a new tangram design which can be recreated using the seven flat shapes.

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Bird

Cat

Dog

Duck

Fish

Horse

Rabbit

Swan

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Attention ACTIVITY 2

Learning tool: Attention Title: Where’s Wally?

Activity objective: The children must try to find the character Wally in an image of organised chaos.

Procedure: As a class, the children analyse the image displayed on the IWB and try to find the character Wally (dressed in a red-and-white striped top, glasses, a red-and-white striped hat and blue jeans).

Materials and preparation: Two to three images of ‘Where’s Wally?’ scenarios.

Recommendations: Introduce the activity by displaying an image of Wally. Allow the children to identify the noticeable features of the character, i.e. his dress sense. Following this, explain to the children the objective of the game, i.e. find the character Wally in the image. Challenge the class by adding a group incentive, i.e. make a tally and keep count of each group and their ability to identify Wally in the shortest time.

Advice: This activity can also be adapted to serve as a group or paired activity.

Make printed and laminated copies of ‘Where’s Wally?’ images and allow groups/ pairs to interrogate images and in each case find Wally. As a concluding activity, allow the children to converse with other groups/pairs and to help each other to find Wally where in some images it is difficult to find him.

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Attention ACTIVITY 3

Learning tool: Attention Title: Can you find the way?

Activity objective: The object of the game is to figure out the ‘secret’ path that winds through a grid of circles drawn on the ground with chalk.

Procedure: Groups of three or four will be needed to play this game. The object of the game is to figure out the ‘secret’ path that winds through a grid of circles drawn on the ground with chalk. As only one player knows the correct path, the others must find it through trial and error, taking care to remember each of their previous attempts in order to figure out the correct order.

Materials and preparation: Three to four players, pencil, 1 clipboard (or hardback A4 copy) for each group, A3 sheet of paper, flat area, 1 A4 sheet per group.

Recommendations: Introduce the activity by explaining how the game is played.

Assign roles to each of the children in the group.

1 One child will be chosen to draw 6 circles on the A3 page (image of 6 circles will be displayed on the IWB; circles to be drawn in a grid formation with equal spacing between each circle; circles should be uniform in size and shape).

2 Designate one child as the ‘clipboard holder.’ His/her job is to copy the circle grid onto the paper 3 Another child will take the clipboard and will create a secret path that connects all the circles. He/she can draw directional arrows onto the grid or number each circle to indicate the path. Only the clipboard holder may view the secret path.

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Playing the game: 1 Before beginning the game, explain to the other players that the object of the game is to walk the secret path (with their fingers) that the clipboard holder has drawn on his/her paper by stepping on each circle in the correct order.

2 To begin the game, a player chooses a circle and places an index finger on it.

The clipboard holder answers ‘yes’ if this is the correct first circle and ‘no’ if it not. If ‘yes’ the player gets to take another step. If ‘no’, that player’s turn ends and the next player takes a turn choosing a circle.

3 Players continue taking turns stepping on circles to try to figure out the secret path.

4 After each step, the clipboard holder should answer ‘yes’ or ‘no’ to tell a player if she is going in the right direction.

5 The round ends when one player successfully walks the secret path from start to finish.

6 Before beginning the second round, designate a new person to draw six circles on a new A4 page and then select a new clipboard holder and have him/her draw a new secret path for the players to find.

7 Continue playing rounds until each player has taken a turn as the clipboard holder.

Advice: This activity can span a full week, depending on the speed at which each group completes the activities. Make sure that every child in the group has a turn at being the ‘clipboard holder’. The level of difficulty of the game can be increased by increasing or reducing the number of circles drawn on the sheet.

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Attention ACTIVITY 4

Learning tool: Attention Title: Stop the Bus Activity objective: To recall vocabulary specific to a letter in the alphabet and complete a table in the quickest time.

Procedure: The children work in pairs and are given a worksheet which displays a table containing various categories, e.g. type of animal, a colour and a girl’s name. The teacher will name a letter in the alphabet, e.g. the letter ‘k’. In their pairs, the children must work together to find a word beginning with the letter ‘k’ to comply with each category listed on the worksheet. For example, for the letter ‘k’ the answers would be ‘Kangaroo’, ‘Khaki’ and ‘Kate’. The pair who complete their grid in the quickest time simply raise their hands and say ‘Stop the Bus’.

The game is repeated and the teacher (or child) may select a new letter.

Materials and preparation: A grid printed on ½ an A4 page (for each pair), IWB with example of a completed line on a grid to demonstrate how to play the game.

Recommendations: Introduce the activity by displaying an image of a blank grid with categories listed on top. As mentioned above, explain to the class how the game is to be played and show an example of a completed line, e.g. ‘k – kangaroo, khaki and Kate’. Put the children into pairs and distribute a worksheet to each pair.

Advice: The level of challenge awarded to this game can be increased or decreased according to the ability of the class. You may add additional categories to the table; for example, name of song, name of a musician, name of someone famous, name of boy, name of a team, name of a sport, name of an instrument, name of a food, etc. Also, to foster the motivation of the class, the winning pair of each round can have a point awarded to their group or a tally can be made and the group with the most points gets a reward at the end of the game.

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Resources:

T

Animals

Colours

Food

Clothes

Countries

Sports

Tiger

Turquoise

Tuna

Trousers

Tunisia

Tennis

For more challenge change the category headings. For example:

S

Something in the Kitchen

Something in the Living Room

Something in the Bedroom

Something in the Bathroom

Something in the Office

Something in the Garden

Spices

Sofa

Sheet

Soap

Staples

Seat

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Attention ACTIVITY 5

Learning tool: Attention Title: Human Bingo Activity objective: The children must try to complete the Human Bingo grid in ten minutes.

Procedure: Each child is given a Human Bingo grid containing qualities that particular people in their class may display. The challenge for each child is to circulate the room and find someone who relates to the quality, e.g. plays the harp, and they must then get that individual to sign their name in the box. They must get a different name for each box and must not forge signatures! Once the child’s grid is complete they return to their seat.

Materials and preparation: Half an A4 worksheet containing a grid with a particular quality written in each box, pencils, visual 10-minute timer on IWB. Recommendations: Introduce the activity by displaying an image of a blank Human Bingo worksheet. Explain to the class how the activity is to be competed and reiterate health and safety rules such as ‘no running in the classroom’.

Distribute a worksheet to each child and start the timer on the IWB. Advice: This activity can be shortened or lengthened by increasing the number of boxes in the Human Bingo grid. Also, to shorten the time needed to complete the activity, you may allow the children to write the name of their peer into the grid rather than getting the peer to write their own signature. As a concluding activity, allow the children as a class to share whose signatures they received for particular boxes.

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Sample:

Name:

Date:

Human Bingo!

Find a different person to sign their name in each box.

When all of the boxes have been signed, call out Bingo!

I have a cat.

I was born in October.

I play soccer.

My shoes have no laces.

I have curly hair.

I was at a My name has more than 7 different school last year. letters.

My favourite food is pizza.

I have a dog.

I was born in I have been to I write with a circus. my left hand. another country.

I know the principal’s name.

I speak Spanish.

My first name starts with A.

I walk to school.

I have read a book with chapters.

I have a summer birthday.

There are more than 4 kids in my family.

I like vegetables.

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Memory ACTIVITY 1

Learning tool: Memory Title: What did you hear?

Activity objective: To listen to a list of items being read aloud and then recall as many items as possible.

Procedure: Each child will listen to the teacher reading out a list of items. The objective of the game is for the children to recall as many items as possible as a class.

Materials and preparation: A list of 15/20 items.

Recommendations: Introduce the activity by briefly explaining what the objective is. Read out 20–30 items (depending on ability of class) and invite the class to recall all of the items they heard. Write the items on the whiteboard and keep a record of the amount of items recalled.

Advice: This activity (using the same list of items) may be repeated on a daily basis and a tally recorded each day. A noticeable difference should be made in the number of items recalled from the start of the week to the end of the week.

To increase the difficulty of the activity, you may read aloud 25 items and this time the children must only recall the items that correspond to a particular theme/ topic, e.g. school. For example, the children would recall the word ‘schoolbag’ and would omit the word ‘church’. In addition, you may read aloud a number of items and then set a timer of 30 seconds for individual children to recall as many items as possible in the given timeframe to their partner.

Sample resources: Hairbrush Pencil Rubber Plate Hair bobble

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Shoe Sock Dressing gown Tie Dress

School Uniform Hand Face Beard

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Memory ACTIVITY 2

Learning tool: Memory Title: The Memory Train Activity objective: Remember words in a particular sequence.

Procedure: The game begins with a player making the statement: ‘I am going on holidays and I am packing my suitcase. I am taking my …’ The next person repeats the phrase and adds an additional item. The game continues with each player saying the phrase, all the previously mentioned items, as well as adding a new one. Players are eliminated if they make a mistake. The person able to repeat the phrase for the longest time wins. You may use any phrase you wish to start the game. For example, you could go shopping and purchase items, or on a picnic and take food.

Materials and preparation: Bag with sentence starters.

Recommendations: Introduce the activity by briefly explaining what the objective is. The teacher will model how the game is to be played using five children at the top of the classroom. The game will begin with one child picking a sentence starter out of a bag/hat, reading that sentence and adding a word to the end of the sentence. Players are eliminated if they make a mistake. The person able to repeat the phrase for the longest time wins.

Advice: This activity can be played in a group format, with a particular sentence starter being distributed to each group.

Sample sentence starters: I went to the shop and I bought a …

I read a book about …

We went on a picnic and brought …

I went to the zoo and saw …

In my spare time I love to …

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I went to the supermarket and bought …

I went on holidays and bought …

I went to a birthday party and ate …

I went to school and saw a …

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Memory ACTIVITY 3

Learning tool: Memory Title: Heads Up Activity objective: Describe a word using other describing words.

Procedure: The game begins with a word being displayed on the IWB. One child at the top of the classroom has his/her back turned to the IWB and so the class must describe the focus word on the IWB without saying it. The child at the top of the classroom must try to guess the focus word on the IWB. The child at the top of the classroom has one minute to get through as many words as possible.

Materials and Preparation: IWB, PowerPoint (containing Heads Up words), timer.

Recommendations: Introduce the activity by briefly explaining what the objective is. The teacher will model how the game is to be played using a sample Heads Up PowerPoint. Following this, the teacher will select a child to stand at the top of the classroom and the game will begin. A number of children may be selected to stand at the top of the class depending on time available.

Advice: The difficulty of the game can be altered by decreasing/increasing the time permitted to play the game, e.g. increasing the game time from one minute to one and a half minutes. Also, the difficulty of the focus words displayed on the IWB can be increased/decreased to challenge the class even further when describing the focus word.

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Memory ACTIVITY 4

Learning tool: Memory Title: Picture Drawing Activity objective: Stare at an image for 30 seconds and redraw it.

Procedure: The class will be shown an image on the IWB and will be told to look at it for 30 seconds. Once the timer ends, the picture will disappear and the children must try and draw as much of what they can remember on an A4 sheet without looking at their peer’s drawings.

Materials and preparation: IWB, A4 sheets (with outline of image), A4 blank sheets.

Recommendations: Introduce the activity by briefly explaining what the objective is. Display an image on the IWB. The children will each be given a worksheet with the outline of the image they are looking at printed on it. The worksheet will be kept facing down. The children will look at the image on the IWB for 30 seconds and once the timer ends, the image will disappear and the children will turn their worksheets and try to fill in as much as they can remember on the sheet.

Advice: As an extension activity, show a new image to the class but this time they will be given a blank sheet which they must complete having looked at the new image on the IWB for 30 seconds.

Sample activity:

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Memory ACTIVITY 5

Learning tool: Memory Title: Paired Directional Drawings Activity objective: Listen to instructions and sketch an image.

Procedure: In their pairs the children sit back-to-back. Child A will be the instructor and Child B will be the sketcher. Child A will give directions to Child B to help them to draw an image.

Materials and preparation: A4 sheets, hardback copy (to lean on), IWB timer.

Recommendations: Introduce the activity by revising positional/directional language with the class, i.e. the left of the page, the centre, the background, the foreground, etc. Following this, explain to the class the task at hand and put the children into pairs. Ask the children to put their chairs facing back-to-back. Allow each pair to select a Child A and a Child B and explain the role of each child. The picture to be drawn is a house (could also be a playground, school, etc.). The game will begin with Child A describing step-by-step what Child B is to draw. A time of three to four minutes will be set to complete the sketch.

Advice: As an extension activity, the children may swap roles or may swap partners and repeat the activity based on a different topic, e.g. draw a school.

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Metacognition ACTIVITY 1

Learning tool: Metacognition Title: Survival Skills Activity objective: Develop a child’s survival skills.

Procedure: The children must work with a partner and choose five things they would bring with them if they were to survive and live on an island.

Materials and preparation: IWB timer.

Recommendations: Explain to the class the task at hand, i.e. ‘You are going to live on an island and you can only bring five items. What would you bring?’.

Divide the class into pairs and set a time of three minutes on the clock. The children must be able to explain why exactly they chose their three items. Once the timer sounds, invite various pairs to explain to the class the survival items they chose and why they chose them.

Advice: As an extension activity, challenge the children to work in pairs to reduce their list of five items to three items given a timeframe of one minute. Again, invite them to justify their decision. You may also set other scenarios for the children to respond, to, e.g. ‘What three things could you not live without?’

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Metacognition ACTIVITY 2

Learning tool: Metacognition Title: 4/9 Connect Activity objective: Foster a child’s ability to develop their imaginative/mathematical capacities to complete a puzzle.

Procedure: Each child must connect nine dots together using only four lines, and without lifting their pencil from the paper. (Hint: Think beyond real and imaginary boundaries with this puzzle.)

Recommendations: Explain to the class the task at hand, i.e. they must connect nine dots together using only four lines and without lifting their pencil from the paper. Encourage the children to attempt the puzzle alone. Also, encourage the children to converse with their group after they have attempted the puzzle themselves.

Advice: After three to four minutes, pause the activity and ask the class how they are getting on. If some children have completed their puzzle, invite them to give hints to the class as to how they completed the puzzle.

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4/9 Connect Activity Sheet

4/9 CONNECT

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Connect these 9 dots using only four lines and without lifting your pencil from the paper .

(Hint: Think beyond real and imaginary boundaries with this puzzle.)

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Metacognition ACTIVITY 3

Learning tool: Metacognition Title: Talk It Out Activity objective: The children will learn the importance of being able to take a stance on an issue and defend that stance with logic, reasoning, knowledge, and common sense.

Procedure: A list of scenarios will be presented for the children to discuss and debate. They are based primarily on ethics and morality. They will encourage the children to take a stand and defend their viewpoint. This will be done in a whole-class capacity as larger class debates are much more compelling where views are divided.

Materials and preparation: Scenario sheet for teacher.

Recommendations: Explain to the class that you will read aloud a scenario along with three ways of responding to the scenario. The class will voice their opinions regarding the scenario and will explain why they chose a particular response to the scenario. The children will be encouraged to take a stand and defend their viewpoint.

Advice: Simplify the scenarios posed to the class for differentiation purposes. In cases where debates may become heated, make sure to create classroom rules at the beginning of the lesson to ensure classroom management is accounted for and chaos is avoided. Perhaps give the children ‘wait-time’ to discuss the scenarios and possible responses with their partner. A worksheet may also be designed for individual completion by the children, on which they circle their response and give reasons for selecting that particular response.

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Talk It Out – Scenario Sheet 1 Richard finds an expensive-looking ring in the school hallway one day. It has no name on it, and it’s not near anyone’s locker.

Should he: A) Give it to lost and found? B) Ask if it belongs to anyone there?

C) Keep it and not say anything?

2 Judy’s friend is stressed about an upcoming test. Judy already took the test and got 100%, so she knows all the answers already.

Should she: A) Just give the answers to her friend? B) Use her knowledge to coach her friend? C) Not get involved at all?

3 Coach Joe has caught two of his star football players vandalising school property. The rule is that they must be suspended. If that happens, their team loses the upcoming semi-finals. If the coach keeps quiet, they’ll surely win, but he could lose his job.

Should the coach: A) Suspend the two players and obey the rules? B) Pretend he never saw them?

4 You witness a bank robbery, and follow the perpetrator down an alleyway. He stops at an orphanage and gives them all the money.

Would you: A) Report the man to police since he committed a crime? B) Leave him alone because you saw him do a good deed?

5 A friend tells you that he/she has been receiving anonymous bullying messages online. You suspect that certain people are guilty.

Would you: A) Tell your friend just to ignore them? B) Encourage them to report the abuse? C) Risk confronting the ones you suspect?

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Metacognition ACTIVITY 4

Learning tool: Metacognition Title: Crazy Captions Activity objective: The children create imaginative captions to correspond with an image.

Procedure: Each group will be given an image and every child in the group must compose a different caption to correspond with the image. After this, each child in the group shares their caption with the remainder of the group.

Recommendations: Explain to the class the task at hand. Show the class examples of captions accompanying pictures. Explain that the class may write some dialogue between the characters, write a single-line caption, or turn the image into a clever meme. They must make sure to keep the caption short and witty! Set a time of five minutes for the class to compose their caption. Then set a time of five minutes to allow each child to present their caption to their group.

In turn, invite various children to present their caption to the class.

Advice: As an adaption of the lesson, the children can work in pairs to create a caption. Also, the children can be given a worksheet with a number of images to caption.

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Organisation ACTIVITY 1

Learning tool: Organisation Title: Five-Step Checklist Activity objective: To make a five-step checklist to help someone perform an action successfully.

Procedure: The children work in pairs to make a five-step checklist to help someone perform an action successfully. For example, how would you get ready for school in five easy steps? The class will be challenged to create the five-step procedure in one minute.

Materials and preparation: sheets to write on (for each pair), pencil, flashcard ‘checklist’, example of a five-step checklist, timer on IWB. Recommendations: Display the word ‘checklist’ and invite the class to explain its meaning. Give examples of procedures that involve a series of steps in order to produce something, e.g. preparing a sandwich, etc. Following this, divide the class into pairs and allow each pair to select a Child A and a Child B and explain the role of each child. Child A will act as the scribe. The first task will be for the class to create a five-step checklist to help someone prepare breakfast cereal. Allow particular children to share their steps and note the differences (highlighting that each checklist is particular to the person and how they carry out a procedure).

Advice: As an extension activity, the children may swap roles or may swap partners and repeat the activity based on a different scenario. In addition, the number of steps to be created for the checklist may be increased or decreased.

The Five-Step Checklist examples: How to prepare breakfast cereal How to get dressed for school How to buy milk in the shop How to start a conversation

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How to clean your room How to learn a new word How to organise your school desk How to study for a test.

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Organisation ACTIVITY 2

Learning tool: Organisation Title: Counter Sorts Activity objective: Arrange and sort counters according to particular traits.

Procedure: The children work in pairs to respond to verbal commands and work together to arrange counters into particular sets in the quickest time.

Materials and preparation: Coloured counters (5–10 of each colour) – plastic bags containing 20 counters for each pair of children, teacher card with written commands.

Recommendations: Explain to the class that they will work with their partner to make particular sets of counters in response to the teacher’s commands, e.g. make sets of red counters, make sets of three counters, etc. Distribute a bag of counters to each pair of children. Once completed, the children must raise their hand and say ‘done’. A tally will be made to record the quickest performing pair of children.

Advice: This activity may be used as a stationed activity where different manipulatives may be used at each station, e.g. cubes, playing cards, coloured figurines (infant classes).

Command card examples: Make sets according to colour Make sets of 6 Make sets of 3 Make sets of 4 Make sets of 10 Make a set containing primary colours Make a set containing colours beginning with g and r Make a set containing green and red

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Make a set containing orange and blue Using your manipulatives, make the letter d Using your manipulatives, make the letter f Using your manipulatives, make the letter m.

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Organisation ACTIVITY 3

Learning tool: Organisation Title: Word Tennis Activity objective: Recall as many words as possible related to a given topic.

Procedure: Given a topic, e.g. ‘sports’, the children work in pairs to say words relating to the topic until one child runs out of words to say. The winner is the child who doesn’t run out of words first. For example, ‘tennis, ping pong, basketball, handball’.

Materials and preparation: Picture of a tennis game, topic card (for teacher).

Recommendations: Display an image of a tennis game and ask the class how one plays the game of tennis. Establish that the ball is hit back and forth between two people. The game that the children will be playing resembles the game of tennis in many ways. Explain the aim of the game to the class and invite one child to demonstrate how exactly the game is to be played with the teacher. Then invite a number of pairings to play a game at the top of the classroom. Divide the class into pairs and call out various topics for the children to attempt in their pairs. Ask each pair to keep a tally of the score, i.e. who wins each round. Explain one key rule: each player only has three seconds to give an answer otherwise their time is up and the winner is the other child.

Advice: To avoid confrontation, allow the children to take turns recording the score.

Topic car examples: Animals Sports Singers Schools Songs Counties

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Countries Clothes Things in a pencil case Things in a kitchen Things in a bedroom.

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Organisation ACTIVITY 4

Learning tool: Organisation Title: Tower Heist Activity objective: Make the tallest tower possible using a pack of cards in a specified number of minutes.

Procedure: The aim of the activity is for groups of three to four children to make the tallest tower possible using a set of playing cards in a specified timeframe. In groups of three to four, each child will take a turn at adding a card to the tower.

Materials and Preparation: 25 playing cards per group of children, IWB visual timer, groups of three to four.

Recommendations: Explain the aim of the game to the class. Do not show the children an example of how to construct a tower using playing cards. This will add to the challenge of the game. Divide the class into groups of three to four and reiterate to each group that they must take turns at adding one card to the tower. This will challenge the children to set up a system that will work for them and will enable them to work at speed. Set the timer to four minutes and allow the groups to build their towers. Once the timer sounds, go around the classroom and assess each construction to decide the winning group.

Advice: As an extension activity, you may alter the time allotted to each group in constructing their tower, e.g. reduce the time to less than four minutes. Also, you may increase or reduce the number of playing cards available to each group.

In addition, you may increase the number of children in each group in order to challenge teamwork.

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Organisation ACTIVITY 5

Learning tool: Organisation Title: Story Jigsaw Activity objective: Correctly sequence parts of a story.

Procedure: The aim of the activity is for children to work in groups to try and piece together various sentences to create a coherent story in the quickest time.

Materials and preparation: A copy of the story for the teacher, plastic bags for each group containing 10–15 sentences cut out and laminated, box with scraps of newspaper for each group.

Recommendations: Explain the aim of the game to the class. Explain to the children that they must work together (taking turns) to find each of the laminated sentences which are hidden amongst newspaper scraps in a box placed on their table. Each group must work together to piece together the sentences and place them in the correct order in order to create a coherent story. The challenge is that they must piece together the story in the quickest time in order to be the winners.

A representative from the winning group must read aloud their story which will be compared with the teacher’s copy of the story to see if the sentences have been ordered correctly. If the story is incorrect, the next fastest group will read aloud their story and so on.

Advice: For differentiation purposes, this activity may be organised as a stationbased activity in which each station gets a different story with more/fewer laminated sentences and/or simpler language.

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Learning Behaviours ACTIVITY 1

Learning tool: Learning Behaviours Title: Role Play Activity objective: The children work in groups and perform a given classroom scenario.

Procedure: Each group of children will be given a scenario card. The children in the group assign acting roles to each other in order to demonstrate how everyone is affected by a particular behaviour.

Materials and preparation: scenario cards (a different scenario for each group), IWB timer.

Recommendations: Explain to the class what will be expected of them as part of the activity. Explain that they will be divided into groups and will be given a scenario card which they must re-enact for the class. The groups will be given six minutes to work together to re-enact the scenario assigned to them . They will perform it for the class and their peers must guess what exactly is happening, what bad/good behaviour is being modelled and by whom and also, what effect these behaviours are having on other people in the scene, i.e. the teacher and the students.

Advice: Use teacher–peer conferencing in order to help the children decide on roles to re-enact as part of their particular scenario. Instead of giving each group a different scenario card, give every group the same scenario to re-enact. This will enable the class to witness the different ways such a scenario can unfold and would provide a very fruitful learning experience for the class as a whole.

Scenario cards examples: The teacher is on her phone during class Two children are singing out loud in class A child is throwing papers around the classroom There is noise coming from the classroom next door Two children are making fun of another child’s hair

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The children in the class decide to slouch in their chairs whilst the teacher is trying to teach A child forgot to bring lunch to school There is a school fire alarm. What happens next?

A note is being passed around the room. What happens?

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Learning Behaviours ACTIVITY 2

Learning tool: Learning Behaviours Title: Choices and Consequences Activity objective: The children explore the consequences that arise from making particular choices.

Procedure: The children are given a particular scenario and are given a choice of two or three reactions that they may give in response to the scenario. The children discuss as a class (and in their groups) the consequences of selecting each particular reaction.

Materials and preparation: Choices and Consequences scenario worksheets, Choices and Consequences scenarios for the IWB. Recommendations: Display the words ‘Actions’ and ‘Consequences’ and invite the class to explain their meanings. Explain to the class that every choice we make/every action we take results in a consequence and that consequences can be good and bad. Point out that consequences can affect other people or other situations in positive and negative ways. For example, one may put on sun cream but not put it on their face. The positive consequence of this action is that the child’s arms and legs are protected from being burned. However, the negative consequence of this action is that the child’s face will get burned. Invite the class to describe other scenarios which have positive and/or negative consequences.

Also stress to the class that in some cases the negative consequences outweigh the positive consequences. Display a Choices and Consequences scenario on the IWB and invite the class to discuss the various consequences resulting from particular reactions to the scenario.

Advice: As an extension activity, give each group a different scenario card and invite them to actively discuss the positive and negative consequences of each reaction to the scenario. Following this, invite each group to share their thoughts with the class.

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Learning Behaviours ACTIVITY 3

Learning tool: Learning Behaviours Title: The Wonderful Classroom Activity objective: Discuss and list what makes a classroom wonderful, i.e. what is the ideal learning environment.

Procedure: Each group of children will be given an A3 poster to create a wordmap of what they would see, hear, do and feel more of and less of in a wonderful classroom.

Materials and preparation: A3 poster for each group, sample semi-completed poster Recommendations: Invite the class to close their eyes and imagine what they’d love the class to look like. Ask them to imagine what sounds they would hear, what the children would be doing around them and how they would feel being in such a wonderful classroom environment. Show how the class a semi-completed poster outlining what the teacher would see, hear, do and feel more of and less of in a wonderful classroom. Divide the class into groups and explain the task at hand. Each group will make their own poster just like the sample poster and will add things they as students would see, hear, do and feel more of and less of in a wonderful classroom. Assign each child a role in completing the poster, e.g. writers, poster designers, time keeper, grid maker. Allow the class 15 minutes to complete their poster and then invite one spokesperson from each group to present their poster to the class.

Advice: Make sure that every child has a role to play in completing the poster and make sure to circulate the room to ensure on-task behaviour is maintained throughout the activity.

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Sample poster, Knockraha N.S., Co. Cork:

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Learning Behaviours ACTIVITY 4

Learning tool: Learning Behaviours Title: Decisions, Decisions Activity objective: The children distinguish between ‘automatic’ and ‘important to them’ decisions.

Procedure: The children read various types of decisions they make and decide whether those decisions come automatically to them or are decisions that they must think about a lot before making them (important to them).

Recommendations: Introduce the lesson by explaining to the class that some decisions are made automatically but that sometimes we must think deeply about a situation before we make a decision. Explain to the children that they will read through the decision scenarios and say if their decision would be automatic or one they would have to think about a lot. Distribute sheets with the decision scenarios and after the class have completed their worksheets, invite individual children to explain to the class why a particular decision would be made ‘automatically’ or would be given importance.

Advice: Ensure that the difference between an ‘automatic’ and ‘important’ decision is clearly explained to the class, otherwise the activity will be unbeneficial for the children in developing an awareness of their own decision-making ability.

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Decisions Decisions examples: Scenario 1: Jack is Ben’s best friend. Today in class he tells Ben and his group of friends not to do their homework because ‘they’re cooler than that’. Ben doesn’t know what to do. Should he do his homework or should he obey Jack and follow the crowd?

Scenario 2: Tracey gets called out of class to practise for the Christmas concert.

Meanwhile, back in the classroom, Jake, Mark and Louise decide to pull a prank on her. They take her lunchbox and hide it in the boy’s bathroom. Alex sees what has happened. What should he do?

Scenario 3: One day, you’re in the bathroom in school. You notice graffiti on the door. What would you do?

Scenario 4: You have been dared to set off the school alarm. Your friends say that if you don’t they will set off the school alarm and tell everyone it was you who did it. What should you do?

Scenario 5: Jenny starts throwing paper at the teacher whilst her back is turned during class. Other kids in the class start to join in. Adam really wants to join in.

Should he?

Scenario 6: During a maths test, Sam nudges you asking can he have a look at your answers. What would you do?

Scenario 7: Mark hasn’t studied for his geography test. He has always done well in his tests but he didn’t get a chance to study this week. Kate has offered to let him copy her answers. Should he accept the offer?

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Attention and Focus Task 1

Y M

LEARNER

ID

3

How long does it take you to colour this page?

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My time: Time:

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Attention and Focus Task 2

Y M

How long does it take you to colour this page?

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Le Gear

LEARNER

ID

My time:

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Attention and Focus Task 3

Y M

How long does it take you to colour this page?

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LEARNER

ID

My time:

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Attention and Focus Task 4

Y M

How long does it take you to colour this page?

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Le Gear

LEARNER

ID

My time:

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Attention and Focus Task 5

Y M

How long does it take you to colour this page?

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LEARNER

ID

My time:

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Memory Task 1

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the pictures and try to remember as many objects as you can.

3 Keep looking until your teacher/partner says ‘Stop’.

3 List all the objects you can remember.

4 Your teacher/partner will record your answer on the record sheet.

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Le Gear

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Memory Task 1 Record Sheet

Number of objects remembered: __________

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Memory Task 2

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the pictures and try to remember as many objects as you can.

3 Keep looking until teacher/partner says ‘Stop’.

3 List all the objects you can remember.

4 Your teacher/partner will record your answers on the record sheet.

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Le Gear

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Memory Task 2 Record Sheet

Number of objects remembered: __________

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Memory Task 3

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the pictures and try to remember as many objects as you can.

3 Keep looking until teacher/partner says ‘Stop’.

3 List all the objects you can remember.

4 Your teacher/partner will record your answers on the record sheet.

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Le Gear

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Memory Task 3 Record Sheet

Number of objects remembered: __________

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Memory Task 4

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the pictures and try to remember as many objects as you can.

3 Keep looking until teacher/partner says ‘Stop’.

3 List all the objects you can remember.

4 Your teacher/partner will record your answers on the record sheet.

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Le Gear

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Memory Task 4 Record Sheet

Number of objects remembered: __________

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Memory Task 5

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the pictures and try to remember as many objects as you can.

3 Keep looking until teacher/partner says ‘Stop’.

3 List all the objects you can remember.

4 Your teacher/partner will record your answers on the record sheet.

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Le Gear

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Memory Task 5 Record Sheet

Number of objects remembered: __________

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Thinking about Thinking Task 1

My Learner ID3

Look carefully at the contents of this suitcase to find clues about its owner.

Then complete the question sheet.

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Thinking about Thinking Task 1

Evidence 1 What age might the owner of this suitcase be?

Answer:

2 What hobbies might the owner have?

Answer:

3 Where do you think the owner might be travelling?

Answer:

4 Use three words to describe the owner of this bag.

Answer:

For all your answers, record what evidence you are using to guide your thinking!

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Thinking about Thinking Task 2

My Learner ID3

Look carefully at the contents of this pocket to find clues about its owner.

Then complete the question sheet.

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Thinking about Thinking Task 2

Evidence 1 What age might the owner of this pocket be?

Answer:

2 What hobbies might the owner have?

Answer:

3 What might be stored on the memory stick?

Answer:

4 Use three words to describe the owner of this bag.

Answer:

For all your answers, record what evidence you are using to guide your thinking!

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Thinking about Thinking Task 3

My Learner ID3

Look carefully at the contents of this shopping bag to find clues about its owner. Then complete the question sheet.

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Thinking about Thinking Task 3

Evidence 1 What might the owner cook with the ingredients they’ve purchased?

Answer:

2 What sort of cake do you think the owner bought?

Answer:

3 What flavour do you think the crisps are?

Answer:

4 Use three words to describe the owner of this bag Answer:

For all your answers, record what evidence you are using to guide your thinking!

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Thinking about Thinking Task 4

My Learner ID3

Look carefully at the contents of this car to find clues about its owner.

Then complete the question sheet.

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Thinking about Thinking Task 4

Evidence 1 What age might the owner of this car be?

Answer:

2 What hobbies might the owner have?

Answer:

3 What do you think the owner might buy with his/her money?

Answer:

4 Use three words to describe the owner of this car.

Answer:

For all your answers, record what evidence you are using to guide your thinking!

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Thinking about Thinking Task 5

My Learner ID3

Look carefully at the contents of this box to find clues about its owner.

Then complete the question sheet.

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Thinking about Thinking Task 5

Evidence 1 What age might the owner of this box be?

Answer:

2 Describe the foods the owner enjoys Answer:

3 What do you think the 'F' refers to?

Answer:

4 Use three words to describe the owner of this box.

Answer:

For all your answers, record what evidence you are using to guide your thinking!

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Organisation Task 1

My Learner ID3

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the picture.

3 Put a line through all the objects to do with food.

4 Keep looking until your teacher/partner says ‘Stop’.

5 Count how many objects you marked. ________

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bluebirddesigns@hotmail.com

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Organisation Task 2

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the picture.

3 Put a line through all the objects to do with clothes.

4 Keep looking until your teacher/partner says ‘Stop’.

5 Count how many objects you marked. ________

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Organisation Task 3

My Learner ID3

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the picture.

3 Put a line through all the objects to do with music.

4 Keep looking until your teacher/partner says ‘Stop’.

5 Count how many objects you marked. ________

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Organisation Task 4

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the picture.

3 Put a line through all the objects to do with sport.

4 Keep looking until your teacher/partner says ‘Stop’.

5 Count how many objects you marked. ________

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Organisation Task 5

My Learner ID3

1 Your teacher/partner will set a timer for 30 seconds.

2 Look at the picture.

3 Put a line through all the objects to do with animals.

4 Keep looking until your teacher/partner says ‘Stop’.

5 Count how many objects you marked. ________

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Learning Behaviours Task 1

Mary asked Jack for a pencil. Jack pushed Mary over.

What should Jack do now? ...................................................................................................................................................

What should Mary do now? ...................................................................................................................................................

What strategies would help Jack with his behaviour? ...................................................................................................................................................

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Learning Behaviours Task 2

My Learner ID3

Emily is feeling sad. She is crying at her desk and no one seems to notice.

What could Emily do to help herself? ...................................................................................................................................................

What strategies might help Emily? ...................................................................................................................................................

What would you do if you were Emily? ...................................................................................................................................................

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Learning Behaviours Task 3

John is not paying attention. He is not doing his work. He is shouting and singing aloud. He is disturbing others in the classroom.

What could other children in the classroom do to help John focus and do his work? ............................................................................................................

What could John do to help himself to focus on his work? ............................................................................................................

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Learning Behaviours Task 4

My Learner ID3

Julie hates writing stories. Alec would like to help Julie.

What could Alec do to help Julie? ...................................................................................................................................................

What should Julie ask Alec to do to help her with her writing? ...................................................................................................................................................

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Learner Identity My Learner ID3 3

Learning Behaviours Task 5

Sam is hiding again. He is shy and feeling nervous in class.

How can others help Sam? ...................................................................................................................................................

What can Sam do to help himself when he feels shy and nervous? ...................................................................................................................................................

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Teacher’s Resource Book

1 Go Fish

3 Brainbox Nature and Brainbox Animals LEARNING BEHAVIOURS

2 Rory’s Story Cubes

1 SmartCar 5 * 5

2 Thinkfun Rush Hour Junior METACOGNITION

1 GoGetter Cat and Mouse

ORGANISATION

3 Fun Deck

2 Robot Face Race

1 The Story Telling Game

3 Big Book of Picture Puzzles MEMORY

2 What Shall I Draw?

ATTENTION 1 Magnetibook Moduloform

LEARNING WAY

✓

✓ ✓ ✓

INDIVIDUAL

✓ ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓ ✓

✓

✓ ✓ ✓

✓ ✓ ✓

✓

✓ ✓ ✓

✓ ✓ ✓

✓

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✓ ✓ ✓

GROUP/STATION WHOLE CLASS

Description of games on pages 182–184.

PAIRED

Commercial games that support My Learning Ways

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LEVEL OF DIFFICULTY

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MEMORY

ATTENTION

This book contains four exciting titles from Usborne’s hugely popular ‘Great Searches’ series, bound together in one volume: ‘The Great Castle Search’, ‘The Great Dinosaur Search’, ‘The Great History Search’, and ‘The Great World Search’. Every spread is packed with detail – there are over 100 objects to spot within each scene – and over 4,000 things to spot in the book overall.

Big Book of Picture Puzzles

The Story Telling Game

Animal drawings outlined step by step.

What Shall I Draw?

Each player starts with five words and when the clock starts, the first player starts telling a story using one of their words. Then it’s the turn of the next player who has to incorporate one of their words into the former player’s story. Whatever your story, you have to beat the buzzer. Play your cards to tell a story, but don’t be caught talking when the buzzer buzzes. The first player to get rid of all their cards wins the game. Two or more players.

In addition to being a puzzle book to pore over for hours on end, this is also an informative reference title, with snappy captions and fascinating facts featured throughout. Excellent for developing scanning, visual discrimination and attentional skills and the answers to all the puzzles are provided at the back of the book.

43 magnets to create 30 suggested designs, or create your own with endless possibilities. Just open the cover and you’re ready to play.

Includes a book-shaped play case, 43 magnetic play pieces and 30 design suggestion cards.

DESCRIPTION OF GAME

Magnetibook Moduloform

GAMES

Description of commercial games useful in supporting students to develop their skills in learning and their ‘learning ways’

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ORGANISATION

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Thinkfun Rush Hour Junior

Students can experience the fun and challenge of the awardwinning Rush Hour game in this exciting junior version. Just like the classic Rush Hour game, you shift the blocking cars, trucks and buses in their lanes – up and down, left and right, until the path is clear for the ice-cream truck to escape. If you get stuck in a jam, the complete move sequence solution is printed on the back of each challenge card – have a quick peek and start again. Rush Hour Junior provides hours of educational fun which helps with cognitive organisation and problem-solving skills.

Includes 24 challenges ranging from easy to very difficult. Students solve the puzzles by placing path pieces on the board to connect animals and objects according to challenges selected in the included booklet. With puzzles ranging from simple challenges for beginners to complex puzzles that will test advanced players, GoGetter Cat and Mouse is a fun way to develop cognitive organisational skills, problem-solving and logical-thinking skills.

Help furry critters find their way through a maze of possible paths in these brain-teasing, logic-building puzzles. Arrange the nine tiles to build connecting paths between the icons pictured on your selected challenge. But watch the road! Be careful not to get stuck in a dead end!

Will the cat catch the mouse? Will the mouse eat the cheese?

Will the dog find his bone?

Improve students’ auditory memory as they recall facts from short sentences describing various fun-filled events. Auditory Memory for Details in Sentences Fun Deck helps students to learn to identify and remember specific details. Students listen to detailed sentences about events such as Camping with Dad and then answer four questions about each sentence. Each card front has an illustration that presents visual cues related to the details of the story. Includes content cards and game ideas. 56 cards.

Fun Deck – Auditory Memory for Details in Sentences

GoGetter Cat and Mouse

Help a crazy inventor to find the heads he needs to complete his robot bodies in this frantic feature-finding game! Shake the Robot Randomiser, then scan the board for the robot head with the matching eyes, nose and mouth. For two to four players.

Sharpens visual discrimination, a key pre-reading skill, and hones concentration.

Robot Face Race

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Go Fish – School of Success

LEARNING BEHAVIOURS

Brainbox Nature and Brainbox Animals

Rory’s Story Cubes

SmartCar 5 ✕ 5

METACOGNITION

Card questions about nature and animals. Get your students thinking.

Roll all nine cubes. Begin with ‘Once upon a time’ and tell a story that links together all nine face-up images. Start with the first symbol to grab your attention. There is no wrong answer; the goal is to let the images spark your imagination and get thinking about your thinking.

Originally developed as a creative problem-solving tool, Rory’s Story Cubes use story metaphors to draw out insights. It works because the brain thinks in pictures and will make lateral connections between the images and the question you are working on.

This game helps players by giving practical tools and guidelines for working efficiently. The student who follows these guidelines may not only be a better student but also enjoy school more and have enhanced self-esteem. Includes two decks of 50 cards (each deck is a different skill level), rules sheet and facilitator guidelines.

School of Success teaches students that success in school and later in life depends on more than intelligence and hard work. To be successful, a person needs to get organised, stay organised, set goals and purse those goals in an efficient way.

Challenge your students to build a car with five different blocks in this unique logic game! SmartCar 5x5 includes the car and five wooden blocks in five different colours. Students solve each of the 96 challenges by placing all of the blocks correctly in the car according to the clues.

My Learner ID3

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References • Boud, D. (2000) ‘Sustainable assessment: rethinking assessment for the learning society’, Studies in Continuing Education, 22(2), 151–167.

• Bryce, J. (2004) ‘Different ways that secondary schools orient to lifelong learning’, Educational Studies, 30(1), 53–64.

• Buckingham Shum, S. and Deakin Crick, R. (2012) ‘Learning Dispositions and Transferable Competencies: Pedagogy, Modelling and Learning Analytics’, presented at 2nd International Conference on Learning Analytics and Knowledge, 29 Apr–2 May. • Coll, C. and Falsafi, L. (2010) ‘Learner identity: An educational and analytical tool’, Revista de Educacion, 353, 211–233.

• Department of Education and Skills (2016) Looking At Our School 2016: A Quality Framework for Primary Schools, Dublin: Marlborough Street.

• Dewey, J. (1933) How we think: A restatement of the relation of reflective thinking to the educative process, Boston, MA: D.C. Heath.

• Diener, C. I. and Dweck, C. S. (1978) ‘An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure’, Journal of Personality and Social Psychology, 36, 451–462.

• Diener, C. I. and Dweck, C. S. (1980) ‘An analysis of learned helplessness: II. The processing of success’, Journal of Personality and Social Psychology, 39, 940–952.

• Dweck, C. (2006) Mindset: The new psychology of success, New York, NY: Random House.

• Dweck, C. and Leggett, E. (1988) ‘A social-cognitive approach to motivation and personality’, Psychological Review, 95(2), 256–273.

• Dweck, C. S. (1975) ‘The role of expectations and attributions in the alleviation of learned helplessness’, Journal of Personality and Social Psychology, 31, 674–685.

• Dweck, C. S. (2000) Self-theories: Their role in motivation, personality, and development, Philadelphia, PA: Psychology Press.

• Falchikov, N. (2007) In Rethinking Assessment in Higher Education (Boud, D. and Falchikov, N.), Abingdon: Routledge, pp. 128–144.

• Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. and Beechum, N. O. (2012) Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review, Chicago: The University of Chicago Consortium on Chicago School Research.

• Fitzpatrick, S., Twohig, M. and Morgan, M. (2014) ‘Priorities for primary education? From subjects to life-skills and children’s social and emotional development’, Irish Educational Studies, 33(3), 269–286.

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• Gholami, H. (2016) ‘Self Assessment and Learner Autonomy’, Theory and Practice in Language Studies, 6(1), 46.

• Hargreaves, A. and Shirley, D. (2009) The Fourth Way: The inspiring future for educational change, Thousand Oaks, CA: Corwin Press.

• Holt. J. (1995) How Children Learn, Ingram Publishers, UK: De Capo Press.

• Katz, L. G. (1993b) Dispositions: Definitions and implications for early childhood practices. Catalog No. 211 Perspectives from ERIC/EECE: Monograph series no. 4. Online https://eric.ed.gov/?id=ED360104 • Katz, L. G. and S. Chard. 2000. Engaging Children’s Minds: The Project Approach, 2nd ed., Stamford, CT: Ablex.

• Kelly, George (1955) The Psychology of Personal Constructs, London: Routledge.

• Kolb, A. and Kolb, D. (2009) ‘On becoming a learner: The concept of learner identity’ in Bamford-Rees et al., eds., Essays on Adult Learning Inspired by the Life and Work of David O. Justice. Learning Never Ends, Chicago, IL: CAEL Forum and news, 5–13.

• Kolb, A. Y. and Kolb, D. A. (2009) ‘The Learning Way: Meta-cognitive Aspects of Experiential Learning’, Simulation & Gaming, 40(3), 297–327.

• Lüftenegger, M., Schober, B., van de Schoot, R., Wagner, P., Finsterwald, M. and Spiel, C. (2012) ‘Lifelong learning as a goal – Do autonomy and selfregulation in school result in well prepared pupils?’, Learning and Instruction, 22(1), 27–36.

• Molden, D. C. and Dweck, C. S. (2006) ‘Finding “meaning” in Psychology: A lay theories approach to self-regulation, social perception and social development’, American Psychologist, 61(3), 192–203.

• National Council for Curriculum and Assessment (2009) AISTEAR, Dublin: Fitzwilliam Square.

• Pearce, A. R. (2011) Active Student Response Strategies. CDE Facilities Seminar. Accessed online at: http://www.cde.state.co.us/sites/default/ files/documents/ facilityschools/download/pdf/edmee tings_04apr2011_ asrstrategies.pdf • Peterson, C. and Seligman, M. (2004) Character Strengths and Virtues: A Handbook and Classification, New York, NY: Oxford University Press.

• Ritchart, R. (2012) Intellectual character: What it is, why it matters, and how to get it, San Francisco: Jossey-Bass.

• Schwandft, T. A. (1994) Constructivist interpretivist approaches to human enquiry. In N. K. Denzin and Y. S. Lincoln (Eds.), Handbook of qualitative research, (118–137), Thousand Oaks, CA: Sage Publications.

• Seligman, M. (2002) Authentic Happiness: Using the New Positive Psychology to Realise Your Potential for Lasting Fulfillment, New York, NY: Free Press.

• Seligman, Martin E. P. (2002) Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment, New York, NY: Free Press • Simonsen, B., Myers, D. and DeLuca, C. (2010) Teaching Teachers to use prompts, opportunities to respond and specific praise, Teacher Education and Special Education, 1944–4931.

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• Thomas, D. and Brown, J. S. (2009) ‘Learning for a World of Constant Change: Homo Sapiens, Homo Faber & Homo Ludens Revisited’, presented at University Research for Innovation: Proc. 7th Glion Colloquium.

• Trough, P. (2012) How Children Succeed: Grit, Curiosity and Hidden Power of Character’, Boston: Houghton Mifflin Harcourt.

• Wirth, K. R. and Perkins, D. (2008) Learning to learn, Malcalester College, available: https://www.macalester.edu/academics/geology/wirth/learning. pdf

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Online Video Resources

LID 3 – IMPLEMENTATION VIDEO https://vimeo.com/277086663/f21c01cf8c

PARENT INFORMATION VIDEO – MY LEARNER ID https://vimeo.com/277157984

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