My Learner ID Teacher's Resource Book 4

My Learner ID

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TEACHER’S RESOURCE BOOK

Dr Suzanne Parkinson

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NURTURING LEARNERS FOR LIFE Dr Suzanne Parkinson

Designed specifically for pupils in Fourth 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 LID4 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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Learner Identity 4

My Learner ID 4 TEACHER’S RESOURCE BOOK

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Dr Suzanne Parkinson

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My in g L ear n Wa y s

EARNER ID YL M

First published 2018 Suzanne Parkinson © 2018 Assistant Researcher: Eoghan Linehan Illustrations and Graphic Design by Sharon Le Gear and Oisin Ralph © 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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Self-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 fourth 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 169.

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 ID4 are themed on climbing frames. The challenge of striving to the top of the frame represents 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.

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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 ID4 (My LID4), 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 LID4 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 LID4 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 Learner ID3 introduces the following learner

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dispositions 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 ID4 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 ID4 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 LID4, 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 LID4 contains several exemplars for use in peer-assessment learning contexts.

SELF-ASSESSMENT Self-assessment is more than students simply checking off answers and grading themselves. Self-assessment is more accurately defined as a process by which students (a) monitor and evaluate the quality of their thinking and behaviour when learning and (b) identify strategies that improve their understanding and skills.

Self-assessment occurs when students judge their own work and endeavour to improve performance and identify discrepancies between current and desired performance. My LID4 provides useful exemplars for self-assessment classroom practices: (1) self-assessment checklists for participating in discussions and (2) self-assessment checklist for editing written work.

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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 LID4 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-views 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 2, 13, 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 28–92.

PART 2 MY LEARNING WAYS 30 minutes per week over 30 weeks. Yearly scheme and implementation plan, pages 93–98.

OPPORTUNITIES TO RESPOND (OTRs) Optional use for supporting daily teaching and learning, pages 23–27.

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 2.6

About Me My Strengths My World About School

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My Learning Ways Opportunities to Respond Reflect Cards Assist Cube Peer-Assessment Checklists Self-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 28.

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 48.

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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 57.

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 66.

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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 93.

2.2 Opportunities to Respond

Op p

or tunities to Respon

d

OVERALL AIM Start Ups What strategies can I use?

Let’s Review Do I need to do more?

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

Can

LEARNING OUTCOMES To enable learners to:

I ma de

you clarif y?

Star

yo

u

es

s t Up

Wha

C

a few

mis tak

an

ra t st

tegi

es

can

e?

I us

ex w

p la

hy

in

?

Peer Review er’s Name: .......................... ......................

Writer’s Name: .......................... .......................... ..........

Things I really like about this writing ............................ : ............................ ............................ ............................ ............................ ............................ ............................ ............................ ............................ ............................ ...................... ............................ ............................ ............................ ............................ ...................... ............................ ............................ ............................ ............................ ....................... ............................ ............................ ............................ ...................... ............................ .......................

Questions I have: .............. ............................ ............................ ............................ ............................ ............................ ............................ ............................ . ............................ ............................ ............................ ............................ ....................... ............................ ............................ ............................ ............................ ....................... ............................ ............................ ............................ ............................ ....................... ............................ ............................ ............................ ............................ ....................... ............................ ............................ ............................ ....................... ............................ ......................

Suggestions I have to improve ............................ this writing ............................ : ............................ ............................ ............................ ................. ............................ ............................ ............................ ............................ ....................... ............................ ............................ ............................ ............................ ....................... ............................ ............................ ............................ ............................ ....................... ............................ ............................ ............................ ....................... ............................ .......................

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

OTRs

• 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 – when and where – and encourages pupils to make up their own OTRs if they wish.

2.3 Reflect Cards OVERALL AIM

Reflect Cards

Reflect 1 Did I read the directions carefully?

To provide learners with strategies to seek support, assistance and guidance at all points throughout their learning.

What should I be practising more?

Did I take my time?

Did I try my best?

Did I check my work?

Is my work neat?

LEARNING OUTCOMES

What will I do different next time?

When you are finished tasks, reflect on your learning!

To enable learners to:

Is there anything you can improve?

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

OTRs

73 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.

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2.4 Assist Cube

Assist Cube Cut cube pattern from page.

Fold on dashed lines.

I’m OK

OVERALL AIM

To enable learners to:

I need more time!

LEARNING OUTCOMES

I am still working

To provide learners with strategies to seek support, assistance and guidance at all points throughout their learning.

Can you explain why?

I don’t understand

I made a few mistakes

Your teacher will guide you on how to assemble your assist cube.

Fix it to your desk with Blu-Tack and face the side you need towards your teacher.

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

S

• consider their response to task demands • communicate effectively with the teacher through use of Assist Cube.

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 Cubes should normalise response difficulties in the classroom and should provide learners with suitable ‘frames’ for response when unable to progress in learning.

2.5 Peer-Assessment Checklists OVERALL AIM

Peer-Assessment Checklists Peer Review of Writing

Peer Reviewer’s Name:..............................................

Writer’s Name: ............................................................

Things I really liked about this writing:......................................................... .................................................................................................................................... ....................................................................................................................................

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.

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

Questions I have:.................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................

Suggestions I have to improve this writing:.................................................. .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................

LEARNING OUTCOMES

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

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

To enable learners to: • • • •

OTRs

81 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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GUIDELINES FOR PEER ASSESSMENT • • • • •

Plan peer-assessment opportunities.

Commence with similar level peer pairing.

Link outcomes to learning objectives.

Provide clear success criteria.

Use peer-assessment exemplars which provide students with appropriate assessment and feedback language.

• Provide opportunities for students to discuss and reflect.

• Guide students in self-reflection.

METHODOLOGIES Two sample Peer-Assessment Checklists are included in LID4. The first PeerAssessment Checklist relates to peer review of writing. The second relates to a closer scrutiny of writing with reference to specific edits. 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. Explain to students that peer assessment is about making judgments of the work of others. Identify what has been done well and explain why it has been done well. Then identify what could be improved and explain how it could be improved. Comments should always be about learning.

2.6 Self-Assessment Checklists OVERALL AIM

Self-Assessment Checklists

Participating in Discussions Name ............................................................

Discussion Topic ............................................................

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

Rate yourself on how you think you have done in each of these skills.

To encourage learners to become involved in the assessment of their own work and to compare their work to a shared standard.

Could do better

Good

Brilliant

My Participation Listening to what others say Speaking in front of others Preparing in my head what to say Following what others say Asking questions Designed by Sharon Le Gear Allowing others to have their say Answering questions

LEARNING OUTCOMES

Thinking about what we discussed

I did best at ......................................................................................

To enable learners to:

Next time I could improve at ............................................................

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

OTRs

85 S

• take responsibility for their own work and take initiative in doing so • encourage learning through self-referencing and self-reflection • encourage metacognition.

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GUIDELINES FOR SELF-ASSESSMENT • • • •

Plan self-assessment opportunities. Model self-assessment.

Link outcomes to learning objectives.

Provide clear success criteria.

Use self-assessment exemplar frameworks which provide students with appropriate assessment standards for themselves for editing their work and for participating in discussions.

• Provide opportunities for students to discuss and reflect.

• Guide students in self-reflection.

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Part 1

CURRICULAR LINKS FOR ABOUT ME

My Life Map So Far Page 2.

y M

p So Far e Ma Lif Age 10

Birth

Age 1

STIMULUS

Age 2

Age 9

Look online for the video ‘Sweet Cocoon’. This animation is about a caterpillar who struggles with her metamorphosis into a butterfly.This is a stimulus for discussion about children’s milestones in life and in school. Consideration can also be given to those who have helped support the caterpillar through this development such as the helpful insects in the cartoon. (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.)

Age 3

Age 4

Age 8

Age 5

Age 6

Age 7

2

About Me

Write or draw important events in your life so far.

H

CURRICULAR LINKS SCIENCE

ENGLISH

HISTORY

Explore the life cycle of the butterfly and conditions necessary for its growth.

(Consider investing in sets where caterpillars can be nurtured in the classroom.)

Watch videos that capture this process.

Write diary accounts from the perspective of the caterpillar to track the stages of his/ her metamorphosis.

Consider adapting to children’s interests by recording similar evolution cycles of various Pokémon characters.

Create a timeline to mark the stages of metamorphosis.

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SCIENCE STRAND Living things

STRAND UNIT Plants and animals

TOPIC Explore the life cycle of the butterfly and conditions necessary for its growth.

(Consider investing in sets where caterpillars can be nurtured in the classroom.)

OBJECTIVES • 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) • Become aware of some of the basic life processes in animals. (page 62, Primary School Curriculum – Science) • Come to appreciate that animals depend on plants and indirectly on the sun for food. (page 62, Primary School Curriculum – Science)

ENGLISH STRAND Oral

STRAND UNIT Communicating

TOPIC Diary of the caterpillar

LEARNING OUTCOME: ENGAGEMENT • 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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HISTORY STRAND Continuity and change over time

STRAND UNIT Food and farming

TOPIC Timeline of metamorphosis

OBJECTIVES • Identify organisms that undergo metamorphosis.

• Identify some of the factors which have accelerated or delayed this process.

• Develop a timeline of metamorphosis for a selected organism.

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About Me/It’s Great to Be Me Pages 3–4.

A bo

ut Me

It’

re sG

a t t o B e Me I am

...

n he w

t ing better a

ad gl

I am g ett

...

. king about ..

hi ev ed

... hen nt w

ac

...

w he n

ve

, I ...

Th e

me to eone is nice

ple as ed

Ih a When so m

Ia m

about things positive ople say When pe

lar when ...

ta por el im I fe

I am p op u

...

m e, I

...

I am th in

st be th g in

... em ef or

g in be m ...

Pe op le

is

ad mir

e

s say I like it when somebody

...

I am pr a ised for ...

t ou ab

hen tw rea el g I fe

I have t .. he power to be .

to me ...

4 About Me

3

About Me

S

S

STIMULUS Look online for the song ‘Introducing Me’ from the film Camp Rock 2. This is a song about a movie character introducing himself to a girl in two minutes. This is a stimulus for children recording everything they can about themselves in a similar time. Prompts from pages can be used for quick-fire games or ‘speed dating’ around the room; for example, the children can be tasked with asking the questions and filling in the answers for their partner.

CURRICULAR LINKS MUSIC

ART

GAEILGE

Listen and respond to the song ‘Introducing Me’. Sing or compose verses about the class as a whole or individuals in the class.

The children can create personal silhouettes with words and imagery that best sum up their personalities.

Agallamh: Cad is ainm duit? Cén aois thu? Cén dath ar do chuid gruaige? Cén dath ar do shúile? Cá bhfuil tú i do chónaí?

Cé mhéad duine atá i do theaghlach? An bhfuil aon deirfiúr nó deartháir agat?

Déan cur síos orthu.

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MUSIC STRAND Listening and responding; Performing; Composing

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

TOPIC Respond to the song ‘Introducing Me’, learn the lyrics and compose a new verse.

OBJECTIVES • Listen to and describe music in various styles and genres, including familiar excerpts, recognising its function and historical context where appropriate – music that tells a story. (page 50, Primary School Curriculum – Music) • Perform familiar songs with increasing awareness of dynamics, phrasing (appropriate breaks in the music) and expression. (page 52, Primary School Curriculum – Music) • Invent and perform simple musical pieces that show a developing awareness of musical elements. (page 58, Primary School Curriculum – Music)

ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC Personal silhouettes

OBJECTIVES • Express his/her imaginative life and interpret imaginative themes using inventive pattern and detail. (page 48, Primary School Curriculum – Art) • Make drawings from recalled experiences, emphasising pattern, detail, context and location. (page 48, Primary School Curriculum – Art)

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GAEILGE SNÁITHE Teanga ó bhéal

GNÉ Cumarsáid

TÉAMA Mé féin

TOPAIC Agallamh TORADH FOGHLAMA: GNÁSANNA SÓISIALTA AGUS FEASACHT AR DHAOINE EILE • Gnásanna sóisialta teanga a úsáid agus tús a chur le comhrá nó páirt a glacadh i gcomhrá bunaithe ar ábhar pearsanta agus ar ábhair an churaclaim.

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Just suppose …

Just suppose ...

Page 5.

What would you do?

ld ou Ic ca t ch w bo ain ar

STIMULUS

...

u I co ra ld t v el h oug t hr tim . e ..

Look online for the poem ‘If I Could Catch a Rainbow’ by Sandra Lewis Pringle, which features one of the prompts on page 5. The children can recite the poem and use the prompts to write a new verse.

ld ou Ic

ld ou Ic

k ea sp

y an

le isib inv be

ua ng la

ge

...

...

About Me

5 S

CURRICULAR LINKS ENGLISH

HISTORY

DRAMA

Poetry. The children can read and respond to the poem through writing.

Using the prompt ‘If I could travel through time …’, the children, either as a class or in groups, choose a period of time such as Norman Ireland or the Stone Age. They explore what life was like in this period, perhaps considering school, homes, food.

The children could perform a drama based on waking up in one of the time periods. The premise and theme song from the show Phil of the Future can be used as prompts.

ELEMENT Exploring and using

TOPIC Discussion of the poem

ENGLISH STRAND Oral language

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

• Discusses and explores viewpoints of the poet.

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HISTORY STRAND Life, society, work and culture in the past

STRAND UNIT Life in Norman Ireland

TOPIC Time travel

OBJECTIVES • Become familiar with aspects of the lives of these people • homes of people • clothes • farming, foods and cooking • technologies which people developed and use. (page 49, Primary School Curriculum – History) • DRAMA STRAND Drama to explore feelings, knowledge and ideas, leading to understanding

STRAND UNIT Exploring and making drama

TOPIC Time travel

OBJECTIVES • Explore how the fictional past and the desired fictional future influences the present dramatic action. (page 27, Primary School Curriculum – Drama) • 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) SPHE

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If …

If ...

Iw

as Iw

flower, I’d be sa ...

w

as

a food

I

a Iw

insect, I ’d

an

...

STIMULUS

as

be

Page 6.

a bird, I’d be

...

,I ’d

be ...

a

m

ovi

e star, I’ d

vehicle, I ’d b I w as a e .. .

I

w

a song, I ’d

be

...

celebr ity, s a I’d be

a Iw

as

b ...

as

et, I’d ap be ...

Iw

Iw a

s

e

If I were a song, I’d be … Select a song that can be used as a stimulus for discussion, e.g.

‘Stand by Me’ by Ben E. King.

...

6

About Me

S

CURRICULAR LINKS MUSIC

MATHS

ENGLISH

Listen and discuss the teacher’s choice of song. Explore reasons why the children might choose particular songs. The class could listen to the song or perform their favourite song.

Data. The prompts can be used for data collection. The children can be placed in groups tasked with proposing answers/ options for the various questions. Each group can collect data and graph it appropriately.

Use the prompts as starters for creative writing, either in story or poem form.

ELEMENT Listening and responding to music

TOPIC If I were a song …

MUSIC STRAND Listening and responding

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)

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• 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) ☑ ☑ MATHS STRAND Data

STRAND UNIT Representing and interpreting data

TOPIC Questionnaires and graphs based on outcomes of prompts on page 6

OBJECTIVES • Collect, organise and represent data using pictograms, block graphs, bar charts and bar-line graphs incorporating the scales 1:2, 1:5, 1:10, and 1:100. (page 82, Primary School Curriculum – Maths) • Read and interpret bar-line graphs and simple pie charts. (page 82, Primary School Curriculum – Maths) • Use data sets to solve and complete practical tasks and problems. (page 82, Primary School Curriculum – Maths)

ENGLISH STRAND Writing

ELEMENT Communicating

TOPIC Creative writing

LEARNING OUTCOMES: PURPOSE, GENRE AND VOICE • Engage with the writing of one piece over a period.

• Explain, justify and evaluate choices made while creating texts.

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

•

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Imagine the Impossible

Imagine t he Im po ss ib le

Page 7.

If I could have one wish, it would be ...

If I could make something impo ssible possible, I’d ...

STIMULUS

The world would be a better place if ...

Clip from the film He Named Me Malala, which chronicles the story of Malala Yousafzai who was shot by Taliban forces in Pakistan in retaliation for her activism for the education of girls in Pakistan. The class can discuss her actions in making the world a better place and imagining the impossible. Look online for John Lennon’s song ‘Imagine’.

If I could wave a magic wand, I’d ...

When I imagine the impossible, I imagine ...

I love to dream about ...

Someday, I hope ...

About Me

7 S

CURRICULAR LINKS GEOGRAPHY

MUSIC

SPHE

Explore the friendship circles of characters in novels such as Matilda by Roald Dahl or Shannon Harps

by Peter Regan.

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

Create friendship trees or circles of friends using individual hand prints; these can be completed at whole class level or in groups.

STRAND UNIT People and other lands

TOPIC Pakistan

GEOGRAPHY STRAND Human environments

OBJECTIVES • Study some aspects of the environments and lives of people in one location in Europe and one location in another part of the world • foods and farming work • work and work-places • similarities to and contrasts with Ireland. (page 56, Primary School Curriculum – Geography)

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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 ‘Imagine’.

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) • 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)

SPHE STRAND Myself and the wider world

STRAND UNIT Developing citizenship

TOPIC Issues in the world that the children would like to change

OBJECTIVES • 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) • Examine how justice, fairness and equality may or may not be exemplified in a community. (page 50, Primary School Curriculum – SPHE) • Examine the traditional roles that may be assigned to boys and girls in school because of their gender and become aware of ways of counteracting this stereotyping. (page 49, Primary School Curriculum – SPHE)

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Languages I Speak

L an

Page 8.

guages I Spe ak

Hello!

STIMULUS

Dzień dobry!

Look online for a video of the four-year-old Russian girl who speaks seven languages.

Use this as a stimulus for discussion about different languages spoken by children in the class.

Dia Dhuit!

8

About Me

S

CURRICULAR LINKS GEOGRAPHY/ GAEILGE/ENGLISH

MUSIC

HISTORY

Explore the languages spoken in the class and the countries in which they are spoken in today. Create language walls and labels throughout the classroom.

Explore popular songs sung in different languages, for example ‘Let it Go’ from Frozen or ‘How Far I’ll Go’ from Moana.

Explore the history of communication; oral, written, painting, symbols and technology.

SPHE Explore non-verbal languages such as Irish Sign Language (ISL) and the potential challenges facing children who use them.

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GEOGRAPHY STRAND Human environments

STRAND UNIT People and other lands

TOPIC Exploring language

OBJECTIVES • Begin to develop a sense of belonging to local, county, national, European and global communities. (page 56, Primary School Curriculum – Geography) • Study some aspects of the environments and lives of people in one location in Europe and one location in another part of the world – languages. (page 56, Primary School Curriculum – Geography) GAEILGE SNÁITHE Teanga ó bhéal

GNÉ Fiosrú agus úsáid

TÉAMA An scoil

TOPAIC Teangacha TORTHAÍ FOGHLAMA: TEANGA A ÚSÁID GO SPRAÍÚIL AGUS GO CRUTHAITHEACH • Úsáideann an páiste stór focal éagsúil ó fhoinsí éagsúla chun smaointe a leathnú agus níos mó mionsonraí agus éifeachta a chur leo.

• Úsáideann an páiste teanga fháthchiallach ionas go mbeadh tionchar ar leith ag téacs ó bhéal ar éisteoir.

ENGLISH STRAND Oral language

ELEMENT Exploring and using

TOPIC Interviews with members of the community

LEARNING OUTCOMES: PLAYFUL AND CREATIVE USE OF LANGUAGE • Uses a range of vocabulary from different sources to extend ideas and add more detail and effect.

• Uses figurative language so an oral text has particular impact on a listener.

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MUSIC STRAND Listening and responding

STRAND UNIT Listening and responding to music

TOPIC Multilingual music

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 (recordings or live performances), giving preferences. (page 50, Primary School Curriculum – Music) HISTORY STRAND Continuity and change over time

STRAND UNIT Communications

TOPIC Communications and language

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) SPHE STRAND Myself and the wider world

STRAND UNIT Developing citizenship

TOPIC Communications and language

OBJECTIVES • 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) • Explore some of the issues and concerns in the local or national community. (page 50, Primary School Curriculum – SPHE) 42

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Wow! To Be ME!

I’m proud of ...

I’m proud of ...

Page 9.

! To Be ME !

Wow

People love when I ...

STIMULUS What makes me unique is ...

Look online for a video of WOW Factor Sports. Watch the video and talk about what gives each child his/her own WOW factor.

My ‘wow’ facto r is ...

Three ‘wow’ word s to describe me ...

One thing I’d never change about myself is ...

About Me

9 S

CURRICULAR LINKS ENGLISH (OL)

PE

SPHE

Look online for the poem ‘I’m Glad I’m Me!’ by Susan Munguia. Read and resond to the poem.

Prepare a short and simple dance routine inspired by the video that expresses one’s uniqueness.

Explore the importance of uniqueness and celebrating difference and individuality.

MUSIC Compose a personal theme tune.

ENGLISH (OL) STRAND Oral language

ELEMENT Exploring and using

TOPIC Discussion of the poem

LEARNING OUTCOME • Conveys personal interpretation of text.

• Discusses and explores viewpoints of the poet.

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PE STRAND Dance

STRAND UNIT Exploration, creation and performance of dance

TOPIC WOW! routine

OBJECTIVES • Create, practise and perform dances showing a clear beginning, middle and end. (page 40, Primary School Curriculum – PE) • Explore and communicate through body movements a range of moods and feelings. (page 40, Primary School Curriculum – PE) • Show increased poise, balance, control and co-ordination while moving and stopping. (page 40, Primary School Curriculum – PE) SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC Celebrating uniqueness

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

STRAND UNIT Improvising and creating

TOPIC Personal anthem

OBJECTIVES • Invent and perform simple musical pieces that show a developing awareness of musical elements. (page 58, Primary School Curriculum – Music)

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Over the years I’m getting better at …

Page 10.

STIMULUS

Ov

ar s I’m getting he ye bett er t er Som bet ethin ter gI a at is ... m get ting

Look online for the video ‘Kitten Time Lapse – 12 Weeks to 1 Year Old’. Watch the video and talk about what has changed for the children in the past year and what might change in the next 12 months. The emphasis can be on achievements of the past 12 months and goals for the coming year.

So su me of ccee thin g th d e y in I h ea by ope r is th to ... e en d

It ch hin ye ang k w ar ed ha is o t ... ver has th e

10

at

...

So me th a th las t I c ing t y ou I c ea ldn an r is ’t do no ... do w

T

h be e b las twe igge t y en st ea m dif r is e n fer ... ow enc an e d

In to the fu be be ture tte r a I hop t .. e .

About Me

S

CURRICULAR LINKS GAEILGE

SPHE

MUSIC / ENGLISH / ART

Scéal: Oísín i dTír na nÓg. Look online for the animated short film based on the story, directed

by Fursy Teyssier.

Explore the changes that occur as the children grow older, including the new opportunities and responsibilities.

Listen to the song ‘When I’m 64’ by the Beatles. Explore what the children think life will be like when they are 64. They can respond through art or writing. This song can be also be used as the main stimulus.

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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.

SPHE STRAND Myself

STRAND UNIT Growing and changing

TOPIC Changes over 12 months

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) • Recognise how independence and responsibilities are continually increasing. (page 41, Primary School Curriculum – SPHE)

MUSIC STRAND Listening and responding; Performing

STRAND UNIT Listening and responding to music; Song singing

TOPIC ‘When I’m 64!’

OBJECTIVES • Discover the different kinds of sounds that the singing voice and the speaking voice can make. (page 48, 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 Oral language

ELEMENT Communication

TOPIC Respond to the song.

LEARNING OUTCOME: ENGAGEMENT • Enjoys using own style of writing in a range of genres; drawing on figurative language and creating vivid images to impact on a reader, and discusses and shares their work.

ART STRAND Clay

STRAND UNIT Developing form in clay

TOPIC Statues: When I’m 64

OBJECTIVES • Make sturdy figures in clay using the medium expressively and with imaginative detail from stories and poems, songs, music, drama. (page 54, Primary School Curriculum – Art)

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Part 1

CURRICULAR LINKS FOR MY STRENGTHS

My Ladder of Strengths Page 12.

My

L adder of S tr eng

t hs

STIMULUS Look online for ‘The Lion and the Mouse’ by BYU Animation. This is an animation of the classic Aesop’s Fable. In the story the lion underestimates the value of the mouse, whom he believes to be weak. Highlight that everyone has different strengths even if they are not as obvious as that of the lion. Discuss the children’s strengths.

D ar

ing?

Careful

12

?

My Strengths

S

CURRICULAR LINKS ENGLISH

SPHE

ART

Read the story and map the different strengths demonstrated by the characters. Discuss which strengths the children believe are more important and which ones they would like to have themselves.

Discuss the strengths the children have and the importance of believing in one self.

In groups, construct a ladder of strengths.

The children can label each rung to reflect their individual strengths.

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ENGLISH STRAND Reading

ELEMENT Exploring and using

TOPIC Discussion of the story

LEARNING OUTCOMES: PURPOSE, GENRE AND VOICE • Identify and discuss features of a text which convey a particular purpose.

• Infer meanings which are not explicitly stated.

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) • Recognise, describe and discuss individual personality traits, qualities, strengths, limitations, interests and abilities. (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)

ART STRAND Construction

STRAND UNIT Making construction

TOPIC Ladders of strength

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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What Others See in Me Page 13.

Wh

er at O th s See in Me

STIMULUS Look online for Ed Sheeran’s song ‘Perfect’.

Listen to the song and explore what the singer expresses about the mystery girl in the song.

Discuss what others might see in us that we may not see ourselves.

My Strengths

13 H

CURRICULAR LINKS MUSIC

GAEILGE

SPHE

Listen and respond to ‘Perfect’ and learn the lyrics of the song.

Amhrán ‘Perfect’ as Gaeilge (Togha).

Introduce a compliment wall for the children and allow them to learn how others perceive them. The children can anonymously post to the wall using sticky notes.

STRAND UNIT Listening and responding to music; Song singing

TOPIC ‘Perfect’

MUSIC STRAND Listening and responding; Performing

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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) • Sing from memory a widening repertoire of songs with increasing vocal control, confidence and expression. (page 52, Primary School Curriculum – Music) • GAEILGE SNÁITHE Teanga ó bhéal

GNÉ Fiosrú agus úsáid

TORADH FOGHLAMA: ATHINSINT AGUS MIONLÉIRIÚ • Athrá a dhéanamh ar dhánta, ar rannta agus ar amhrán gearr Gaeilge, agus freagairt dóibh le geáitsí/focail.

• SPHE STRAND Myself and others

STRAND UNIT My friends and other people

TOPIC Compliments Wall

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) • Give and receive compliments and constructive criticism in different situations. (page 48, Primary School Curriculum – SPHE)

•

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What Ties Me Together Page 14.

W

STIMULUS

ha

t

T

Me ies

e To g e t h r

Look online for a video of the song ‘This is Me’ (Gaeilge: ‘Seo mar atáim’) from the movie The Greatest Snowman.

ily Fam

?

Music ?

Fill in the loops with the thing s that are impo rtant to you.

14

My Strengths

S

CURRICULAR LINKS MUSIC

SCIENCE

ENGLISH

Listen and respond to the song ‘This is Me’.

While the focus of the page is on character traits that make up each individual, this can also be used as a stimulus to explore what physically links our body together, for example, the respiratory system.

Re-read the poem ‘I’m Glad I’m Me!’

by Susan Munguia.

Respond orally, in writing and through art to illustrate what the children believe makes them unique.

STRAND UNIT Listening and responding to music; Song singing

TOPIC This is me.

MUSIC STRAND Listening and responding; Performing

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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) • Sing from memory a widening repertoire of songs with increasing vocal control, confidence and expression. (page 52, Primary School Curriculum – Music)

SCIENCE STRAND Living things

STRAND UNIT Human life

TOPIC Human systems

OBJECTIVES • Become aware of and investigate breathing. (page 61, Primary School Curriculum – Science) • Become aware of the names and structure of some of the body’s major external and internal organs. (page 61, Primary School Curriculum – Science)

ENGLISH STRAND Reading

ELEMENT Exploring and using

TOPIC Poem

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

• Use strategies to engage with the text.

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My Maze of Strengths, My Strengths That Are Getting Stronger Pages 15–16.

M

y

M

az

e

S tren of

gths That Are Getti ng S Stren My tro ng er

gths

Frie nd l y?

Be

ths outside the maze. gh Write your streng your strengths throu Draw a line from . the maze to ‘I am’

16 My Strengths

15

ing

ful? help

Ma ki n

I am

g

a

rt? effo od go

My Strengths

S

S

STIMULUS Read the story ‘The Shepherd’s Dog’ by James Hogg (see adaptation, page 163). Explore the different strengths portrayed in the story. Discuss with the children what strengths they possess, what strengths they value and what strengths they would like to develop. Perhaps identify how this development could be achieved.

CURRICULAR LINKS ENGLISH

PE

Read and respond to the story ‘The Shepherd’s Dog’.

Build a ‘maze’ in the form of an obstacle course. Highlight the development of strengths such as teamwork, communication and leadership. The children can work in groups to make it through the course; each child may

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have one disadvantage, e.g. blindfolded, use of one arm, can only move backwards, must be connected to another child. This can help the children to realise how many different strengths they have even when faced with adversity or obstacles.

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MUSIC

HISTORY Identify key historical figures studied in the course of the year such as Nano Nagle, Setanta and

Marco Polo. Identify the strengths these characters exhibited and how the strengths impacted their lives.

Listen and respond to the uplifting song ‘Stronger’ (What Doesn’t Kill You) by Kelly Clarkson.

ENGLISH STRAND Reading

ELEMENT Exploring and using

TOPIC Talk about the story and the strengths of its characters.

LEARNING OUTCOMES: PURPOSE, GENRE AND VOICE • Identify and discuss features of a text which convey a particular purpose.

• Infer meanings which are not explicitly stated.

PE STRAND Outdoor and adventure activities

STRAND UNIT Outdoor challenges

TOPIC Maze of strengths

OBJECTIVES • Undertake an adventure trail. (page 45, Primary School Curriculum – PE) • Undertake simple co-operative (trust) activities. (page 45, Primary School Curriculum – PE) •

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HISTORY STRAND Story

STRAND UNIT Stories from the lives of people in the past

TOPIC Strengths

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)

MUSIC STRAND Performing

STRAND UNIT Song singing

TOPIC ‘Stronger’ by Kelly Clarkson

OBJECTIVES • Show greater control of pulse (steady beat) and tempo while singing wellknown tunes. (page 52, Primary School Curriculum – Music) • Understand the difference between beat and rhythm. (page 52, Primary School Curriculum – Music) • Perform familiar songs with increasing understanding and control of pitch (accurate intervals) and extended vocal range. (page 52, Primary School Curriculum – Music)

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Part 1

CURRICULAR LINKS FOR MY WORLD

If I could be a famous person, I’d be …

Page 20. coul If I

STIMULUS

d be a famous per I’d be ... son

,

Listen to the song ‘I Wanna Be Like You’ from The Jungle Book movie and discuss why the monkey wishes to be human. Identify who the monkey looks up to and by whom he is influenced. Ask the children who influences them in their lives and why.

Look online for the NHS anti-smoking video which uses the same song. Ask the children to identify the positive and negative influences in the video. Discuss that not all behaviours are ones that they should imitate.

Identify positive traits and negative traits of role models.

20

My World

S

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CURRICULAR LINKS SPHE

ENGLISH

DRAMA

Explore the role of media in influencing our lives. Identify famous people or ‘social influencers’ whom the children may be influenced by.

Discuss the manner in which their portrayal may be distorted by media tools such as Photoshop. Debate whether famous people are positive models for children.

Write letters to people of importance in the children’s lives. Letters can be sent if the role models are local.

Ask the children to imagine life as a famous actor or singer. The children can perform short scenes of the positive aspects of their lives. The children should again reflect and discuss whether a life of fame would be an attractive one.

STRAND UNIT Media education

TOPIC Fame and social influencers

SPHE STRAND Myself and the wider world

OBJECTIVES • Explore and examine some issues that are frequently raised in the media, the way they are portrayed and the accuracy of these presentations. (page 51, Primary School Curriculum – SPHE) • Begin to explore some of the techniques that are used in marketing and advertising. (page 51, Primary School Curriculum – SPHE) • Explore the different ways in which information can be transmitted and learn to be discerning and selective about this information, with particular regard to language, behaviour, authenticity and attitudes. (page 51, Primary School Curriculum – SPHE)

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ENGLISH STRAND Writing

ELEMENT Exploring and using

TOPIC Letter to a famous person or hero

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.

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

STRAND UNIT Exploring and making drama; Reflecting on drama

TOPIC Fame

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) • Use the sharing of insights arising out of dramatic action to develop the ability to draw conclusions and to hypothesise about life and people. (page 29, Primary School Curriculum – Drama) • Learn, through drama, the relationship between story, theme and life experience. (page 29, Primary School Curriculum – Drama)

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Cloud Watching What can you see?

Pages 22–23.

Cloud W

What c atch an yo ing u se e

g tchin Wa y o u s e e ? d n ou ca

Cl hat

?

W

the clouds. the clouds or using Write or draw in

My World 22

My World

23 S

S

STIMULUS Look online for the short film ‘Partly Cloudy’ from Pixar and explore the imaginative role of the cloud. Discuss what the children see and imagine when they look at the clouds.

CURRICULAR LINKS ENGLISH

ART

GEOGRAPHY

Read the poem ‘Clouds’ (page 165) and reflect on the poet’s account of spending time watching clouds pass by. Weather permitting, go outside and ask the children to discuss what they are imagining as they watch the clouds pass by.

Building on the movie clip and the poem, ask the children to draw what they imagine when they are cloud watching.

Explore the role of clouds as part of an overall study of weather; for example, their role in the water cycle.

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ENGLISH STRAND Oral language

ELEMENT Exploring and using

TOPIC Discussion of the poem

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

• Discusses and explores viewpoints of the poet.

ART STRAND Paint and colour

STRAND UNIT Painting

TOPIC Imaginative clouds

OBJECTIVES • Make paintings based on recalled feelings and experiences, exploring the spatial effects of colour and tone, using overlapping, and with some consideration of scale. (page 50, Primary School Curriculum – Art) • Express his/her imaginative life and interpret imaginative themes using colour expressively. (page 50, Primary School Curriculum – Art) • Discover colour in the visual environment and become sensitive to colour differences and tonal variations through colour mixing. (page 50, Primary School Curriculum – Art)

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GEOGRAPHY STRAND Natural enviroments

STRAND UNIT Weather, climate and atmosphere

TOPIC The role of clouds

OBJECTIVES • Use analysis of weather recordings to begin to associate simple descriptions of clouds, amount of cloud cover, wind direction and other conditions with particular types of weather; make and test weather predictions. (page 58, Primary School Curriculum – Geography) • Use simple equipment to observe and record weather phenomena. (page 58, Primary School Curriculum – Geography) • Develop some awareness of weather and climate patterns and their relationship with plant, animal and human life in some environments in other parts of the world. (page 58, Primary School Curriculum – Geography)

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My Dream Getaway Page 26.

M

y

Dr

eam

Getaway

STIMULUS Look online for a video of the ‘Oh, the Places You’ll Go!’ by Dr Seuss. Listen to the story and discuss the author’s message about endless opportunities. Discuss with the children their favourite places and why they love them so much. Explore where in the world the children would like to visit.

26

My World

S

CURRICULAR LINKS GEOGRAPHY

ENGLISH

MATHS

In groups, explore and research places the children would like to go, whether in Ireland or abroad. The children can present their research in the form of a project or brochure as linked with English.

The children could design an advertisement or brochure for their chosen destination, explaining why it is their dream getaway.

Using different websites, the children can try to plan a visit to their chosen location. The children will need to work out the distance, times for travel as well as cost. This can be presented as part of the brochure or project.

ART

HISTORY

As part of project/brochure, the children can design artwork to reflect their dream getaway.

As an alternative, the children could focus on places from the past, for example, Ancient Greece or Tír na nÓg.

•

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GEOGRAPHY STRAND Human enviroments

STRAND UNIT People and other lands; County, regional and national centres

TOPIC Dream getaway

OBJECTIVES • Study some aspects of the environments and lives of people in one location in Europe and one location in another part of the world. (page 56, Primary School Curriculum – Geography) • Become familiar with the location and names of urban areas in the county, some of their important buildings, factories and other features. (page 56, Primary School Curriculum – Geography)

ENGLISH STRAND Writing

ELEMENT Communicating

TOPIC Brochure

LEARNING OUTCOMES: ENGAGEMENT, MOTIVATION AND CHOICE • Further develop and demonstrate an individual voice to share their thoughts, experiences and knowledge.

• Researches and chooses content to write about less familiar topics and selects appropriate presentation formats to share their writing.

• Enjoys using own style of writing in a range of genres; drawing on figurative language and creating vivid images to impact on a reader, and discusses and shares their work.

MATHS STRAND Measures

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STRAND UNIT Time; Length; Money

TOPIC Dream getaway

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OBJECTIVES • Solve and complete practical tasks and problems involving times and dates and the addition and subtraction of hours and minutes. (page 80, Primary School Curriculum – Maths) • Solve and complete practical tasks and problems involving the addition, subtraction, multiplication and simple division of units of length (m, cm, km). (page 76, Primary School Curriculum – Maths) • Solve and complete practical one-step and two-step problems and tasks involving the addition, subtraction, multiplication and simple division of money. (page 81, Primary School Curriculum – Maths)

ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC Dream getaway

OBJECTIVES • Express his/her imaginative life and interpret imaginative themes using inventive pattern and detail. (page 48, Primary School Curriculum – Arts) • 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 – Arts)

HISTORY STRAND Early peoples and ancient societies

STRAND UNIT Greeks

TOPIC Dream getaway

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

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Part 1

CURRICULAR LINKS FOR ABOUT SCHOOL

About School Page 27.

Ab

STIMULUS

ou

o t Sch ol

Poem: ‘The Rules That Rule The School’ by John Foster.

About School

27 S

CURRICULAR LINKS ENGLISH

GAEILGE

SPHE

Read the poem: ‘The Rules That Rule The School’

by John Foster.

Discuss words that rhyme, the language used, imagery and repetition in the poem.

An chlós. Déan cur síos ar na rudaí atá sa chlós agus cad a dhéantar sa chlós: gortaithe, talamh, ag ithe lóin, ag ól buidéal uisce, ag scipeál, ag imirt peile, ag imirt cispheile, ag spraoi.

The importance of rules in the school and classroom. Creating a class contract with classroom rules.

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ENGLISH STRAND Oral language

ELEMENT Understanding

TOPIC Rules in school

OBJECTIVES • Read the poem ‘The Rules That Rule The School’ aloud with actions.

• Describe the language used in the poem.

• Identify images and repetition in the poem.

GAEILGE SNÁITHE Teanga ó bhéal

GNÉ Cumarsáid

TÉAMA An scoil

TORTHAÍ FOGHLAMA • An foclóir a bhaineann leis an gclós a aithint.

• Cur síos a dhéanamh ar am lóin sa chlós.

• Comhrá a dhéanamh le páirtnéir faoi am lóin sa chlós.

SPHE STRAND Myself

STRAND UNIT Safety and protection

TOPIC Rules for the classroom

OBJECTIVES • Identify the importance of classroom rules.

• Select appropriate rules for the classroom.

• Create a class contract for these rules.

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My Style of Learning

My Style of Lea rning

Page 28.

Ring the star: Not like me

Mostly me

Definitely me

I work best when it is quiet

I like to keep worki ng on a project until it is finishe d

STIMULUS

I can work when there is noise in the classroom Sometimes I get frustrated with my work and I do not finish

Look online for Wassily Kandinsky’s painting Circles.

I like to move aroun d after I’m sitting for a while I like to work in a group or with a partner I like a challenge in learning

I try to be the first one finishe d I enjoy helping other pupils with their school work If I’m given somet hing to do, I alway s try to do it as well as possible When school work is hard, I usuall y give up I find I often make excuses

28

About School

S

CURRICULAR LINKS ART

MATHS

Looking and responding to Kandinsky’s art and learning about how he worked with colours and music. Recreating his circle art.

Exploring ways of problem-solving, using the RUDE strategy: Read, Underline, Draw, Estimate.

ART STRAND Paint and colour

STRAND UNIT Painting; Looking and responding

TOPIC Different ways of learning

OBJECTIVES • Describe the way Kandinsky creates his works.

• Identify different ways of creating art using paint.

• Recreate Kandinsky’s circle artwork.

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MATHS STRAND Number

STRAND UNIT Operations

TOPIC Ways of problemsolving

OBJECTIVES • Understand the steps of the RUDE problem-solving strategy.

• Use the RUDE to solve word problems involving addition, subtraction, multiplication and division.

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My Multiple Intelligences

ultiple Intellige nce My M

Page 29.

N atu

r e S ma

M usi

c Sma r

s

t

rt ber Sm Num ar

STIMULUS

x re Pictu Smar

Poem: ‘Billy McBone’ by Allan Ahlberg.

t

63+8

t

Word Smar t

S e l f Sm a r t

People Smar B o d y S ma r

t

t

Link your intell igences with the pie!

About School

29 S

CURRICULAR LINKS ENGLISH

SPHE

Read the poem aloud and identify favourite images, rhyme and rhythm in the poem.

Create a presentation on their favourite part of school.

Some children will pick music, others PE or Maths or English.

Encourage children to pick a specific area of these subjects.

ENGLISH STRAND Oral language

ELEMENT Understanding

TOPIC Everyone is different.

OBJECTIVES • Read the poem ‘Billy McBone’ aloud as a class.

• Identify rhyme, rhythm and imagery in the poem.

• Describe the qualities that Billy McBone’s friends see in him.

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SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC My favourite area of learning

OBJECTIVES • Identify a favourite area of learning.

• Create a presentation about a favourite area of learning.

• Present the reasons for choosing the favourite area of learning.

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About School

About School

Page 30.

STIMULUS Look online for a self-portrait of Vincent van Gogh.

30

Ring the perso n you like the most!

About School

S

CURRICULAR LINKS SPHE

ART

Create an acrostic poem based on the children’s names. Talk about their personality and talents.

Create a self-portrait, including items that are related to their personality and talents.

SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC My personal qualities

OBJECTIVES • Identify personal qualities and talents.

• Describe times when these qualities and talents have been displayed.

• Create an acrostic poem based on their name.

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ART STRAND Drawing

STRAND UNIT Making drawings; Looking and responding

TOPIC Self-portraits

OBJECTIVES • Look and describe Vincent van Gogh’s self-portrait.

• Identify aspects of Van Gogh’s personality from his portrait.

• Create a self-portrait.

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Characteristics I Like in My Friends Page 31.

Char

STIMULUS

acter istics I L ike in My F r ien

ds

generous encouraging

Friendship Flower

agreeable kind

suppor tive

caring

fun to play wit h

Good fr iend

a team player

qualities are .. . polite

respectful helpful there for you

Good Fri

1st

en d

sharing Link your good friend qualities to the friendship ring.

About School

(Second Class, Knockraha N.S., Co. Cork)

31 S

CURRICULAR LINKS SPHE

ART

Each child receives a petal for the friendship flower. A quality related to friendship is written on the petal and designed.

Create friendship bracelets.

SPHE STRAND Myself and others

STRAND UNIT My friends and other people

TOPIC The importance of friendship

OBJECTIVES • Name qualities associated with friendship.

• Understand the importance of having friends.

• Create a friendship petal for a friendship flower.

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ART STRAND Fabric and fibre; Construction

STRAND UNIT Creating fabric and fibre; Making constructions

TOPIC Friendship bracelets

OBJECTIVES • Describe the importance of friendship.

• Select appropriate threads and fabrics to create a friendship bracelet.

• Put the threads together to create the bracelet.

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Working With Others

Wo r k i n g W i t h O t h er

Page 32.

s

I help the group make decisions

I involve

STIMULUS

I make suggestion s

quieter members

Look online for the song ‘We Go Together’ from the film Grease.

and offer ideas

I listen attentively I co-operate with others

I talk with confid ence in the group

I try to understan d other points of view

What I do well ..............................

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

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

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

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

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

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

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

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

What I could do better .................... .............................. .............................. .............................. ..................... .............................. .............................. .............................. ............................

32

About School

S

About School

32 34

CURRICULAR LINKS MUSIC

DRAMA

Sing the song ‘We Go Together’ from the movie Grease.

Create a still image of a group working well together and a group not working well together.

MUSIC STRAND Performing

STRAND UNIT Song singing

TOPIC Working together

OBJECTIVES • Listen to the song ‘We Go Together’.

• Describe the fun that comes with working together.

• Sing the song ‘We Go Together’.

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

STRAND UNIT Co-operating and communicating in making drama

TOPIC Working well together

OBJECTIVES • Identify the importance of working together.

• Create a still image of a group working well together.

• Create a still image of a group not working well together.

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a My te

My Teacher

My Tea ch

ch

Page 33.

er

’s

er

n

am

...

....

....

te

a

er

is

go

od

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

use ..................

.....

....

....

...

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

.....

...

The

.......

Our

te

ac

r

he go

lik

es

be

st

al

em em ll r wi er

m

y

....

is

....

m

e

oo

ar

ssr

te ac he

ou rc las s

rh as

bec aus

ab

out

for

teach

n

s

y thing m

a Our cl

g hin

h My teac

ac A te

be r

.........

....

.....

....

is

...

e

...

yl

...

st

.....

hi

g

......

ac

Poem: ‘I Think my Teacher is a Cowboy’

by John Coldwell.

..

......

te

n

beca

.....

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

e

...........

My

My teacher’s

STIMULUS

ch

ing is ..............

......

les

so

..

us is ... ............. . . . . . . . . . . . . . . . . . .

e ...............................

....

About School

33 S

CURRICULAR LINKS ENGLISH Read the poem ‘I Think my Teacher is a Cowboy’ by John Coldwell and describe the imagery and repetition.

ENGLISH STRAND Oral language

ELEMENT Understanding

TOPIC Teacher humour

OBJECTIVES • Read the poem ‘I Think my Teacher is a Cowboy’ aloud.

• Identify the humour and repetition in the poem.

• Describe a favourite image in the poem.

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Awards I Think I’ve Earned This Year Page 34.

Aw

STIMULUS

ard

This cert

nk I’ve Ear n s I Thi ed T his Yea r

ificate is

proudly

d to presente

This cer

for

Poem: ‘Salute to the Olympics’ by Karen Lynn Whetra.

tificat e is pro

udly pre

sented

to

for

r scientist? pe Su

ce This

cate rtifi

te esen y pr oudl is pr

d to

This

cert

for

ifica te

is pr oudl y pr esen te

for

Outstanding or ga

This cer

e is pro tificat

udly

ted presen

d to

nis er ?

to This

for

cert

ifica te

is pr oudl y pr esen te

d to

for

Mo 34

st curious?

About School

H

CURRICULAR LINKS ENGLISH

PE

GEOGRAPHY / HISTORY

Children will read and discuss the poem ‘Salute to the Olympics’.

Mini-Olympics: Hurdles, throwing and relays.

Olympic countries: the children learn about the countries that have hosted the Olympics.

ELEMENT Communicating

TOPIC The Olympics

ENGLISH STRAND Oral language

OBJECTIVES • Read the poem ‘Salute to the Olympics’.

• Identify rhyming words.

• Describe their favourite image.

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PE STRAND Athletics

STRAND UNIT Running; Jumping; Throwing

TOPIC Mini-Olympics

OBJECTIVES • Throw a bean bag a short distance.

• Run and jump over hurdles.

• Engage in a relay.

GEOGRAPHY/HISTORY STRAND Human environments

STRAND UNIT People and other lands

TOPIC Olympic countries

OBJECTIVES • Name different countries where the Olympics have been held.

• Describe physical features of these countries.

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My School Profile

Class: Name:

Page 35.

My School Pro file Date: Time: OK

Lear ning Behavio urs

Good

Excellent

Shows effort

STIMULUS Quote: ‘Today you are you, that is truer than true. There is no one alive that is youer than you.’ Dr Seuss

Uses time effec tively Trea ts others with respect List ens and follo ws direction Par ticipates in disc ussions Wor ks indepen Designed by Sharo dently n Le

Able to wor k with others Asks questions when confused Follows school rules

Gear

Subject English

Music

Gaeilge

Dra ma

Mat hs

Art

Hist ory Geography Science I can improve at ...

PE SPH E Attenda nce

My signatur e..... ..............

Teac her...............

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

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

....

About School

35 S

CURRICULAR LINKS SPHE

GAEILGE

Discuss the quote from Dr Seuss.

Describe good qualities about myself and design a poster with these qualities in mind.

Mo phróifíl.

SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC Appreciating myself

OBJECTIVES • Explain what the Dr Seuss quote means.

• Describe good qualities about themselves.

• Design a poster displaying these qualities.

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GAEILGE SNÁITHE Scríbhneoireacht

GNÉ Ag fiosrú agus úsáid

TÉAMA Mé féin

TORTHAÍ FOGHLAMA • Déan cur síos orm féin.

• An foclóir a bhaineann liomsa.

• Mo phróifíl féin a scríobh.

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Schoolwork I’m Proud Of S

Page 36.

ch

oo

o lw

rk

ud Of I ’ m Pr o

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

36

About School

S

CURRICULAR LINKS ENGLISH

ART

Pick a favourite piece of writing and publish it on the 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.

• Edit the piece of writing.

• 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.

• Describe anything that could have been done differently.

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Schoolwork I Find Difficult Page 37.

Sc

hoo

lwor k I Find D iffi cu

lt

STIMULUS Look online for a selection of free dingbats (e.g. quizmasters.biz).

About School

37 S

CURRICULAR LINKS ENGLISH

MATHS

Discuss and solve dingbats in groups.

Engage in number problemsolving based on real-life scenarios in the supermarket.

ENGLISH STRAND Oral language

ELEMENT Communicating, Understanding

TOPIC Solving challenging word problems

OBJECTIVES • Understand what a dingbat is.

• Work in groups to solve these dingbats.

• Communicate to the class how the dingbat was solved.

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MATHS STRAND Number

STRAND UNIT Operations: all

TOPIC Problem-solving

OBJECTIVES • Discuss problem-solving in the supermarket.

• Work in pairs to problem-solve in the supermarket.

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Memorable School Moments M

Page 38.

em

o

b ra

le

Sch

ool Moments

STIMULUS Photo montage from the class of school events during the school year.

38

About School

S

CURRICULAR LINKS ENGLISH

ART

Children discuss different events from the school year, picking out their favourite memories and describing them.

Children draw a picture of their favourite memory of the school year and write a report about this event.

ENGLISH STRAND Oral language

ELEMENT Communicating

TOPIC Memorable moments from the school year

OBJECTIVES • Look at a photo montage of the school year.

• Describe memorable moments from the school year.

• Describe a favourite school memory from the year.

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ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC My favourite school memory

OBJECTIVES • Select a favourite memory from the school year.

• Draw a picture of the favourite memory from the school year.

• Write a paragraph about the favourite memory.

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My Ideal Timetable

My

Page 39.

Time

STIMULUS

da on M

Look online for the video ‘My Ideal School Timetable’.

Ideal Timeta

ble

Complete the timet able for your ideal school day.

y

y da es Tu ay sd ne ed W

Th

Fr

ur

ay sd

ay id

Drama

Lunchtime

About School

39 S

CURRICULAR LINKS ENGLISH

ENGLISH

Watch the video of a child’s ideal timetable. Discuss with the children what might be similar or different in their own timetable.

Create an ‘ideal’ timetable.

Create a poem entitled:’ If I were a teacher …’

ENGLISH STRAND Oral language, writing

ELEMENT Communicating

TOPIC My ideal timetable

OBJECTIVES • Identify what they like and dislike about the video.

• Describe their favourite part of school.

• Create their own ideal timetable.

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ENGLISH STRAND Writing

ELEMENT Exploring and using

TOPIC Being a teacher

OBJECTIVES • Describe the role of a teacher.

• Identify the features of a poem.

• Write a poem entitled ‘If I were a teacher …’.

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School in 2050

School in 2050

Page 40.

STIMULUS A time capsule.

40

Can you imagine what school will Draw a picture be like in 2050 ? or write about it here.

About School

S

CURRICULAR LINKS ENGLISH

ART

The class will create a time capsule to be opened at the end of sixth class. A letter to their future selves will be written.

Create a self-portrait of a future self in the year 2050.

ENGLISH STRAND Writing

ELEMENT Communicating

TOPIC Time capsule and letter to myself

OBJECTIVES • Create a time capsule.

• Write a letter to a future self.

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ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC My future self

OBJECTIVES • Imagine aspects of the future.

• Draw a picture of the self in 2050.

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ATTENTION

LEARNING WAY

2

1

WEEK

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

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

•

•

•

• As above

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

•

LEARNING OUTCOMES FOR ATTENTION

WEEKLY SCHEME FOR MY LEARNING WAYS

Part 2

•

•

•

Brainstorm vocabulary and behaviours associated with being attentive.

Complete pages 42–43, My LID4.

Complete dialogue bubbles (page 150, TRB) – Let’s think about being attentive in class.

IMPLEMENTATION (30 MINS PER WEEK)

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As above

As above

As above

As above

As above

As above

3

4

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5

6

7

8

• •

•

• •

• •

•

• •

• •

•

Page 50, My LID4.

Use strategy logs for one or two afternoons, pages 154–156, TRB.

Page 48, My LID4.

Review strategy wheel 2, page 49. Place strategy wheel 2 in HW diary.

Attention games (paired activities). Choose from the selection on pages 110–127, TRB.

Page 47, My LID4.

Attention games. Choose from the selection on pages 110–127, TRB.

Page 45, My LID4.

Review strategy wheel 1, page 46. Place strategy wheel 1 in HW diary.

Use strategy logs for one or two afternoons, pages 154–156, TRB.

Page 44, My LID4.

Attention activities. Choose from the selection on pages 110–127, TRB.

Attention activities (whole class). Choose from the selection on pages 110–127, TRB. Three ten-minute sessions.

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As above

As above

As above

As above

As above

As above

As above

9

10

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11

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13

14

15

•

•

• •

• •

• •

•

•

• •

Complete dialogue bubbles (page 151, TRB) – Looking back at attention.

One class or group attention activity, pages 110–127, TRB. Encourage the children to create their own game or activity.

Place ‘blank’ strategy wheel in HW diary and complete.

Two ten-minute sessions of favourite attention activities and games, pages 110–127, TRB.

Pages 54–55, My LID4.

Use strategy logs for one/two afternoons, pages 154–156, TRB.

Review strategy wheel 3, page 52. Place strategy wheel 3 in HW diary.

Page 53, My LID4.

Attention games (paired activities). Choose from the selection on pages 110–127, TRB.

Attention activities (whole class). Choose from the selection on pages 110–127, TRB. Three ten-minute sessions.

Page 51, My LID4.

Attention games. Choose from the selection on pages 110–127, TRB.

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LEARNING BEHAVIOURS

LEARNING WAY

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17

16

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

•

•

•

Brainstorm vocabulary and behaviours associated with helpful learning behaviours.

Pages 57–58, My LID4.

Complete dialogue bubbles (page 152, TRB) – Let’s think about your learning behaviours.

IMPLEMENTATION (30 MINS PER WEEK)

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As above As above

As above

As above

As above

As above

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22

23

• •

•

•

• •

• •

•

• •

•

Page 64, My LID4.

Use strategy logs for one/two afternoons, pages 157–159, TRB.

Review strategy wheel 2, page 63. Place strategy wheel 2 in HW diary.

Learning behaviour activities (paired activities). Choose from the selection on pages 128–148, TRB.

Page 62, My LID4.

Learning behaviour activities. Choose from the selection on pages 128–148, TRB.

Page 61, My LID4.

Use strategy logs for one or two afternoons, pages 157–159, TRB.

Page 59, My LID4.

Review strategy wheel 1, page 60. Place strategy wheel 1 in HW diary.

Learning behaviour activities. Choose from the selection on pages 128–148, TRB.

Learning behaviour activities (whole class). Choose from the selection on pages 128–148, TRB.

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As above

As above

As above

As above As above As above As above

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25

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27 28 29 30

•

•

•

• •

• •

•

•

•

•

Complete dialogue bubbles (page 153, TRB) – Looking back at learning behaviours.

Small groups create an activity/task or game to promote helpful learning behaviours.

Two 15-minute whole-class learning behaviour activities, pages 128–148, TRB.

Page 70, My LID4.

Place ‘blank’ strategy wheel in HW diary and complete.

Pages 67–69, My LID4.

Learning behaviour activities (paired activities). Choose from the selection on pages 128–148, TRB.

Review strategy wheel 3, page 66. Place strategy wheel 3 in HW diary.

Learning behaviour activities (paired activities). Choose from the selection on pages 128–148, TRB.

Learning behaviour activities. Choose from the selection on pages 128–148, TRB. Page 65, My LID4.

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Section 7 CONCLUSION

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 fourth 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 LID4! 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 LID4 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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Notes

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Section 8 TEACHER RESOURCES

OVERVIEW OF LEARNING OUTCOMES

102

MY LID SUPPORTING SCHOOL SELF-EVALUATION

104

OTRs: OVERVIEW OF STICKERS

106

OVERVIEW OF CLASS ACTIVITIES TO SUPPORT THE DEVELOPMENT OF MY LEARNING WAYS, LID4 YEARLY PLAN

108

SUPPLEMENTARY ACTIVITIES FOR THE DEVELOPMENT OF LEARNER DISPOSITIONS

110

COMMERCIAL GAMES THAT SUPPORT MY LEARNING WAYS

160

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

161

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My Learner ID My Learner ID4

LEARNER LEARNER PONSIBILIT Y VOICE RES 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

M

Peer-Assessment Checklists

Y

RN A E L

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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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.

ARNER

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.

D

I

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 5

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.

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My Learner ID SUPPORTING SCHOOL SELF-EVALUATION

CHRONICLE OF LEARNER AT TRANSITION POINTS

LEARNER DISPOSITIONS

LEARN VOIC

M

10

TOOLS FOR LEARNING –9 How to Learn

LIFELONG LEARNING

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Y

R A E L

8

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

11

7

INCLUSIVE – FOR ALL LEARNERS

6

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1

ARNER VOICE

ARNER

I

LEARNER VOICE LEARNER RESPONSIBILITY LEARNER OWNERSHIP

D

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

What do I already know?

What do I want to know?

M

Start Ups

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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Y

If?

R LEA

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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9 Spoons

8 You Name It!

7 Secret Codes

6 Anagrams

5 Colouring by Numbers/ Letters

4 Spot the Differences

3 Magic Sounds

2 Copy My Clap

1 Hidden Pictures

ATTENTION

LEARNING WAY

•

• • •

•

INDIVIDUAL

• • • • • • • • •

PAIRED

•

• • • • • • •

• • • • • •

GROUP/STATION WHOLE CLASS

Overview of class activities to support the development of My Learning Ways, LID4 Yearly Plan

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

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LEVEL OF DIFFICULTY

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10 Classroom Contract

7 Learning Strategy Scenarios 8 The Eight-Step DecisionMaking Process 9 Classroom Rules – What is important?

6 What Would You Do?

5 What Respect Means To Me

4 Behaviour Comic Strips

3 Stop and Think

2 Responsibility

1 Classroom Rules

LEARNING BEHAVIOURS/ MINDSETS

LEARNING WAY

INDIVIDUAL

• • • •

• • •

• •

•

• •

GROUP/STATION WHOLE CLASS

• •

PAIRED

✯✯

✯✯

✯✯ ✯✯✯

✯✯ ✯✯✯

✯✯ ✯✯✯

✯✯

✯✯

✯✯

✯✯

✯✯

✯ ✯✯ ✯✯✯

LEVEL OF DIFFICULTY

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Attention ACTIVITY 1

Learning tool: Attention Title: Hidden Pictures Activity objective: To find a list of objects hidden in a picture in a specified amount of time.

Procedure: The children can work in pairs or individually to try to find a list of objects hidden in a picture in one minute.

Materials and preparation: Worksheets (one per child), timer.

Recommendations: Introduce the activity by briefly explaining what the objective is. The class will be challenged to work against the one-minute visual timer on the interactive white board (IWB) to find all of the objects on a list (displayed on the IWB). The objects are hidden in the child’s picture.

Advice: The difficulty of this activity may be differentiated by increasing or decreasing the time awarded to the children in finding the objects in their picture.

Also, instead of displaying the list of objects to be found on the IWB, you may read them aloud and the children are to try and remember the images that are to be found within their pictures.

Resources: Look online for Hidden Picture Puzzles on the Education World website (Highlights Work Sheet Library).

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Attention ACTIVITY 2

Learning tool: Attention Title: Copy My Clap Activity objective: To listen to and, in turn, repeat a clapping sequence successfully.

Procedure: The class sit in a horseshoe or in a circle. The teacher claps or drums a short sequence, e.g. claps/drums three times, or claps/drums twice quickly then slightly pauses and claps/drums twice again. Each child repeats the clapping sequence.

Materials and preparation: Drum (optional).

Recommendations: Organise the class in a circle or horseshoe shape. Explain to the class that you are going to clap a sequence and that each child will repeat the sequence. Conduct a few practice turns. Then begin the game by clapping a sequence, e.g. clap four times or clap twice followed by two clicks. The child to your left copies the sequence, the next child claps the sequence, and so on until everyone in the class has clapped it.

Advice: This activity can be changed in number of ways, for example: • Perform an action or make a noise, e.g. hop, click or yawn. The child on your left has to copy your action/noise and add an action or noise of their own. The child on their left has to copy the two actions/noises and add one more. Each child copies the actions/noises and adds another one – see if you can get a round the whole class before someone forgets! (This can also be performed in smaller groups around the classroom.)

• Perform a sequence of actions or noises, e.g. touch your head, turn around, touch the floor, clap, stamp your feet. When you say ‘Go!’ the children copy you.

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Attention ACTIVITY 3

Learning tool: Attention Title: Magic Sounds Activity objective: To perform an action every time you hear a particular sound.

Procedure: Introduce a magic sound, e.g. ‘s’. Every time the children hear you say the magic sound, e.g. ‘s’, they have to stand up (clap/stamp their feet, etc.) or tick a piece of paper.

Materials and preparation: Pen and paper (optional), list of words (for teacher to call out).

Recommendations: Introduce the lesson by explaining to the class what the game is about. Explain to the children that each time they hear the focus sound, e.g. ‘s’, they must place a tick on their sheet of paper.

Advice: The difficulty of the game can be changed. See below: This is easy: Silently count to five then say ‘s’. Do this at least four times (leaving shorter or longer pauses depending on the group). Or hum a tune for at least five seconds and then say ‘s’ (humming increases the anticipation).

This is harder: Say at least five other speech sounds before you say ‘s’. For example, b, t, k, w, d, s. Repeat this at least four times. It is harder for children to hear ‘s’ if you say similar speech sounds, e.g. f, sh, v, z. For example, say the following sounds: b k d m p s w t g l ch s sh n h f b dg s p k t ch d s.

This is even harder: Ask the children to listen for animals that start with ‘s’ (or food/clothes/names/transport, etc. that start with ‘s’; use key words from class topics if you can.) As above, say at least five words that start with different speech sounds before you say one that starts with ‘s’, e.g. cat, donkey, duck, pig, dog, seagull. (This activity is harder if the words contain ‘s’ in any word position, e.g. walrus (at the end of the word), ostrich (in the middle). For example, say whale, eel, dolphin, penguin, seal, chicken, duck, goose, cuckoo, turkey, seagull, worm, ladybird, bee, snail, donkey, sheep, horse, cow, dog, squirrel.

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Attention ACTIVITY 4

Learning tool: Attention Title: Spot the Differences (Barrier Game) Activity objective: To identify the differences between two images without seeing both images.

Procedure: This is designed for pair work. One partner has picture A, the other has picture B. Taking turns, they ask each other the questions and write down their answers. From their answers they try to identify what are the differences between the images.

Materials and preparation: Image A and image B (for each pair), timer on IWB. Recommendations: Introduce the lesson by explaining to the class what the game is about. Practise with the class how to ask questions about an image by displaying a picture on the IWB. Divide the class into pairs and ask them to sit back-to-back. Distribute the picture cards to each pair and set a timer of three to four minutes for the each pair to ask and answer questions on their images.

When the timer rings, allow each pair two minutes to compare their answers and work out what the differences are between their images (remaining back-toback). Finally, allow the children to turn to each other after the two minutes are up and confirm whether or not they had identified the correct differences between the two images.

Advice: This activity can also be played by children individually (just omit the question boxes from the image cards).

Resource: Spot the Differences paired activity sheet

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Spot the Differences Picture A Your partner has a similar picture to you. Find the five differences by asking these questions: 1) What time is it on the clock?

2) What is the father reading?

3) Is there toast in the toaster?

4) Is the mother holding a cup in her hand?

5) How much of the sandwich is eaten?

6) Is the family drinking tea or coffee?

7) What is on the windowsill?

8) What is the mother wearing?

9) How many utensils are in the jar beside the bottles?

10) How many cups can you see?

Picture B Your partner has a similar picture to you. Find the five differences by asking these questions: 1) What time is it on the clock?

2) What is the father reading?

3) Is there toast in the toaster?

4) Is the mother holding a cup in her hand?

5) How much of the sandwich is eaten?

6) Is the family drinking tea or coffee?

7) What is on the windowsill?

8) What is the mother wearing?

9) How many utensils are in the jar beside the bottles?

10) How many cups can you see?

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Attention ACTIVITY 5

Learning tool: Attention Title: Colouring by Numbers/Letters Activity objective: To follow a strict colour code to colour an image and then work in a team to piece together an image and uncover a hidden picture.

Procedure: Each child is given a jigsaw of an image to colour. They must then work in their group to try to piece together their coloured jigsaw pieces to create one whole image and then uncover the hidden picture (within the image).

Materials and preparation: Different picture for each group – cut up each colouring sheet into jigsaw pieces (one piece for each child), colour coding card (with letters/numbers and the corresponding colours to be used to colour each group’s picture), visual timer.

Recommendations: Briefly explain what the activity is about and what the children are to do in their groups. Distribute a jigsaw piece to each child along with a colour coding card to each group so that they know how they are to colour their jigsaw piece. Put a timer of three minutes on the IWB to allow the children to colour their jigsaw piece. Stop the timer and make sure that every group is ready to proceed.

Then start the timer again and allow each group to work together to piece together their jigsaw correctly. Once a group is finished they must cellotape their image together and one representative brings the image to the teacher at the top of the class to display on the board. Once every group is finished, confirm whether or not each image was pieced together correctly.

Advice: This activity can also be completed independently by each child. Also, make sure that every group gets a different image to colour to avoid copying.

Resources: Colour by Numbers/Letters worksheets.

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Colour by Numbers

1

2

Blue 4

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Pink

Green 5

3

Yellow

Brown

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Colour by Letters

G

Green B

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L

Brown

Light Blue Y

Yellow

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Attention ACTIVITY 6

Learning tool: Attention Title: Anagrams Activity objective: Work against the clock to create new words by rearranging the letters in the focus word.

Procedure: The children work on their own to create new words by rearranging the letters in the focus word in 2 minutes 30 seconds. They must converse with their group members to construct a list of all the words they created from the focus word. A tally will be made to count the number of words created by each group.

Materials and preparation: A4 sheet of paper (for each group to make a list), roughwork paper for each child to create their own list of words, list of anagram words.

Recommendations: Briefly explain what the activity is about. Play a sample game by displaying a focus word and inviting the class to share the words they can see within the focus word. To begin, display the focus word on the board and set a timer of 2 minutes 30 seconds for each child to write a list of words that they can make from the focus word. They do not have to use every letter for every new word they make. Re-set the timer to 2 minutes and allow the teams to work together to nominate a writer and make a list of all the new words the group members made. Allow time for each group to share the total number of words they made and make sure that each word is a genuine word! Keep a tally on the board to keep track of the group who makes the most amount of new words in each round.

Advice: As an extension activity, invite the class to suggest additional words that they could use as anagrams. To challenge the children even further, reduce the amount of time that each child has to analyse and make new words from the focus word.

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Attention ACTIVITY 7

Learning tool: Attention Title: Secret Codes Activity objective: To compose a secret message for a peer using alternative codes and to crack a coded message received from a peer.

Procedure: Each child will make his/her own coding wheel and construct a message for a peer using the coding wheel. They will also try to crack a coded message written by a different peer.

Materials and preparation: Secret code worksheet (one for each child), message sheets (one per child), clips (one for each child – to keep the coding wheel together), scissors.

Recommendations: Briefly explain what the activity is about. Explain that each child will make his/her own coding wheel which they will then use to compose a message for a peer. That peer must be someone in their group who is not sitting beside them. Allow each child to pick a peer and make sure that every child chooses someone different to write to. Use a step-by-step modelling approach to explain to the class how to make their coding wheels and how to use them.

Distribute materials to each child. Once the children have made their coding wheels, distribute a message sheet to each child and ask them to write a minimum of three sentences in five minutes. Ask each child to give their message to a peer and allow time for each child to crack their secret messages. Give extra time for each child to converse with the peer who gave them the message to confirm whether or not they cracked the code successfully.

Advice: For ease of classroom management, you may choose who each child is to write for. In addition, a more difficult coding wheel can be made by more capable children which includes symbols instead of letters.

Resources: Secret Code worksheet and message sheet.

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Instructions Your students will love these secret code wheels! There are two versions for you to choose from. The one with the symbols is fun and ideal for younger children.

The one with all the letters is a little more challenging. Print the secret code wheel of your choice onto coloured card and secure together with a paper clip.

The following worksheet is perfect for writing a secret message to a friend or classmate. Just make sure to tell your friend which letter to line up with which symbol (or letter) so they can decipher the secret code correctly!

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A Secret Message To: ______________________________________ From: ___________________________________

To read this message, line up ______________ with ____________.

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The Re al

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e• S e Cod cr et

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Attention ACTIVITY 8

Learning tool: Attention Title: You Name It! Activity objective: To respond to questions in the quickest time.

Procedure: The children work in pairs for this activity. They will be given a question card and one person will ask the questions and the other will answer. They will be given a timeframe of one minute to answer as many questions as possible.

Materials and preparation: Question cards (three different types – one card used at a time per pair), visual timer.

Recommendations: Briefly explain what the activity is about. Divide the class into pairs and ask each pair to identify Person A and Person B. Person A will be the Questioner and Person B will be the Responder. A timer of one minute will be set for Child B to answer as many questions as possible without seeing the question card. Person A will mark where Person B finished and then the game will start again. Using the same question card, Person A will be the Responder and Person B will be the Questioner. To add challenge to the activity, Person A is not permitted to repeat an answer that Person B gave in the previous round.

After this round the pair will be given a new question card and will work with a new partner.

Advice: The children may be challenged further by reducing the amount of time given to answer the questions, e.g. 40/50 seconds.

Resources: You Name It question cards.

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You Name It! Answer the questions. To make it more challenging, try answering as quickly as you can against another person.

Name 3 . .. people who 1 Talk more than you ___________________________

6 Are teachers ____________________________________

2 Talk less than you _____________________________

7 Travel a lot _____________________________________

3 Work hard ______________________________________

8 Are always nice to you _______________________

4 You think are smart __________________________

9 Have a job you’d love to do __________________

5 Wear costumes _________________________________

10 Are very creative ____________________________

Name 3 ... places that 1 Have good food ________________________________

6 Are not on Earth ______________________________

2 You would like to visit ________________________

7 Have a lot of technology ______________________

3 Have lots of mountains _______________________

8 Haven’t fought in wars _______________

4 Are always warm ______________________________

9 Have a lot of pollution ________________________

5 You don’t ever want to visit __________________

10 Are famous all over the world _____________

Name 3 .. . things that 1 Are square ______________________________________

6 You enjoy doing ________________________________

2 Are orange ______________________________________

7 You don’t enjoy doing _________________________

3 Smell good ______________________________________

8 People read _____________________________________

4 Live in the water ______________________________

9 You see at school every day __________________

5 Taste terrible ___________________________________

10 Scare you ______________________________________

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Attention ACTIVITY 9

Learning tool: Attention Title: Spoons Activity objective: To practise using visual observation skills in a game which requires great concentration skills and the ability to match cards based on a common attribute.

Procedure: Groups of 3–13 children play this game in a circle around a table. The aim of the game is to match a set of four cards based on a common attribute, i.e. number or suit. For example, matching four cards of the same number; five of diamonds, five of spades, five of hearts and five of clubs or of the same suit; Jack of diamonds, Jack of spades, Jack of hearts and Jack of clubs. A number of spoons are placed in the centre of the table, one less than the number of players.

When an individual matches four cards they are permitted to pick up a spoon.

After this, everyone else in the group is entitled to pick up a spoon even if they have not matched four cards at that point in the game.

To start, the dealer (every player will get a chance to be the dealer) arranges the spoons in a small circle in the centre of the table and deals four cards to each player facedown. Each player tries to make four of a kind. The dealer begins by taking one of their cards and placing it facedown to the left. The player on the left picks the card up (on their right side) and checks whether or not the card is useful to them, i.e. whether or not they can match it to a card in their pile. If the card is useful they keep the card and if not, they place it down on their left side. They must only have three cards at a time and are always getting ready to pick up a fourth card on their right side and discard a card on their left side. Each player discards to the person on their left. Cards are picked up and passed quickly around the table until someone gets four of a kind and takes a spoon from the centre. Once the player with four of a kind takes a spoon, anyone can take a spoon. Someone will be left without a spoon at the end of each round. They will be eliminated from the game. The next round begins with a new dealer rearranging the spoons in the centre of the table, removing the winning set and a spoon from the game and then reshuffling the remaining cards. Note: When a person wins, one person is eliminated and the winning set (i.e. five of diamonds, five of spades, five of hearts and five of clubs) and a spoon are removed from the game.

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Materials and preparation: Pack of playing cards (no jokers) per group of 3–13 players, timer (time how quickly a winner is announced in each group).

Recommendations: Briefly explain what the activity is about. Call upon a small number of children to demonstrate how to play the game by modelling a round at the top of the classroom. Establish classroom rules for the game to establish safety during play, e.g. noise level and no scratching or grabbing a spoon if someone else is holding it. Divide the class into groups of 3–13 and distribute a pack of pre-prepared packs to each group. A pre-prepared playing card pack for a group of ten players would have ten sets of cards and a group of four players would use four sets of cards. Display a visual timer on the IWB and explain to the class that you will be tracking the time it takes for a winner to be announced in each group. After the game is complete, you may decide to create new groups and play the game again.

Advice: To challenge the children even further, reduce the amount of time each group has to generate a winner. Also, you may choose to use picture cards (pictures of different fruit or animals) when playing this game and may also use soft balls or tissue paper instead of spoons to make them more difficult or easier to grasp during play.

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Learning Behaviours

ACTIVITY 1

Learning tool: Learning Behaviours Title: Classroom Rules Activity objective: The children discuss the importance of having classroom rules and debate this with their peers.

Procedure: The children are invited to share their understanding of classroom rules by giving examples and explanations justifying the need for such rules. The class will then be divided into four groups; two groups will be ‘pro-rules’, the other two groups will be ‘anti-rules’. The groups will work together to plan their debates and will then present the reasons for supporting their motion.

Materials and preparation: Visual timer for debates (three minutes for each group).

Recommendations: Introduce the lesson by asking the class what springs to mind when you say ‘classroom rules’. Invite the children to discuss why classroom rules are important and what they are used for and to give examples of classroom rules. Next, divide the class into four groups: two ‘pro-rules’ and two ‘anti-rules’.

Explain to the class that each group will be given five minutes to plan their debates and that each person in the group must give one sentence to support their motion. Once the groups have completed the planning process, set a timer of three minutes and allow two groups to debate against each other. Repeat this with the next two groups. You may choose a winner or otherwise give constructive feedback to each group.

Advice: Before allowing each group to plan their debate, you may reiterate the classroom rules concerning teamwork and noise level to ensure that every group is co-operating and on task.

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Learning Behaviours ACTIVITY 2

Learning tool: Learning Behaviours Title: Responsibility Activity objective: The children explore the concept of ‘responsibility’ and understand ways in which responsibility may be practised in the classroom.

Procedure: The class will discuss the meaning of ‘responsibility’, characteristics that reflect a responsible person and examples of being responsible and irresponsible in class. In groups, the children work together to create a poster showcasing their understanding of responsibility.

Materials and preparation: A3 sheet (one per group), flashcard ‘responsibility’.

Recommendations: Introduce the lesson by displaying a flashcard of the word ‘responsibility’ on the board. Elicit discussion about the word and invite the children to share examples of being responsible and irresponsible in class and outside in the yard. Continue the discussion by asking the children to share the characteristics of a responsible person, e.g. trustworthy, does things on their own without being told, etc. Next, divide the class into groups and explain that they will design a poster based on the word ‘responsibility’. Ask the children to divide the poster into four equal squares with the headings ‘What does it mean?’, ‘Characteristics’, ‘Examples’ and ‘Non-Examples’ written into each square. The children will work together in their groups to design their own poster and will then present it to their peers at the end of the activity.

Advice: For ease of classroom management, you may give roles to each child as they work in a group. For example, you may assign the roles of a colourer, a sketcher, two writers and a presenter.

Resource: Sample ‘responsibility’ poster (Rang IV, Knockraha N.S., Co. Cork).

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Learning Behaviours ACTIVITY 3

Learning tool: Learning Behaviours Title: Stop and Think – Positive and Negative Consequences Activity objective: The children analyse different scenarios and explore the positive and negative consequences of each one.

Procedure: Each group will get a different scenario card and will discuss the positive and negative consequences resulting from the scenario in question.

They will then complete a written Stop and Think answer sheet.

Materials and preparation: Stop and Think answer sheet (one per child), scenario cards (one per group).

Recommendations: Introduce the lesson by explaining that every action we take/ every response we give to a situation has a positive and negative consequence.

Explain by giving an example, e.g. speaking out of turn in class – you can get your point heard but you are interrupting your peers when they are trying to learn. Divide the class into groups and explain to the class that they will each be given a scenario card. As a group, they must explore and discuss all the possible positive and negative consequences that may arise from the scenario. Stress that when suggesting a consequence you must give a reason for choosing that consequence as your contribution to the group discussion. Every child in the group must give a consequence and this will be reflected in the worksheet and the number of consequences noted on each group’s worksheet. Explain to the class that each child will complete a Stop and Think answer sheet to record what was discussed in the group. Distribute a different scenario card to each group along with Stop and Think worksheets.

Advice: You can set a timer for the discussion and completion of the worksheet in order to keep the class focused on the task at hand. You can set up stationed activities using the scenario cards so that each group moves from station to station to look at and discuss a different scenario card.

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Stop and Think Activity Positive and Negative Consequences There are usually both positive (good) and negative (bad) consequences to every choice we make.

For example, what would happen if your parents told you not to eat any cookies before dinner, but you grabbed a couple while they weren’t looking?

A positive consequence would be that you got to eat yummy cookies. Some negative consequences would be getting in trouble for disobeying your parents, and ruining your appetite for dinner.

Directions: Read the choice cards and choose to place each card in either the Positive or Negative box.

Positive

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Negative

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Choice Cards Directions: Read and cut out the choice cards and choose to place each card in either the Positive or Negative box.

Choice Card A classmate dares you to trip another student. What would happen if you do?

Choice Card The teacher has a bowl of sweets on her desk, and she leaves the room for a minute. What would happen if you took some?

Choice Card You have a test tomorrow, but you get invited to play video games at a friend’s house. What would happen if you choose to study?

Choice Card A classmate wants to copy your homework. What would happen if you let him/her?

Choice Card You and a friend walk into the library together, and there is only one seat left at the table where you want to sit. What would happen if you choose to sit there?

Choice Card Your best friend tells you that you shouldn’t hang out with another friend anymore. What would happen if you choose to still hang out with that other friend anyway?

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Learning Behaviours ACTIVITY 4

Learning tool: Learning Behaviours Title: Behaviour Comic Strips Activity objective: The children illustrate by means of a comic strip how negative behaviours can affect the class environment.

Procedure: Each child will be given a scenario and must illustrate and continue the story (outcome) by means of a comic strip.

Materials and preparation: Comic strip sheet (one per child), comic strip scenario cards.

Recommendations: Introduce the lesson by explaining that negative actions can affect people positively (for entertainment) and negatively (hurtful, can’t learn, can’t concentrate) in the classroom and in the yard. Explain to the class that each child will be given a scenario card and they must illustrate the story by means of a comic strip. Show the class the comic strip sheet and explain that the story will have a beginning, middle and end. Read aloud the scenario cards and invite various children to share with the class how they would go about illustrating the story. The children may illustrate the positive consequences of someone’s actions or the negative consequences of someone’s actions. This would make for an interesting whole-class discussion. Distribute a comic strip sheet to each child along with a different scenario card for each child. Once the children complete the activity, invite various children to share their comic strips with either the class or a peer.

Advice: You can also create positive scenario cards for the children and they can create comic strips to illustrate such scenarios.

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Comic Strip Sheet

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Comic Strip Scenarios

1 Someone went to bed late and is tired in class. Continue the story.

2 Someone decides to throw paper aeroplanes around the classroom.

Continue the story.

3 A child is swinging on his chair. What happens next?

4 Someone starts running around with a scissors in their hand during art class.

What happens next?

5 Mrs Jeffers leaves the classroom to speak to a parent outside the door. Ben gets up and decides to …

6 Grace steals another student’s pen. Continue the story.

7 A group of friends won’t let Jason play with them at lunch.

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Learning Behaviours ACTIVITY 5

Learning tool: Learning Behaviours Title: What Respect Means to Me Activity objective: The children articulate their understanding of the term ‘respect’ in terms of the classroom environment and their peers.

Procedure: Each child is given a worksheet to complete. The worksheet will encourage each child to articulate what they understand by the term ‘respect’ and how respect is shown in the classroom by themselves, by their peers and by their teacher.

Materials and preparation: Respect worksheet (one per child).

Recommendations: Introduce the word ‘respect’ to the class. Invite various children to give a definition of the word. Acknowledge that not every child will have the same definition for the word ‘respect’ and that that’s okay. Distribute a worksheet to each child and give them ample time to personally reflect and complete the worksheet.

Advice: You may invite the children to share their answers with the class. The last question ‘write a do’s and don’ts list for showing respect’ would facilitate a healthy discussion on the topic of learning behaviours and the relationship between learning behaviours and classroom behaviours.

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Respect Worksheet What does the word ‘respect’ mean to you?

How do you show respect to others?

How can you get respect from others?

Write three classroom rules that help everyone to remember to show respect.

What consequence should there be for not being respectful?

Write a list for showing respect.

Do …

Don’t …

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

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Learning Behaviours ACTIVITY 6

Learning tool: Learning Behaviours Title: What Would You Do? Activity objective: The children analyse and respond to different behavioural scenarios that they may encounter in school.

Procedure: Each group is given a different scenario card to analyse and discuss.

The children must come together to discuss and decide on the most appropriate response to each scenario.

Materials and preparation: Scenario cards (different card for each child), scenario sheet (for the teacher), cubes.

Recommendations: Introduce the lesson by explaining to the class that we all act in different ways in class, in the yard and at home. Explain that some of our actions can be good and that some may not be so good. For example, we may decide to copy someone’s homework because we forgot to do it last night. We know that this isn’t the right thing to do and that we should tell the teacher and take the time to do it the next night or during the school day. Divide the class into groups and explain that each group will be given a different scenario card which they are to discuss. Each child should be given a turn to contribute to the discussion and when a person is talking they will hold a cube. Each child must explain what they would do if they were in that particular situation and must also give reasons for their decision.

Advice: As an extension activity, you may choose to devote an entire lesson to discussing all of the scenario cards in a whole-class setting. This would enable children to hear other responses that may challenge their own views.

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What Would You Do? Scenario 1

Jack is Ben’s best friend and everything Jack says, Ben and his group of friends do. Today in class Jack 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 school Christmas concert. Meanwhile, back in the classroom, Jake, Mark and Louise decide to pull a prank on Tracey.

They take her lunchbox and hide it in the boy’s bathroom. Alex sees what has happened. What should he do?

________________________________________________

______________________________________________

________________________________________________

_______________________________________________

Scenario 3

Scenario 4

One day, you’re in the bathroom in school. You notice graffiti on the door.

What would you do? ________________________________________________

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 that you did it. What should you do?

________________________________________________

_______________________________________________

________________________________________________

_______________________________________________

Scenario 5

Scenario 6

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?

During a Maths test, Ollie nudges you asking if he 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 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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Learning Behaviours ACTIVITY 7

Learning tool: Learning Behaviours Title: Learning Strategy Scenarios Activity objective: The children analyse and respond to different classroom scenarios whereby they must suggest learning strategies to help particular children who are experiencing learning difficulties.

Procedure: Each group will be given a different scenario card to analyse and discuss. The children must come together to discuss and decide on the most appropriate response to each scenario. They must suggest learning strategies to help particular children who are experiencing learning difficulties.

Materials and preparation: Scenario cards (different card for each child), scenario sheet (for the teacher), cubes.

Recommendations: Introduce the lesson by explaining to the class that we all learn in different ways and that every child has particular strategies that help them to learn best or to carry out a written exercise best. For example, I like to highlight important words when reading a comprehension so that it makes it easier for me to answer questions afterwards. Divide the class into groups and explain that each group will be given a different scenario card which they are to discuss. Each child must be given a turn to contribute to the discussion and when a person is talking he/she will hold a cube. Each child must suggest a learning strategy that the child in the scenario could use.

Advice: As an extension activity, you may choose to devote an entire lesson to discussing all of the scenario cards in a whole-class setting. This would enable children to hear and learn about new learning strategies that may become useful to them.

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Learning Strategy Scenarios Scenario 1

The teacher hands out a comprehension worksheet for each child in the class to complete. Laura doesn’t know where to begin. What should she do?

Scenario 2

_________________________________________________

The class are revising the theme ‘Siopadóireacht’ during Irish class.

Seán doesn’t understand what the word ‘bainne’ means. He has seen the word before but cannot remember its meaning. What should he do?

_________________________________________________

________________________________________________

__________________________________________________

________________________________________________

Scenario 3

Scenario 4

Mrs Jefferson has asked the class to write a short story based on a topic of their choice. John seems flustered about the task at hand. What could he do to begin writing a story?

Brian is having difficulty learning English and Irish spellings for a test. Can you give him any tips to help him learn?

__________________________________________________

________________________________________________

__________________________________________________

________________________________________________

Scenario 5

Scenario 6

__________________________________________________

________________________________________________

__________________________________________________

________________________________________________

During circle time the class are discussing sports and famous sports people. John’s uncle is a famous cyclist and he really wants to tell the class. He starts shouting out ‘Teacher, Teacher’ whilst Jenny is trying to speak to the class. Should John have done this? If not, what should he have done?

________________________________________________

Jane is trying to solve a puzzle.

Everyone else in the class is working on their own puzzle and they seem to be doing okay. Jane is really struggling with the puzzle and has been staring at her sheet for the last five minutes.

What should she do?

Scenario 7

You have been given a list of things to do for homework.

The list is quite long and you know that the History homework will be the most difficult for you to do.

What could you do to get all of your homework done? _______________________________________________________________________ _______________________________________________________________________

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Learning Behaviours ACTIVITY 8

Learning tool: Learning Behaviours Title: The Eight-Step Decision-Making Process Activity objective: The children use the Eight-Step Decision-Making Process to respond to particular scenarios that may occur in school.

Procedure: Each pair of children will be given a sheet of scenarios which they will be familiar with from activities 6 and 7. They will also be given an Eight-Step Decision-Making Card to help them to analyse and respond to each scenario.

The children must come together to discuss and decide on the most appropriate response for each scenario.

Materials and preparation: Scenario sheet (one sheet per pair), scenario sheet (for teacher), The Eight-Step Decision-Making card (one per child).

Recommendations: Introduce the lesson by explaining to the class that we all encounter different situations where we must make a decision. Invite various children to give examples of scenarios where they make decisions. For example, waking up and brushing your teeth or wearing your uniform coming to school.

Explain that every decision we make results in positive and negative consequences and that it is important to take these positive and negative consequences into account before making a decision. Show the class the Eight-Step DecisionMaking card and explain each of the eight steps one might follow when making a decision. Refer to the examples of wearing a school uniform or sitting and listening to the teacher in class. Divide the class into pairs and explain that each pair will be given a scenario sheet and an Eight-Step Decision-Making card. The Eight-Step Decision-Making card will help them to analyse and respond to each scenario. The children must come together to discuss and decide on the most appropriate response for each scenario using the card.

Advice: As an extension activity, you may choose to devote an entire lesson to discussing one scenario using the Eight-Step Decision-Making card. Instead of orally discussing the scenarios, the children may complete a response worksheet for assessment purposes.

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THE EIGHT-STEP DECISION-MAKING PROCESS Step 1: Define the situation and decision clearly. What’s going on? What is your dilemma/difficult choice?

Step 3:

Search for alternatives.

Brainstorm as many choices and alternatives as possible.

Step 5:

Step 2: Establish criteria/ reasons for your choices. What is important to you?

Step 4: List the pros and cons of each alternative.

Use criteria identified in Step 2.

Step 6:

Brainstorm any possible consequences for each remaining alternative.

Choose the best option.

After weighing and analyzing the probable consequences of the alternatives, decide which one is best.

Step 7:

Step 8:

Go with your decision!

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Review and evaluate. Did it work? Why? Why not?

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Learning Behaviours ACTIVITY 9

Learning tool: Learning Behaviours Title: Classroom Rules – What is Important?

Activity objective: The children engage in an activity that involves analysing a list of classroom rules and identifying the rules that are most important.

Procedure: A list of classroom rules is given to children working in pairs. The children must analyse the list of rules and identify which rules are the most important.

Materials and preparation: Classroom Rules sheet (one per pair), scissors (one per pair).

Recommendations: Divide the class into pairs and distribute a list of classroom rules between each pair. Ask the class to cut out each rule and then to order them in terms of importance, i.e. the rule at the top of the list is the most important. Invite various pairs to give reasons as to why they ordered the rules as they did. It is important to discuss the importance of each of the rules, and this activity will support an insightful learning experience for the class. Ask the pairs to make different sets of rules, e.g. rules that help us to learn, rules that help the teacher, rules that make our classroom a safe space. Ask each pair to make a list of classroom rules. The catch is, they must only select five rules from the list to include in their personalised list of classroom rules. Invite various pairs to justify why they selected their five rules.

Advice: This activity can also be adapted and used as a group activity. For the final activity, each pair can paste their five rules onto a sheet and design their own personalised Classroom Rules poster.

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1

3

Say ‘Please’ and ‘Thank You’.

Work hard.

2

Share and take turns.

4

Try new things.

CLA

Respect other people’s feelings with your words and actions.

Do your best.

OOM R R U SS

S LE

6

5

7

Always listen and follow directions straight away.

8

Don’t stop others from learning.

9

If you didn’t do your homework, just admit it.

11

Be responsible.

12

Ask questions.

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Work as a team.

10

If you didn’t understand the task, just ask for help.

14

Celebrate each other’s successes.

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Learning Behaviours ACTIVITY 10

Learning tool: Learning Behaviours Title: Classroom Contract Activity objective: Each child signs a Classroom Contract finalising and agreeing to the rules of their classroom.

Procedure: The class will review their current classroom rules and the teacher will invite the class to alter particular rules or add/omit rules. Each child will then complete and sign a classroom contract.

Materials and preparation: Classroom Contract (one per child).

Recommendations: To begin, draw the class’s attention to the classroom rules.

Invite the children to alter some of the rules or add/omit rules. Allow the class to vote to support or reject the addition or omission of particular rules. Distribute a Classroom Contract to each child and allow them to fill in the new classroom rules onto the sheet. Ask each child to sign and date their contract.

Advice: You may choose to display the contracts on a wall in the classroom or make a folder entitled ‘Our Classroom Contracts’ and place it in an area of the classroom where visitors will see it.

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Class Contract This is to certify that I, ………………………………………………… understand and agree to our class code of conduct: 1 ____________________________________________________________________ 2 ____________________________________________________________________ 3 ____________________________________________________________________ 4 ____________________________________________________________________ 5 ____________________________________________________________________ I promise that I will strive to live by these rules in the classroom and playground so that school is a fun and exciting place to be!

Signed: ……………………………………………

Date: ………………………………………………

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Notes

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Attention – Initial and Review Dialogue Bubbles

ATTENTION

1

hard to pay attention?

Let’s think about being attentive in class

2

When do you

3

pay attention?

4

What else can you do to show me you are being attentive?

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When do

5

What behaviours do you use to show me you are paying attention?

What strategies do you use to help you pay attention?

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ATTENTION

1 So … what does ‘paying attention’ look like for you?

Looking back at attention

2

4

How do I know you are paying attention?

You’re the teacher!

Tell the class how to be attentive!

3 What is your favourite strategy for reminding yourself to pay attention?

5

What strategy do you need to keep working on to improve your attention?

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Learning Behaviours – Initial and Review Bubbles LEARNING BEHAVIOURS

1 What learning behaviours help you learn?

Let’s think about your learning behaviours 2

4

What are your best learning behaviours?

What learning behaviours are hard for you?

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3 What learning behaviours do you find easy?

5

What learning behaviours do others tell you that you need to work on?

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LEARNING BEHAVIOURS

1

Looking back at learning behaviours

2

4

What learning behaviour helped you most?

What learning behaviours would you teach others?

So … what learning behaviours did you learn?

3 What learning behaviour did NOT work for you?

5

What learning behaviours do you wish to work on?

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MY LEARNER ID ® SUZANNE PARKINSON © 2017

Make a list of what I need to do.

Know the class rules.

Keep a record of how many questions I answered today.

Use precise ‘talk’ in my head.

Divide tasks into ten-minute chunks.

STRATEGIES

ATTENTION STRATEGY WHEEL 1

I plan to use

I plan to use

I used

Date:

Date: I used

I plan to use

Date:

--------------------------------------- ’s Strategy Log STRATEGIES FOR ATTENTION 1

Strategy Log 1

www.mylearnerid.com

I used

Strategy Logs for Attention and Learning Behaviours

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MY LEARNER ID ® SUZANNE PARKINSON © 2017

.

STRATEGIES

.

ATTENTION STRATEGY WHEEL

I plan to use

I plan to use

I used

Date:

Date: I used

I plan to use

Date:

---------------------------------------’s Strategy Log STRATEGIES FOR ATTENTION 2

Strategy Log 2

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I used

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MY LEARNER ID ® SUZANNE PARKINSON © 2017

Colour in squares when I’m finished task. Track my progress.

Know the routine and what to expect.

Write down keywords from lessons.

Agree a signal to gain teacher’s attention.

Highlight important information.

STRATEGIES I plan to use

I plan to use

I used

Date:

Date: I used

I plan to use

Date:

---------------------------------------’s Strategy Log STRATEGIES FOR ATTENTION 3

Strategy Log 3

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I used

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MY LEARNER ID ® SUZANNE PARKINSON © 2017

Don’t give up.

Don’t rush work; it’s okay not to be the first to finish.

Keep at task until it is completed.

Ask my peers for help.

Ask the teacher for help.

STRATEGIES I used

STRATEGY WHEEL 1

I plan to use

I plan to use

I used

Date:

Date:

--------------------------------------MY LEARNING WAYS 1

Strategy Log 4

I plan to use

Date:

Strategy Log

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I used

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MY LEARNER ID ® SUZANNE PARKINSON © 2017

It’s okay to make mistakes.

If unsure, look for more information.

Don’t worry, talk things through.

Take a chance – make a guess at questions.

Don’t make excuses.

STRATEGIES I used

STRATEGY WHEEL

I plan to use

I plan to use

I used

Date:

Date:

I plan to use

Date:

---------------------------------------’s Strategy Log MY LEARNING WAYS 2

Strategy Log 5

www.mylearnerid.com

I used

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MY LEARNER ID ® SUZANNE PARKINSON © 2017

Try to understand things even if it is difficult.

Make notes.

Think carefully about my work.

Take responsibility for my actions.

Discuss ideas.

STRATEGIES I used

STRATEGY WHEEL

I plan to use

I plan to use

I used

Date:

Date:

I plan to use

Date:

---------------------------------------’s Strategy Log MY LEARNING WAYS 3

Strategy Log 6

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I used

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Klic Magic Maxi

• • • •

INDIVIDUAL

Description of games on pages 161–162.

2 Rory’s Story Cubes – Actions

1 Go Fish – School of Success

LEARNING BEHAVIOURS

5

4 Pathwords Junior

3 The Great History Search

2 How to Draw Animals

1 Focus Game

ATTENTION

LEARNING WAY

• •

• • • •

PAIRED

• •

• • • • • •

• • • •

GROUP/STATION WHOLE CLASS

Commercial games that support My Learning Ways

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯ ✯✯✯

✯ ✯✯

✯ ✯✯ ✯✯✯

LEVEL OF DIFFICULTY

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ATTENTION

Teacher’s Resource Book How To Draw Animals

Focus Game

GAMES

Animal drawings outlined step-by-step. Attention, focus and concentration are needed for this task.

A student can elect to perform the task without distraction and win one token or with distraction and win two tokens. The distraction is optional. The distractions are provided by one of the other students, who pick a distraction card. This card may ask the distracting student to hum ‘Happy Birthday’ or tap fingers on the table while the other student is trying to accomplish the task. Students can earn more tokens when they attempt a task while distracting events are taking place. Distractions are the most common reason people lose focus on the task at hand. This game gives students much-needed practice that improves their ability to stay focused on tasks, even with distractions.

1 Categories: Students have to list things that belong in a specific category, such as listing five fruits that have one large pit in the middle.

2 Forward and back: Students have to recite things forward and/or backwards, such as reciting the alphabet forwards and backwards from A to F. 3 Problem-solving: The game comes with various cut-out shapes and cut-out words. Using the shapes, the students have to create a specific design, like a triangle, similar to the pattern on the card. Using the words, the students have to create a sentence.

The game has three sets of task cards that describe tasks that the students have to complete in order to earn their tokens. Each task requires concentration and continuing attention and includes:

DESCRIPTION OF GAME

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

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Rory’s Story Cubes® is the pocket-sized creative story generator that encourages creativity, develops social confidence, enhances language development skills and creates connections and unique moments between students. The 54 pictograms in Actions are based on the most frequently used verbs.

Rory’s Story Cubes – Actions

Construction game with bars, rings and wheels that clip together for a group or station of eight students. Klic Magic is a creative game that leaves much to the imagination of children. Attention, focus, and collaborative skills are developed in this activity. Students can make their own creations or copy the pattern cards supplied.

Klic Magic Maxi

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 organized, stay organized, set goals, and pursue those goals in an efficient way. 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.

Ultimate word search for younger players. Forty challenges in a spiralbound booklet to suit beginners and experts and those in between. Fit the puzzle pieces over the letters to reveal complete words. The activities demand attention, focus, visual spatial and verbal skills.

Pathwords Junior

Go Fish – School of Success

This book contains over 100 objects to spot within each scene and over 4,000 things to spot in the book overall. 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.

The Great History Search

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THE SHEPHERD’S DOG (Adapted from ‘The Shepherd’s Dog’ by James Hogg, the Ettrick Shepherd) The first sheepdog I ever owned was a Border Collie named Sirrah. He was a fine-looking animal; black with white markings on neck, chest, paws and the tip of his tail. Surly of temper, he did not like flattery and refused to be stroked or petted; but in obedience to my commands I have never possessed his equal.

When working with sheep he was a perfect marvel and would obey every order instantly. The following story will show what kind of dog he was.

I was a shepherd on a large farm for ten years and in the early springs of each year I had something like 700 lambs under my care. The most difficult of my many tasks was to tend the flocks at the time when the lambs had to be taken away from their mothers and kept apart. For about a week after the lambs had been separated, it was necessary to watch them constantly night and day.

During this time I had always someone to assist me.

One year, at this season, and just about midnight, the lambs broke loose. Up the moor they raced towards us, making a noise like thunder with the beating of their small hard hoofs on the dry ground. We shouted and waved our cloaks wildly in the air, hoping to turn them back but that only made matters worse. In a moment the lambs were all around us, and then, thanks to our desperate efforts, they made off in three divisions, the first of which went northward, the second southward, and the third westward.

As loudly as I could, I called out: ‘Seek and fetch! Sirrah! Seek and fetch!’ The command was well-known to the dog and meant that he had to search for the flock and bring them to me. Owing to the darkness, however, I could not see where he was, and I did not know whether he had heard me or not. In any case it was stupid of me to have given such an order, as I had set the dog an impossible task.

Those lambs which had gone southward were returning straight towards the fold where they had been taken away from their mothers the day before.

Fearing that they would again get mixed up with the ewes, I ran after them, and succeeded, after several vain attempts, in turning them off their course. A few minutes later, however, I lost them altogether. I ran here and there, not knowing what to do but I kept whistling and shouting as hard as I could, so that the lambs would be scared to return in my direction.

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My whistling brought back the lad who assisted me. He too had lost all trace of the lambs. I asked him if he had seen Sirrah. He had not, but said that after I had left him, a crowd of excited lambs had suddenly come around him in a great swirl, so he supposed that Sirrah must have been quite near to him then.

Day dawned before we met again and neither of us had seen anything of the lambs. We looked at each other in amazement. How could they have vanished?

Where had they gone? What should we do next? There was nothing left for us to do but return to the farmhouse and tell our master that we had lost his whole flock of 700 lambs.

Sadly we started off for home to do so, when suddenly, at the bottom of a ravine, we caught sight of several lambs grazing peacefully with Sirrah standing guard on a nearby hill. As soon as he saw us the dog showed his pleasure by wagging his tail vigorously.

As we descended the steep side of the hill we thought that this must be one division of the lambs that Sirrah had managed to drive and keep them in the valley. The place was a mile and a half from where the flock had broken and scattered the night before.

What was our surprise, when we reached the foot of the hill, to discover that all of the lambs were together again in one flock. We could hardly believe our eyes. Afterwards on counting them we found that not one single lamb was missing. How the dog had managed to round them up in the dark, I cannot yet understand. Even had all the dogs and shepherds in the county been there to help me that night, they could not have done better.

Here was a dog, left alone and entirely from midnight to sunrise, who in the dark had searched for, and gathered together, three separate flocks. Not only that, he had driven them before him for a mile and a half to the ravine; to the only spot in the moor where he could look after the whole 700 lambs without any help.

I looked at my faithful four-legged friend in astonishment and admiration and all I can is add that I never felt so grateful to any creature ever as I did to my dog Sirrah that spring morning.

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CLOUDS Author Unknown As I lay upon my back looking at the sky, Watching soft white clouds as they are passing by.

Some were large, and some quite small, Many different shapes and sizes as I recall.

As I lay there and watched the clouds take shape, From my imagination a million images, from it did escape.

I could see anything that was in my mind’s eye, In those fluffy white clouds as they went floating by.

There was no limit to the things that I could see, Special images from the heart to be.

For hours on end, no two images were ever the same, As the clouds on their journey came.

As if on film, this movie played, While quietly on my back I stayed.

Music came to the movie That played in the sky, By all the different birds, their songs As they passed me by.

So beautifully orchestrated And done for me, Who created that movie For me to see?

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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

TEACHER IMPLEMENTATION VIDEO 4 https://vimeo.com/277238704/250dda7b9f

PARENT INFORMATION VIDEO https://vimeo.com/277157984 Teacher’s Resource Book

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wwww.mylearnerid.com

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Notes

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