My Learner ID Teacher's Resource Book 5 by Edco Ireland

My Learner ID TEACHERâ&#x20AC;&#x2122;S RESOURCE BOOK

AbOuT Me My sTrEnGtHs

d L r O w My

MY LEARNING WAYS

T u AbO oOl H c S Y M

LEARNER I D

Dr Suzanne Parkinson

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My Learner ID 5 TEACHERâ&#x20AC;&#x2122;S RESOURCE BOOK EARNER L ID Y M

Dr Suzanne Parkinson

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EARNER ID YL M

First published 2018 Suzanne Parkinson © 2018 Assistant Researcher: Aisling O’Connor Illustrations and Graphic Design by Niamh Fitzsimons and Sarah Treanor © 2018 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior permission of the Publisher or a licence permitting restricted copying in Ireland issued by the Irish Copyright Licensing Agency, 63 Patrick Street, Dún Laoghaire, Co. Dublin. 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. 978-1-84536-877-7 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

How to use this resource book

What is Learner Identity?

Why is it important?

What is the My Learner ID series?

Relevance for teachers

SECTION 2: INSPIRATION

Rationale for series

Design and illustrations

My Learner ID logo

SECTION 3: THEORETICAL FRAMEWORKS AND METHODOLOGIES

Introduction

Personal construct psychology

Strength profiling

Learner autonomy, ownership and responsibility

Learner efficacy and mindset

Learner dispositions

Methodologies

Transdisciplinary skills

Learning strategies

Opportunities to respond (OTRs)

Peer assessment

Self-assessment

Rubrics

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SECTION 4: PLACEMENT AND INTEGRATION FOUNDATIONS

Where does My Learner ID fit?

Curricular integration

SECTION 5: PARENTAL PARTNERSHIP

SECTION 6: TEACHER IMPLEMENTATION PLAN

SECTION 7: CONCLUSION

SECTION 8: TEACHER RESOURCES

References

171

Online video resources

174

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Section 1 INTRODUCTION

HOW TO USE THIS RESOURCE BOOK This resource book is for teachers of fifth 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 174. 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 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 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 worldviews. I am indebted to 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 ID5 are ‘graffiti’ themed. There is an acknowledgment in the artwork and graphics of the developmental age and stage of fifth class children. Erikson’s Psycho Social theory suggests that children at this stage are developing an awareness of self and gender identity. The graphics call for recognition of this developmental stage and the voice of fifth class learners. I am immensely privileged to be the author of such a positive resource for learners that offers all stakeholders the opportunity to understand the worldview of the learner and to support them in becoming learners for life. MY LEARNER ID LOGO

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

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Do you see the birds? At times, the bird is unsure and needs help to move on. At times, the bird needs a little push to take off. Other times, the bird is flying away, high up into the sky. These birds are just like you as a learner! My Learner ID tracks how you become a learner and how you feel about learning. Enjoy every page as you uncover how you learn best!

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Section 3

THEORETICAL FRAMEWORKS AND METHODOLOGIES

INTRODUCTION Part 1, My Learner ID5 (My LID5), 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 worldview 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 LID5 utilises laddering, scaling and a variety of open-ended prompts to elicit the worldview 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) Peer-Assessment Checklists

Self-Assessment Checklists Rubrics

Part 2 of My LID5 introduces learner dispositions and key approaches to learning that are associated with effective learning habits. Students are encouraged to recognise how these dispositions present as habitual behaviours and responses and are invited to self-reflect and take ownership over strategies to improve their efficiencies in learning. My LID3 introduces the following learner dispositions at a general level: Attention, Memory, Learning Behaviours, Metacognition and

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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 ID5 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 oneâ&#x20AC;&#x2122;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 ID5 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. My LID5 explores growth and fixed mindsets and encourages students to learn from errors and mistakes. Mistakes are considered part of the learning cycle and help students set goals for moving towards success. 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).

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Regrettably, educators have paid scant attention to the nurturing of learner 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 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

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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 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. Similarly, the quality framework for Irish primary schools, Looking At Our School 2016 (DES, 2016) recommends that assessment practices used by teachers should include consideration for pupils’ learning skills and dispositions along with examination of their knowledge. In ‘My Learning Ways’, My LID5 explores Memory & Mindsets. 30 minutes across 30 weeks is recommended for the implementation of ‘My Learning Ways’ in fifth class. To be effective learners, students need to be able memorise effectively. They need to develop the capacity to reframe and to think about learning, not as something magical that you are either good at or not, but as a collection of skills, habits and attitudes that can be influenced by experience. Students need to acquire the language and vocabulary associated with Memory and Mindsets and be able to monitor their own progress and performance reasonably well. They need to be able to identify their strengths and weaknesses as learners and be able to move themselves on in their learning. 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 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

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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.

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

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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 LID5, 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. Checklists for peer and self-assessment in a variety of curricular contexts are included. Rubrics are introduced and sample rubrics are offered to support selfevaluation and engagement in learning. 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. The OTR ideas in My LID5 are for optional use and are not exhaustive or exclusive. It is envisaged that as teachers and pupils increase their skills and competence in the use of OTRs, teachers and pupils themselves may possibly create, expand and modify their own OTR Stickers, Rubrics, etc. The inclusion of OTR ideas in Part 2 of My LID5 is seen as an invaluable tool in supporting 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 LID5 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 LID5 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. RUBRICS Basic rubrics are introduced in LID5. A rubric is defined as: ‘a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria’ (Brookhart, 2013). Rubrics are an important tool in the quest to help students learn how to learn. They can be used to link formative and summative assessment, helping students become involved in their own assessment. Rubrics encode the criteria for good work and descriptions of what that work looks like into a format that students can use. Rubrics clearly establish and communicate the desired level of performance, or success criteria, to students. Their use invites students to evaluate and reflect upon their own work/performance and support students to identify strategies and approaches likely to strengthen their understanding, skills and/or performance in the future. The use of rubrics helps to boost student learning and support students to learn how to learn.

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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 worldview, 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 LID5 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 worldview 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 8, 17, 24, 26, 36 and 37. Supporting opportunities for parent–child conferencing across the year to review the perspectives of the child on their learning is encouraged. Parents will find the strategies for learner dispositions practical and useful and may choose to use the assist cards and assist cube to help encourage learner responsibility with homework tasks. Strategy Wheel stickers are placed in HW journals periodically over the 30 weeks to prompt parental interest and to encourage parental familiarity with the learning strategies selected by their child. Return My Learner ID with the school report at the end of the school year to convey a powerful message to parents that a holistic view of their child is valued and central to their educational experience and their journey in becoming and being a learner. Parental guidelines are offered on the video and in the information leaflet and include: ☑ Offering total, non-judgmental listening. ☑ Offering genuine acceptance and unconditional positive regard. ☑ Never criticising anything offered to you. Accept all responses totally unconditionally with compassion and respect. ☑ Asking open-ended questions. Avoid asking questions that require a ‘Yes’ or ‘No’. ☑ It is best and enough simply to listen to children. ☑ If offering an observation, only offer an observation on an indisputable fact, e.g. ‘I notice you have included a happy face here.’

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Section 6

TEACHER IMPLEMENTATION PLAN IMPLEMENTATION PLAN

INTEGRATE WITH EXISTING SUBJECTS

SEPARATE YEARLY SCHEME

INTEGRATE WITH DAILY TEACHIING AND LEARNING

PART 1 ABOUT ME – MY STRENGTHS – MY WORLD – ABOUT SCHOOL Integration with other curricular areas. Stimulus and prompts, pages 27–75. PART 2 MY LEARNING WAYS 30 minutes per week over 30 weeks. Yearly scheme and implementation plan, pages 76–81. OPPORTUNITIES TO RESPOND (OTRs) Optional use for supporting daily teaching and learning, pages 23–26. AIM To nurture the development of learner identity in students of fifth 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, Rubrics, Self- and PeerAssessment Checklists, Scaling Techniques and Strategy Wheels. • Inviting partnership with parents in supporting the nurturing of learners for life. PART 1

PART 2

1.1 1.2 1.3 1.4

2.1 2.2 2.3 2.4 2.5

About Me My Strengths My World About School

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My Learning Ways Opportunities to Respond Peer-Assessment Checklists Self-Assessment Checklists Rubrics

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1.1 About Me OVERALL AIM Elicit the personal views, preferences and perceptions of the learner about themselves. LEARNING OUTCOMES To enable learners to: • • • • •

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

CURRICULAR LINKS Page 27.

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

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

CURRICULAR LINKS Page 43.

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1.3 My World OVERALL AIM Through the use of open-ended assessment techniques, elicit the worldview 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 44.

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. CURRICULAR LINKS Page 57.

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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 the tools and tactics to learn how to learn • explore 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 76.

2.2 Opportunities to Respond

Oppor tunities to Respond

OVERALL AIM

Am I?

Circle the descr iption in the first column that best where you are now. describes EXPERT

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

PRACTITIONER APPRENTICE NOVICE

ing to I am go ep de take a rk and wo breath

LEARNING OUTCOMES

HARD!

To enable learners to:

make I can ore this m g in challeng by...

I understand this topic well and could definitely someone else. teach it to I can mostly do this by myself, but I sometimes and need help. get stuck I’m starting to understand this topic, but I still someone to explain need things to me. I’m just starting to learn this and I don’t really underst it yet. and

WH A

GO T IS MY AL?

I AM NOT AFRAID OF A CHALLENGE!

• 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. 78

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OTRs

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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. In fifth class, teachers should encourage use and ownership of OTRs by students in their own work. So, rather than the teacher directing all students to use one particular prompt, invite discretionary use of OTRs by students themselves a few times a week. Encourage students to create their own OTRs for the beginning, mid-point and end of lessons.

2.3 Peer-Assessment Checklist Peer-Assessment

OVERALL AIM

Peer Assessment 1: Evaluating Ora l Presentations

Name:

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. LEARNING OUTCOMES To enable learners to: • take responsibility for their own work and take initiative in doing so • encourage learning through peer collaboration • encourage metacognition • enhance peer relationships in learning.

Presentation date:

Evaluation comp leted by: YES

Was the presentati on clear?

Were you inter ested? Could you hear what the prese nter was sayin g? Was the presenter confident in what they were sayin g? Did you learn something? Was there anyth ing you were confu sed about? Was there a clear introduction and conclusion? Was the presentati on too short? Was the presentati on too long? What part of the presentation were you particular ly impressed with?

What area could be improved?

OTRs

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.

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METHODOLOGIES Two sample Peer-Assessment Checklists are included in LID5. 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.

2.4 Self-Assessment Checklist Self-Assessment

OVERALL AIM To encourage learners to become involved in the assessment of their own work and to compare their work to a shared standard. LEARNING OUTCOMES To enable learners to: • take responsibility for their own work and take initiative in doing so • encourage learning through selfreferencing and self-reflection • encourage metacognition.

Self-Assessmen t 2: Reading Com prehension

Self-Monitorin g - Does what I am reading make sense? - What am I notic ing about this story? Predicting - What do I think will happen next? - What informati on makes me think this way? - Do I need to change my pred ictions as I read? Inferring - What is the author really tryin g to tell me? - How does the author convey this meaning? - What is the ‘feeling’ in the writing? Connecting - What do I alrea dy know about this topic? - What does this text remind me of? - Why?

Synthesising - What have I learned? - Has this chan ged the way I thought about - If so, how? this topic? Evaluating - Consider if you liked the text or not. - Would you have changed the endin g?

OTRs

METHODOLOGIES • • • • •

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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2.5 Rubrics Rubrics

OVERALL AIM To encourage learners to use rubrics to assess complex performances, to help students assess their own work and to help teachers give feedback targeted to specific learning criteria. LEARNING OUTCOMES

Rubrics are used to explain clear ly how your work Review the follow is assessed. ing rubrics and apply them to learner and to yourself as a samples of work you have comp leted.

Rubric 1: Evaluat ing Essay Writing

Your essay/stor y will be scored with this rubri c. Read it caref ully. Title of your essay or story: How would you score yourself? Use the following rubric.

4 Content

Organisation

Style

To enable learners to:

Well-organised with paragraphs, beginning, middle and end

Rich vocabulary and smoothly

written sentences

Presentation

Thoughtful writing, good connections and questions

Very well presented and very few errors

Clear writing, some connections and questions

Organised, easy to read

Good word choice and sentences easy to read

Very well presented and few obvious errors

2 Writing with some connections and questions

Some attempt at organisation

Unclear word choices and bumpy sentences

Some errors

noted that interfere with meaning

• learn how to learn • feedback during learning • understand what ‘good’ work looks like in a format students can understand • to take responsibility and ownership in learning.

OTRs

1 Not much imagination in writing. No questions or connections Poorly organised and confusing to reader

Problems with

word choice and sentence fluenc y make reading difficult Several errors that interfere with meaning

METHODOLOGIES Rubrics are introduced in My LID5. An assessment rubric can be analytic or holistic. Analytic rubrics have several dimensions, with performance indicators for levels of achievement in each dimension. Holistic rubrics assess the whole task according to one scale, and are appropriate for less structured tasks, such as open-ended problems and creative products. Students are invited to apply exemplar rubrics in My LID5 to their learning. There are three rubrics in My LID5: • Rubric 1 can be used by students, individually or in pairs, to evaluate essay writing. This is an analytic rubric and encourages students to evaluate the essay according to the descriptions and scale. • Rubric 2 is a holistic rubric and helps students evaluate learning using one scale of descriptors. It encourages self-reflection in learners and should be applied across the curriculum weekly. • Rubric 3, Evaluating My Learner Identity, is an analytic rubric. Students can evaluate themselves in learning using the descriptions and scale at the beginning of the year and again at the end of the school year.

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Part 1

CURRICULAR LINKS FOR ABOUT ME

About Me Page 1. STIMULUS Search online for Frida Kahlo’s Self-Portrait with Loose Hair. (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.) About Me

CURRICULAR LINKS VISUAL ARTS

GAEILGE

RELIGION

Look and respond to the self-portrait by Frida Kahlo, identifying what the portrait tells us about her. Create your own self-portrait, including items, colours and words that describe your identity.

Comhrá: Mé Féin, mo chaitheamh aimsire, mo theaghlach, na rudaí is fearr liom sa domhan. Scríobh blag faoin teideal ‘Mé féin agus mo shaol’.

All human life is God’s gift. Write a prayer to God thanking him for talents and abilities of each child.

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VISUAL ARTS STRAND Drawing; Paint and colour

STRAND UNIT Making drawings; Painting; Looking and responding

TOPIC Respond to selfportrait by Frida Kahlo and create your own self-portrait

OBJECTIVES • Describe the personality of Frida Kahlo from the painting. • Create a self portrait with items that portray their personality. • Paint the self-portrait using colours that express their personality. GAEILGE

SNÁITHE Teanga ó bhéal; Scríbhneoireacht

GNÉ Cumarsáid

TÉAMA Mé féin

TORTHAÍ FOGHLAMA: • Gnásanna sóisialta teanga a úsáid agus tús á chur le comhrá nó páirt á glacadh i gcomhrá bunaithe ar ábhar pearsanta agus ar ábhair an churaclaim. • Píosa fúthu féin agus a gcaitheamh aimsire a scríobh. RELIGION STRAND Christian morality

STRAND UNIT Human dignity

OBJECTIVES • Reflect on the importance of the gift of human life. • Identify the talents and abilities God has given us. • Create a poem thanking God for talents and abilities.

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My Style Pages 2–3. My Style

My Style

or words you like Write your name yle letters. using the graffiti-st

About Me I

About Me

STIMULUS Look online for examples of street art by graffiti artist Banksy.

CURRICULAR LINKS ENGLISH

VISUAL ART

HISTORY

Write an acrostic poem based on your first name, using different adjectives and nouns to describe yourself.

Banksy graffiti art. Look at and respond to various pictures of Banksy graffiti art. Identify his style as print. Children create their own letter prints using their own stencils made of cardboard.

Stone Age: Cave paintings, exploring early Irish people’s art. Celts: Looking at Celtic art on stones, crosses, jewellery, clothes, face paint.

GAEILGE Éadaí: Cad a chaitheann tú gach lá sa bhaile? Cad iad na héadaí is fearr leat? Is fearr liom bríste géine, t-léine, sciorta, gúna. Cad iad na héadaí a thaitníonn leat? Taitníonn_____.

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ENGLISH STRAND Writing

ELEMENT Exploring and using language

TOPIC Poetry

OBJECTIVES • Understand the meaning of an acrostic poem. • Name and understand personality adjectives. • Create an acrostic poem using the letters of a first name. VISUAL ART STRAND Paint and colour; Print

STRAND UNIT Looking and responding; Making prints

TOPIC Creating letter stencils

OBJECTIVES • Identify Banksy’s style of graffiti. • Describe the message of Banksy’s pictures. • Create letter stencils from cardboard. • Make words using letter stencils. HISTORY STRAND Early people and ancient societies

STRAND UNIT Stone Age people; Celts

TOPIC Stone Age art; Celtic art

OBJECTIVES • Recognise Stone Age and Celtic art. • Understand the meaning of the symbols in Stone Age and Celtic art. • Name objects and places with Stone Age and Celtic art.

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GAEILGE SNÁITHE Teanga ó bhéal

GNÉ Cumarsáid

TÉAMA Éadaí; Mé Féin

TORTHAÍ FOGHLAMA • Gnásanna sóisialta teanga a úsáid agus tús á chur le comhrá nó páirt á glacadh i gcomhrá bunaithe ar éadaí agus ar ábhair an churaclaim. • Stór focal faoi éadaí a shealbhú agus a úsáid. • Taitneamh nó easpa taitneamh faoi chúrsaí éadaí a léiriú.A.EILGE

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Who am I? Pages 4–5. Who am I?

Who am I?

My favourite ... City is

I’m very happy that

Season is

Game is

of world champion l would like to be

Animal is

known as I would like to be

Meal is

Singer is

me would be A perfect day for

My idea of fun is

Movie is Author is

Place is

d I would like is An imaginary frien

RoCk oN! About Me S

About Me

STIMULUS Look online for the song ‘My Favourite Things’ from the film, The Sound of Music. CURRICULAR LINKS MUSIC

SPHE

MATHS

Sing the song ‘My Favourite Things’. Children can change the lyrics of the song to sing about their own favourite things.

Speed interview with another child to learn about their favourite things and to discuss situations that provide good feelings.

Data: Create a pie chart of people’s favourite outdoor activities.

ENGLISH Write a film review on your favourite film.

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MUSIC STRAND Performing; Composing

STRAND UNIT Song singing; Improvising and creating

TOPIC ‘My Favourite Things’ from The Sound of Music

OBJECTIVES • Listen to the song ‘My Favourite Things’. • Sing the song ‘My Favourite Things’. • Write lyrics describing your ‘favourite things’. SPHE STRAND Myself; Myself and others

STRAND UNIT Self-identity; My friends and other people; Taking care of my body

TOPIC Favourite things

OBJECTIVES • Create a set of questions about favourite things. • Engage in a speed interview with as many people in the class as possible. • Describe feelings during favourite activities.

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MATHS STRAND Data

STRAND UNIT Representing and interpreting data

TOPIC Pie charts

OBJECTIVES • Understand that pie charts represent percentages. • Gather data on favourite outdoor activity from each class in the school. • Convert each class’s data into percentages. • Create a pie chart to display the favourite outdoor activity of the school. ENGLISH STRAND Writing

ELEMENTS Communicating; Exploring and using language

TOPIC Review of my favourite film

OBJECTIVES • Identify the different parts in a film review. • Use descriptive adjectives to describe the film. • Write a film review based on a favourite film.

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This Is Me Page 6–7. This Is Me

This Is Me

The people I find difficult to spea k to are

rupts me, I When someone inter When someone doesn’t listen to me, I

s at me, I When someone stare

s to me, l When someone listen

When someone talks about them selves all the time ,I When someone gives me a putdown, I

I is quiet and shy, With someone who

talks a lot, I With someone who

are easy to speak to The people I find

With strangers, l

When someone keeps offering me advice, I

I find it difficult to speak when

things to say, I When I run out of

of people, I front of a group When I speak in

About Me S

About Me

STIMULUS Search online for the song ‘This Is Me’ from the film, The Greatest Showman. CURRICULAR LINKS MUSIC

DRAMA

Sing the song ‘This is Me’ Discuss the meaning of the lyrics of the song. What message do they provide? Why is this message important?

Create a still image and create a roll on the wall to represent their personality.

GAEILGE Léigh an liosta gníomhaíochtaí agus scríobh síos na cinn a thaitníonn leat agus na cinn nach dtaitníonn leat. Seo an liosta: ag caint fúm féin, ag canadh, ag éisteacht le daoine eile, ag eagrú rudaí, ag súgradh le páistí níos óige ná mise, ag caint os comhair grúpa daoine, ag léamh, a bheith i m’aonar, ag scríobh scéalta, ag déanamh drámaíochta, ag imirt spóirt. Is breá liom a bheith___________. Ní maith liom/Is fuath liom a bheith ______________.

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MUSIC STRAND Performing

STRAND UNIT Song singing

TOPIC Me

OBJECTIVES • Listen to the song ‘This Is Me’ and describe the person the song is about. • Identify the message of the song. • Sing the song ‘This Is Me’. DRAMA STRAND Drama to explore feelings, knowledge and ideas, leading to understanding

STRAND UNIT Exploring and making drama

TOPIC Me

OBJECTIVES • Understand how a still image can be used instead of words. • Create a roll on the wall to describe their character. • Create a still image to depict their personality. • GAEILGE SNÁITHE Léitheoireacht; Scríbhneoireacht

GNÉITHE GAEILGE Cumarsáid; Tuiscint; Fiosrú agus úsáid

TÉAMA Mé féin

TORTHAÍ FOGHLAMA: • Tuiscint a léirú ar ghníomhachtaí a thaitníonn leo agus ar ghníomhaíochtaí nach dtaitníonn. • Na gníomhaíochtaí éagsúla a chur i gcatagóirí. • Na struchtúir ‘Taitníonn __________ liom’ agus ‘Ní thaitníonn __________ liom’ a úsáid.

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My Life Line Page 8.

My Life Line

STIMULUS Your grandparents or an interview with an older person.

Great moments so far

Not such great moments

About Me

CURRICULAR LINKS HISTORY

GEOGRAPHY

Interview a grandparent. Create a timeline of their life so far. Include good moments and not such good moments in their lives. Write about and draw pictures of these moments.

Create a travel diary of all the places visited in your lifetime. Include one picture, one souvenir and a description of the time spent in the place (including Ireland and outside of Ireland).

Circuits: Each circuit represents a different place that the children may or may not have travelled to. For example: London, Waterford, Dublin, Harare, New York, Spain. There are different activities at each area (skipping, sit-ups, burpees, star jumps, throwing, hula hoops).

STRAND UNIT Stories from the lives of people in the past

TOPIC Grandparentâ&#x20AC;&#x2122;s timeline

HISTORY STRAND Story

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OBJECTIVES • Discuss historic events from the past that grandparents experienced. • Make questions to ask grandparents about their lives. • Conduct an interview with a grandparent. • Create a timeline of a grandparent’s life. GEOGRAPHY STRAND Human environments

STRAND UNIT People and other lands

TOPIC Travel diary

OBJECTIVES • Identify places children have been to on the map of the world. • Name and describe attractions in different countries. • Create a travel diary and draw and write about places that they have visited. PE STRAND Athletics

STRAND UNIT Running; Jumping; Throwing

TOPIC Circuits from different countries

OBJECTIVES • Engage in running, jumping and stretching. • Complete one activity for five minutes without stopping.

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My Wall of Fame Page 9.

My Wall of Fam e Best at

Winner of

STIMULUS Tried hardest at

Search online for the song ‘Hall of Fame’ by The Script. Proudest of

Recommended for

Persevered at

About Me

CURRICULAR LINKS

MUSIC

ENGLISH

GAEILGE

Listen to and sing the song ‘Hall of Fame’. Discuss the message of the song: if you work hard you will succeed and be recognised for your achievements. Write your own achievements.

Write a speech honouring a role model at an awards ceremony who has been given a lifetime achievement award for their work.

Scríobh píosa sarscríbhneoireachta faoina rogha réalta spóirt agus faoi na héachtaí atá déanta ag an duine sin.

STRAND UNIT Song singing

TOPIC Achievements

MUSIC STRAND Performing

OBJECTIVES • Listen to the song ‘Hall of Fame’ and discuss the meaning of the lyrics . • Maintain a steady beat to the song ‘Hall of Fame’. • Sing the song ‘Hall of Fame’ competently.

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ENGLISH STRAND Writing

ELEMENT Writing

TOPIC Exploring and using language

OBJECTIVES • Read and identify parts of a speech. • Research a role model and identify their achievements. • Create a speech honouring a role model. GAEILGE SNÁITHE Scríbhneoireacht

GNÉ Fiosrú agus úsáid

TÉAMA Caitheamh aimsire

TORTHAÍ FOGHLAMA • Taighde a dhéanamh faoi réalta spóirt.. • Teanga an spóirt a úsáid go spraíúil agus go cruthaitheach. • Cur síos a dhéanamh ar réalta spóirt.

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And so … Page 10.

And so ... I worry about

STIMULUS

I am interested in

l don’t believe in

Look online for the movie trailer for Wonder or see if there is a copy of the book by R. J. Palacio in your library.

l regularly

I never

I don’t like

and so ...

I have a habit of

About Me

CURRICULAR LINKS ENGLISH

SPHE

RELIGION

Read an excerpt from Wonder by R. J. Palacio. Use the comprehension strategies like prediction, making connections, synthesising, visualising and making inferences. Look online to see the trailer of the movie.

Celebrating the uniqueness of everyone. Look in the box activity: The box holds a mirror. Each child looks in the box and says something good about what is in the box. Looking at people from the community: What makes them unique? Doctors, teachers, accountants, solicitors, shop assistants, farmers, secretaries, managers, cleaners.

Looking at Judaism and Islam and the similarities and differences between the Christian faith and Judaism and Islam. What feasts do each of these religions celebrate? Who do they worship?

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ENGLISH STRAND Reading

ELEMENT Understanding

TOPIC The novel Wonder

OBJECTIVES • Predict, visualise and make connections with self, text and world before reading the novel. • Understand and use new vocabulary from the text. • Read an excerpt from the novel Wonder with energy. SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC Our uniqueness

OBJECTIVES • Identify a positive trait about oneself. • Identify positive traits of other people. RELIGION STRAND Christian faith

STRAND UNIT Other religious traditions

TOPIC Judaism and Islam

OBJECTIVES • Understand the beliefs that form part of the religion of Judaism and Islam. • Identify the similarities and differences between the Christian faith and Judaism and Islam. • Appreciate and respect the faiths of Judaism and Islam and their traditions. MUSIC

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Part 1

CURRICULAR LINKS FOR MY STRENGTHS

My Strengths Page 11. STIMULUS FOR ALL PAGES

ve Lo of ar le ? ng ni

Choose from 24 lesson plans based on Seligman’s 24 character strengths as outlined in Section 8. See pages 92–115 for lesson plans. Choose which character strength you wish to explore for each activity and which character strength suits your class group/teaching context.

My Strengths

Character strengths include:

24 CHARACTER STRENGTHS 1

Grit

13 Kindness

Integrity

14 Creativity

Hope

15 Fairness

Self-control

16 Leadership

Citizenship and teamwork

17 Forgiveness and mercy

Curiosity

18 Bravery

Love of learning

19 Modesty and humility

Open-mindedness

20 Spirituality

Love

21 Perspective

10 Social intelligence

22 Humour

11 Gratitude

23 Discretion

12 Zest

24 Appreciation of beauty and excellence

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Part 1

CURRICULAR LINKS FOR MY WORLD

My World Page 19. STIMULUS ‘He Wishes for the Cloths of Heaven’ by W.B. Yeats.

; eet s. y dreams under your f I ha am ve spread m dre 9) ecause you tread on my b 189 ts, Tread softly Yea . .B (W

My World

CURRICULAR LINKS ENGLISH

DRAMA

HISTORY

Children read and discuss the meanings behind the poem ‘He Wishes for the Cloths of Heaven’. Children write their own cinquain poem about their dreams.

Exploring realistic versus unrealistic dreams. Read case studies of different people pursuing dreams and categorise them into realistic and unrealistic dreams. Role play these scenarios. Create a conscience alley for the different people pursuing their realistic/ unrealistic dreams.

The life of Martin Luther King Jnr. Children learn about Martin Luther’s dream for an equal America, campaigning for the rights of black people in America. Children watch a video of Martin Luther reading his ‘I Have a Dream’ speech and read about his life.

ELEMENT Understanding; Communicating

TOPIC Poetry: ‘He Wishes for the Cloths of Heaven’

ENGLISH STRAND Oral language; Writing

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OBJECTIVES: • Read the poem ‘He Wishes for the Cloths of Heaven’ aloud with expression. • Understand the message of the poem. • Identify powerful images and metaphors in the poem. • Write a poem about dreams and ambitions. DRAMA STRAND Drama to explore feelings, knowledge and ideas, leading to understanding.

STRAND UNIT Making and exploring drama

TOPIC Dreams

OBJECTIVES • Differentiate between an unrealistic and realistic dream. • Create a role play to demonstrate a realistic and unrealistic dream. • Engage in a conscience alley advising characters on how to pursue their dreams. HISTORY STRAND Story

STRAND UNIT Stories from the lives of people in the past

TOPIC Martin Luther King Jnr.

OBJECTIVES: • Understand what the civil rights movement stood for. • Name the events leading up to the ‘I Have a Dream’ speech. • Identify important messages in the ‘I Have a Dream’ speech.

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My Favourite Wo rds

My Favourite Words Page 20. STIMULUS Search online for a video of famous authors’ favourite words.

CURRICULAR LINKS

My World

ENGLISH

VISUAL ART

SPHE

Children watch the video mentioned above of famous authors’ favourite words. Children pick their favourite word from the word wall or their favourite word of the week and create a short story with this word as the title.

Warhol onomatopoeia art. Children pick different words used from comics that sound like their meaning. Children create posters of these words using newspaper as a background and design with dramatic colours. See image below for ideas.

Emotions. Children look at pictures of different emotions and name these emotions using words. Word guessing game: Children are given word cards (despair, ecstatic, disgust, sorrow, excitement) and act out the words in small groups.

! Wham! POW Ka! Bang! Boom

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ENGLISH STRAND Writing

ELEMENT Exploring and using language

TOPIC Short stories with favourite words

OBJECTIVES • Understand the meaning of words from the word wall. • Discuss the reasons for the authors’ choice of favourite words. • Write a short story using their favourite word from the word wall as stimulus. • Engage in author’s chair to critique stories. VISUAL ARTS STRAND Drawing; Paint and colour

STRAND UNIT Making drawings; Painting

TOPIC Onomatopoeia art

OBJECTIVES • Understand the meaning of onomatopoeia. • Identify onomatopoeic words. • Create a comic drawing of an onomatopoeic word. • Use paint to design the onomatopoeic word. SPHE STRAND Myself

STRAND UNIT Growing and changing

TOPIC Emotions

OBJECTIVES • Identify emotions from pictures. • Understand the meaning of the words that describe emotions. • Discuss emotions in the context of their own lives.

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Some day I will … Page 21.

Some day I wil l ...

STIMULUS Look online for the poem ‘I’m Determined to be Somebody Someday’ by Herbert W. Brewster.

My World

CURRICULAR LINKS ENGLISH

GEOGRAPHY

GAEILGE

Discuss the message of the poem ‘I’m Determined to be Somebody Someday’. Discuss imagery, rhythm and rhyme. Explore the children’s own ambitions for the future.

Global warming: Actions children can make in their own lives to control and reduce global warming, contributing to a cleaner environment.

An todhchaí: Ba mhaith liom a bheith i mo______________. (dochtúir, múinteoir, altra, innealtóir). Nuair a bheidh mé níos sine……. Beidh mé ag imirt peile ar son (Arsenal srl.).

ELEMENT Understanding

TOPIC Ambitions

ENGLISH STRAND Oral language

OBJECTIVES • Read the poem ‘I’m Determined to be Somebody Someday’ aloud with expression. • Identify imagery, rhyme and the message of the poem. • Understand the meaning of the word ‘ambition’. • Discuss their own hopes and dreams for the future.

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GEOGRAPHY STRAND Environmental awareness and care

STRAND UNIT Caring for the environment

TOPIC Global warming

OBJECTIVES • Understand the meaning of global warming. • Identify examples of global warming. • Suggest international, national and individual actions to combat global warming. GAEILGE SNÁITHE Teanga ó bhéal; Scríbhneaoireacht

GNÉ Cumarsáid

TÉAMA Caitheamh aimsire

TORTHAÍ FOGHLAMA • An teanga a bhaineann le poist a thuiscint agus a úsáid. • An aimsir fháistineach a úsáid i gceart. • Comhrá a dhéanamh le daoine eile faoin todhchaí. • Píosa faoina dtodhchaí féin a scríobh.

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My Joke Page Pages 22–23. My Joke Page

My Joke Page

STIMULUS Search online for the poem, ‘Aliens Stole My Underpants’ by Brian Moses.

Ha Ha

My World I

My World

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

ENGLISH STRAND Oral language; Writing

ELEMENT Exploring and using language

OBJECTIVES • Read the poem ‘Aliens Stole My Underpants’ aloud with expression. • Identify favourite imagery and rhyme in poem. • Write an interview with an alien that has come to earth from the planet Mars. • Engage in author’s chair to critique interviews written. ☑

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I like to daydream about … Page 24.

I like to daydre am about ...

STIMULUS Look online for the song ‘Daydream Believer’ by the Monkees.

My World

CURRICULAR LINKS MUSIC

DRAMA

Song singing: Sing the song ‘Daydream Believer’ by the Monkees.

The consequences of daydreaming: Children create a still image of someone daydreaming. Discussion about the consequences of daydreaming. Scenarios: 1 Daydreaming at a football match; 2 Daydreaming at the park; 3 Daydreaming at school; 4 Daydreaming at dinner; 5 Daydreaming at a party. Discuss scenarios. Create role plays in groups to depict the consequences of these daydreams.

MUSIC STRAND Performance

ELEMENT Song singing

TOPIC Daydreaming

OBJECTIVES • Listen to the song ‘Daydream Believer’. • Sing the song ‘Daydream Believer’. • Use percussion instruments to add a beat to the song ‘Daydream Believer’.

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

STRAND UNIT Exploring and making drama

TOPIC Daydreaming

OBJECTIVES • Understand what daydreaming is. • Create a still image in groups to demonstrate daydreaming. • Describe the advantages and disadvantages of daydreaming. • Create a role play to demonstrate the consequences of daydreaming in different situations.

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What I know now is … What I know now is ...

Page 25. STIMULUS See if your library has a copy of the picture book, The Flower by John Light.

My World

Read the problem three times Use a pencil to underline key words or numbers Draw a table diagram for information you need Estimate a possible answer CURRICULAR LINKS DRAMA

MATHS

SCIENCE

Read the story, The Flower. Discuss the story and the impact of having no flowers in the world.

Problem-solving: Use RUDE strategy to problem-solve. Children self-evaluate after problem-solving what they know, after using the RUDE strategy to problem-solve.

Diffusion. What materials make the best tea bags? Tin foil, cling film, filter paper, tissue paper.

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

STRAND UNIT Exploring and making drama

TOPIC Flowers

OBJECTIVES • Enter into the world of the story The Flower through exploration of the character Brigg and the situation in the story. • Play the role of Brigg in a convincing way. • Explore the theme of climate change in an imaginative way through teacher in role, improvisation, student in role, etc. MATHS STRAND Number

STRAND UNIT Operations

TOPIC Problem-solving

OBJECTIVES • Understand how to use the RUDE problem-solving strategy. • Solve word problems based on addition, subtraction, multiplication and division in pairs using the RUDE strategy. • Reflect on what was learned from using the RUDE strategy. SCIENCE STRAND Materials

STRAND UNIT Properties and characteristics of materials

TOPIC Making tea bags

OBJECTIVES • Identify the materials that allow diffusion to take place. • Identify the best material to make tea bags. • Design an investigation to test where only one condition is changed. • Evaluate the importance of using the correct materials in the manufacture of products.

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What has changed most for me over the years is … Page 26

What has change d most for me over the years is ...

STIMULUS Search online for a picture of O’Connell Street in Dublin in 1915. This was one year before the Easter 1916 Rising. Now search online for a picture of what O’Connell Street looks like today.

My World

CURRICULAR LINKS HISTORY

SPHE

GEOGRAPHY

Discussion of the differences and similarities between O’Connell Street in 1915 and now. Look at how the 1916 Rising changed the political and physical landscape of Dublin.

Growing and changing, from conception to birth. The growth of the child explored through a picture timeline.

Exploring changes in the weather over the years in Ireland. Looking at weather in the 1980s and weather today.

STRAND UNIT 1916 and the foundation of the State

TOPIC 1916 Rising

HISTORY STRAND Politics, conflicts and society

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OBJECTIVES • Compare and contrast the picture of O’Connell Street from 1915 and the modern-day O’Connell Street picture. • Describe the events that occurred during the 1916 Rising. • Identify the political changes caused by the 1916 Rising. SPHE STRAND Myself

STRAND UNIT Growing and changing

TOPIC From conception to birth

OBJECTIVES • Understand the word ‘foetus’, ‘womb’ and ‘conception’. • Order the stages of the growth of a foetus from conception to birth. • Understand the length of pregnancy. GEOGRAPHY STRAND Natural environments

STRAND UNIT Weather, climate and atmosphere

CONCEPT Changes in climate and weather

OBJECTIVES • Understand what climate is and identify the climate of Ireland. • Investigate the difference between the climate and weather in Ireland in the 1980s and now. • Understand the reason for the changes in climate and weather.

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CURRICULAR LINKS FOR ABOUT SCHOOL

About School/My Style Of Learning/How I Learn Pages 27–30. rning My Style of Lea

Ring the star:

Not like me

Mostly me

ive at tasks t to stay attent I find it difficul g distractions I am good at ignorin r easily one task to anothe I can move from time ing for a long I keep at someth h pictures visually and throug I like to learn g through listenin I like to learn and art I like jigsaws, puzzles sequences relationships and I like patterns, phone numbers I can remember I like mental maths I have seen I remember faces

About School

My Style of Learning

Put an X on the line at the point that describes you best.

Ring the star:

Not like me

Mostly me

Definitely me

Before I start, I work out a plan

No need for a plan - get it done!

I enjoy a challenge I break the work into sections

I understand what others say when they talk

I do everything in one go

I like comparing ideas I re-read when I don’t understand

I love science I enjoy making predictions

I resist taking breaks until I get finished

Sometimes I get stuck I like to plan my work

If one idea doesn’t work, I’m straight on to another

I like to be accurate in the work I do I like to review the work I’ve done

I ask someone to review my work

I enjoy getting help from others

and songs music, rhymes I can remember

I like helping my peers

things new ideas with I am quick to link I‘ve learned

Sometimes I get frustrated in class

How I Learn

Definitely me

When I finish my work, I always ask what I could have done better

I keep a folder of my best work from year to year

I think I am curious as a learner

About School

I just do what I understand

I like to take breaks often

If one idea doesn’t work, I get stuck

I never ask anyone to review my work

When I’m finished, I’m finished

I’ve no record of my work from year to year

About School

STIMULUS Search online for a video of Po being trained by Shifu in the film, Kung Fu Panda. CURRICULAR LINKS SPHE

SCIENCE

The children watch the video of Po being trained by Shifu. Children answer questions about how Po learns. Children explore how they learn through pictures; visual learning; audio learning; kinaesthetic learning. In pairs children identify their favourite type of learning and give an example of an activity they enjoy through this learning and what it has taught them. Children write a description of what motivates them in learning.

Children design a foam rocket. Children explore stored energy. They discuss what they need to know before they make the rocket. They discuss how they will make the rocket. Children use pipe insulation and a rubber band to create their rocket.

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SCIENCE

MATHS

Children compare the launch angle to the distance the rocket travels. They reflect on the challenges of making the rocket and the skills they used when making it.

Continuing from the foam rocket lesson, children measure the length that the rockets travel. Children also measure the angle at which the rocket launches. Children identify the best angle for the rocket to be launched at.

SPHE STRAND Myself

STRAND UNIT Self-identity

TOPIC Learning styles

OBJECTIVES: • Identify what motivates Po to learn. • Understand the different types of learning. • Identify what motivates the children to learn. SCIENCE STRAND Energy and forces

STRAND UNIT Forces

TOPIC Making rockets

OBJECTIVES • Understand what stored energy is. • Identify the best materials needed to create the rocket. • Make comparisons between the angle of the rocket and the distance it travels. • Understand the challenges, skills and ideas behind creating the rocket.

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MATHS STRAND Measures; Shape and space

STRAND UNIT Length; Lines and angles

TOPIC Launching rockets

OBJECTIVES: • Identify different types of angles: acute, right and obtuse. • Measure angles using a large protractor. • Identify the correct instrument to measure the length of the rocket’s path. • Estimate the length of the rocket’s path and then measure it.

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My Smarts Page 31.

My Smarts Shade in your Smarts!

STIMULUS

63+8

er mb Nu

t Smar ool

Pict ure

S ch

Sm ar

Peo ple Sm ar t

1 2

rt eS ma at ur

5 4 3 2

2 1

1 = I haven’t muc h of this Smart

Sm a

Bo dy

ar Sm Music

ar Sm Self

Search online for the Riverdance performance from the 1994 Eurovision Song Contest.

ar Sm

5 = This is my Smart

About School

CURRICULAR LINKS MUSIC

MATHS

GEOGRAPHY

Children watch and listen to the Riverdance performance. They identify instruments and tempo and comment on the emotions evoked from the singing.

Children create bar charts to represent their smarts from page 31. These are categorised into picture smart, number smart, people smart, school smart, nature smart, music smart, self smart and body smart. Children represent the class’s most popular smarts. They solve problems based on these bar charts.

Exploring nature smart: Identify a natural environment in the locality, e.g. a park (urban), a lake, forest, grotto, well. Children engage in a nature walk, identifying natural features including trees, plants, animals, streams, rivers, etc.

SPHE Children engage in mindful breathing for five minutes each day. They put both hands on their stomach. They can close their eyes or look down at the floor. They count 1, 2, 3 for each breath in and 1, 2, 3 for each breath out. Children explore what is making their hands rise and fall. They explore the feel of their breath. The children can write about how they felt during their mindful breathing in a journal.

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MUSIC STRAND Listening and responding

STRAND UNIT Listening and responding to music

TOPIC Riverdance

OBJECTIVES • Listen to the singing and Irish dance music from Riverdance. • Identify the Irish traditional instruments in the dance: Riverdance. • Identify the type of smarts required to perform Riverdance. MATHS STRAND Data

STRAND UNIT Representing and interpreting data

TOPIC Creating bar charts for Our Smarts.

OBJECTIVES • Understand that bar charts are used to represent data. • Collect data based on the class’s smarts. • Represent the data collected on Our Smarts on a bar chart. • Identify the most popular and least popular type of smart in the class.

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GEOGRAPHY STRAND Natural environments

STRAND UNIT The local natural environment

TOPIC Nature walk in the locality

OBJECTIVES • Explore a local natural area. • Identify animals, plants, water and physical features in the area. • Draw a simple map of the area. SPHE STRAND Myself

STRAND UNIT Taking care of my body

TOPIC Beginning mindfulness

OBJECTIVES • Understand the meaning of being self-smart. • Engage in mindful breathing. • Write a diary entry about their feelings after mindful breathing.

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My School Report Page 32.

My School Rep ort My strengths as a learner

What I learned during the year

STIMULUS Search online for the Dr Seuss poem, ‘Oh, the Places You’ll Go!’. You could also see if the library has a copy of the book, Oh, the Places You’ll Go!

How I’ve changed as a learner 1 _____ __________ 2 _______________

_______________

3 _________________________ _____

Goals for next year

_________

1 __________ _____

_________

2 _______________

_________

_______________

3 _________________________

Any other comm ents

_________

______________

Signed by me ________ : ________________________ Date : ________________________ ________

_______

About School

CURRICULAR LINKS ENGLISH

VISUAL ART

Children read the poem ‘Oh, the Places You’ll Go!’ by Dr Seuss. Children will discuss rhyme, images and rhythm in the poem. They will discuss the places they will go in the future, starting with secondary school, the career they may choose, etc. This can be followed up by the children writing a letter to their younger selves in Junior Infants.

Children create a showcase of their artwork throughout the year. The showcase will present their work to students in different classes and teachers in the school over one afternoon. Children will talk about their artwork, what materials they used, what they like about their work and what they would do differently next time.

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ENGLISH STRAND Oral language; Writing

STRAND UNIT Communicating; Exploring and using language

TOPIC The places you’ll go

OBJECTIVES • Read the poem ‘Oh, the Places You’ll Go!’ aloud with expression. • Identify rhyming words and imagery that is appealing in the poem. • Write a letter to their past selves about their accomplishments during the year. VISUAL ART STRAND All strands

STRAND UNIT Looking and responding

TOPIC Art gallery

OBJECTIVES • Organise artwork into different categories. • Discuss their artwork in a critical manner. • Comment on their favourite piece of artwork.

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School Advertisement Page 33.

School Adver tise ment List four things that you consider school luxuries to be essential and four things in school; four that you would like to swap.

WORLD NEWS

BU SIN ES S

STIMULUS Search online for an advertisement for Chupa Chups Lollipops: ‘Even Ants Know It’s Sugar Free’.

Possible School Swap List

School Essentia ls

24 SERV ICES 26 ACTIV ITY HOLID AYS

MUSICIANS AVAILABLE

School Luxuries

28 OPPO RTUN ITIES

SPOR TING COM MEN T

FLYING THE FLAG

DIARY

THOMAS FRANCIS

About School

CURRICULAR LINKS ENGLISH

VISUAL ART

DRAMA

Children will look at the Chupa Chups advertisement and comment on the words and text. Discussion on effective adverts on television, on billboards and in newspapers.

Children create their own advertisement in a poster to advertise the school.

Children create a still image of the poster they have created in visual art. Children engage in role play, creating a television advertisement for the school.

HISTORY Children investigate a local newspaper from a significant year in the past, for example 2000, the millennium year.

ENGLISH STRAND Oral language

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ELEMENT Communicating

TOPIC Advertisements

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OBJECTIVES • Identify the message of the advertisement. • Discuss their favourite parts of the advertisement. • Identify effective advertisements from the television, newspaper and billboards. VISUAL ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC Advertisement poster for the school

OBJECTIVES • Identify features of effective advertisements. • Discuss aspects of the school that can be emphasised on the advertisement. • Create an advertisement to sell the school to new pupils. DRAMA STRAND Drama to explore feelings, knowledge and ideas, leading to understanding

STRAND UNIT Exploring and making drama

TOPIC Creating advertisements

OBJECTIVES • Discuss children’s favourite advertisements. • Create a still image to represent an aspect of the school. • Create a television advertisement to advertise the school.

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HISTORY STRAND Eras of conflict and change

STRAND UNIT Modern Ireland

TOPIC Newspaper stories from the past

OBJECTIVES • Identify important news stories from the year 2000. • Read articles from a local newspaper. • Create a fact sheet of stories from the year 2000.

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Memorable Moments

Memorable Mo ments

Page 34. STIMULUS Search online for a video of American President John F. Kennedy’s visit to Ireland in 1963.

CURRICULAR LINKS

About School

HISTORY

ENGLISH

GAEILGE

Children discuss memorable moments in Ireland’s history. They watch the video on John F. Kennedy’s visit to Ireland in 1963. They learn about this historical and memorable moment.

Children write a short story about a memorable moment in their lives that was exciting, different or new. Children can be prompted with ideas like their First Holy Communion, going to a foreign country, getting into a final in a team sport, etc.

Scríobhann na páistí faoi ócáid speisialta ar scoil i rith na bliana.

ELEMENT Ireland, Europe and the World, 1960 to present

TOPIC John F. Kennedy’s visit to Ireland

HISTORY STRAND Politics, conflict and society

OBJECTIVES • Recognise John F. Kennedy as a former president of the USA. • Understand the implication of his visit to Ireland.

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ENGLISH STRAND Writing

ELEMENT Exploring and using language; Communicating

TOPIC Memorable moments

OBJECTIVES • Recall memorable moments from their lives. • Identify the characteristics of a good short story. • Engage in the author’s chair to critique their work. GAEILGE SNÁITHE Teanga ó bhéal; Scríbhneoireacht.

GNÉ Cumarsáid; Fiosrú agus úsáid.

TÉAMA Ar scoil

TORTHAÍ FOGHLAMA • Labhairt faoi ócáidí speisialta ar scoil i mbliana. • Focail a bhaineann leis an ócáid speisialta a thuiscint agus a úsáid. • Píosa a scríobh faoi ócáid speisialta ar scoil i mbliana.

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Challenging Moments Page 35.

Challenging Mo ments

STIMULUS Search online for the Procter & Gamble advertisement, ‘Thank you, Mum.’

CURRICULAR LINKS

About School

ENGLISH

HISTORY

MATHS

Children watch the Procter and Gamble advertisement: ‘Thank you Mum’. Discussion on the challenging moments that the children in the video experience and who helps them overcome these moments. Children discuss their own challenging moments and who helps them overcome them.

Challenging moments in history: the Great Famine.

Problem-solving using equation word problems. Children discuss different strategies they use to solve word problems. For example, the RUDE strategy.

ELEMENT Communicating

TOPIC Challenging moments and overcoming them

ENGLISH STRAND Oral language

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OBJECTIVES • Identify challenging moments for the people in the video. • Identify ways that these people overcame their challenging moments. • Describe their own challenging moments and ways they overcame them. HISTORY STRAND Eras of change and conflict

ELEMENT The Great Famine

TOPIC Challenging moments in Irish history

OBJECTIVES • Understand the causes of the Great Famine. • Describe the impact of the Great Famine on Ireland. • Write a diary entry from the point of view of the people living in Ireland at the time of the Great Famine. MATHS STRAND Algebra

STRAND UNIT Equations

TOPIC Challenging problems

OBJECTIVES • Discuss strategies for solving equation problems. • Engage in problem-solving using word equation problems. • Discuss challenging aspects of the problems.

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Work I Am Proud Of

Work I Am Pro ud Of

Page 36. STIMULUS Look online for a video from ITV of a schoolgirl from a Derry primary school singing ‘Hallelujah’.

CURRICULAR LINKS

About School

MUSIC

ENGLISH

HISTORY

Children will listen to the song ‘Hallelujah’ sung by a Derry primary school girl. Children will discuss the girl’s singing. Children will talk about why the girl should be proud of her singing. Children will sing the song ‘Hallelujah’.

Children search online for the Storybird website. They will publish in book format the piece of writing they are most proud of by using this website.

The Romans. Children will learn about the buildings the Romans were proud of creating. They will focus on the accomplishments of the Romans, including the Colosseum, the Pantheon, and the invention of systems of heating.

STRAND UNIT Listening and responding to music; Song singing

TOPIC Pride in musical talent

MUSIC STRAND Listening and responding; Performing

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OBJECTIVES • Listen to the song ‘Hallelujah’ and describe the style of singing. • Identify moments when they felt proud of their work. • Sing the song ‘Hallelujah’. ENGLISH STRAND Writing

ELEMENT Communicating

TOPIC Publishing work

OBJECTIVES • Identify a piece of writing that they have pride in. • Edit this piece of work. • Children to search online for the Storybird website and publish the piece of work using this website. HISTORY STRAND Early peoples and ancient societies

STRAND UNIT Romans

TOPIC Roman buildings and homes

OBJECTIVES • Name famous buildings built by the Romans. • Describe features of these buildings that were innovative. • Identify the methods used in construction.

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Work I Could Improve Page 37.

Work I Could Im prove

STIMULUS Look online for the poem, ‘Oh, I Wish I’d Looked After Me Teeth’ by Pam Ayers. Improving dental hygiene.

About School

CURRICULAR LINKS ENGLISH 1

ENGLISH 2

SPHE

Read the poem ‘Oh, I Wish I’d Looked After Me Teeth’ by Pam Ayers. Discussion about poem and improvements to dental hygiene that can be made.

Procedural writing: How to improve your fitness. Children will write instructions to people their own age on what exercises they can engage in to improve their fitness.

Children will create food diaries and pick one action that they can do to improve their health.

ELEMENT Understanding; Exploring and using language

TOPIC Dental hygiene improvement

ENGLISH 1 STRAND Oral language

OBJECTIVES • Read the poem ‘Oh, I Wish I’d Looked After Me Teeth’ aloud with expression. • Identify rhyme and effective words and images in the poem. • Discuss improvements the character speaking in the poem could make to their dental hygiene.

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ENGLISH STRAND Writing

ELEMENT Communicating; Exploring and using language

TOPIC Fitness

OBJECTIVES • Identify types of fitness. • Identify features of procedural writing. • Describe ways of improving fitness for people their own age. SPHE STRAND Myself

STRAND UNIT Taking care of my body

TOPIC Eating healthily

OBJECTIVES • Create a food diary with entries for one week. • Identify the correct daily recommendations for food intake. • Identify one improvement they can make in their food diet.

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MEMORY

LEARNING WAY

MY LEARNING WAYS

Part 2

WEEK

Acquire tools and tactics to learn how to learn and, specifically, how to improve memory strategies. Explore possibilities for better decisionmaking about the strategies that will enable them to memorise effectively. Assume responsibility for learning how to learn with specific reference to memory. Reflect on their approach to remembering and memory and improving memory strategies and behaviours.

•

• •

As above

Build consciousness and understanding of ‘learning ways’/learner dispositions, specifically what it means to remember efficiently.

•

LEARNING OUTCOMES FOR MEMORY

•

Brainstorm vocabulary and behaviours associated with remembering and memory skills. Discuss pages 40–41, My LID 5, and different memory functions.

Complete bubble dialogues, page 160: ‘Let’s think about my memory and how I learn to remember’.

IMPLEMENTATION (30 MINS PER WEEK)

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As above

Teacher’s Resource Book • • •

• •

•

• •

• • •

• •

•

• • •

Direct students to My LID5, pages 52–53. Use strategy logs for one or two afternoons, pages 165. Direct students to My LID5, page 54. Review auditory memory.

Direct students to My LID5, page 51. Review auditory memory strategy wheel. Affix auditory memory strategy wheel to HW diary. Memory activities, paired activities, pages 116–128.

Direct students to My LID5, pages 49–50. Memory activities, pages 116–128.

Direct students to My LID5, pages 46–47. Use strategy logs for one or two afternoons, page 164. Direct students to My LID5, page 48. Review visual memory.

Direct students to My LID5, page 45. Review visual memory strategy wheel. Affix visual memory strategy wheel to HW diary. Memory activities, pages 116–128.

Visual memory task: complete pages 42–43, My LID5. Students complete checklist page 44, My LID5. Memory activities, pages 116–128. One 10-minute memory activity, whole class or in pairs.

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As above

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•

• •

•

• •

Complete bubble dialogues, page 161: 'Looking back at my memory and how I remember’.

One class group memory activity, pages 116–128, encourage children to create their own 10-minute memory activity or game. Complete review page, page 62, My LID5.

Affix blank strategy wheel to HW diary and invite students to complete. Direct students to My LID5, page 60. Review working memory. Review and rehearse strategies for memory, page 61, My LID 5.

Direct students to My LID5, pages 58–59. Use strategy logs for one/two afternoons, page 166.

Direct students to My LID5, page 57. Review working memory strategy wheel. Affix Strategy Working Memory Strategy Wheel to HW diary. Memory activities, pages 116–128, paired activities.

Memory activities, pages 116–128. Choose from selection of whole-class activities/paired activities. Three 10-minute sessions.

Direct students to My LID5, pages 55–56. Memory activities, pages 116–128.

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HABITS OF MIND/ MINDSETS

LEARNING WAY

Teacher’s Resource Book Assume responsibility for learning how to learn with specific reference to growth mindsets. Reflect on their approach to mindsets and encourage students to challenge closed thinking.

•

As above

Explore possibilities for better decisionmaking and ways of thinking that will enable students to learn more effectively.

•

Acquire tools and tactics to learn how to learn and, specifically, how to adopt a growth mindset.

•

As above

Build consciousness and understanding of ‘learning ways’/learner dispositions, specifically what helpful growth and closed mindsets means for learners.

•

LEARNING OUTCOMES FOR MINDSETS

WEEK

•

• •

•

Mindset activities, My LID 5, pages 66–67 and 68–69.

Brainstorm vocabulary and behaviours associated with open and closed mindsets. Complete mindset activity 1, page 129. Complete My LID5, pages 64–65.

Complete bubble dialogues, page 162: 'Let's think about my mindset’.

IMPLEMENTATION (30 MINS PER WEEK)

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As above As above

As above

19 20

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• •

• • •

• •

•

Direct students to My LID5, page 75. Self-evaluate. Mindset activity 8, page 147.

Mindset activity 7, page 145. Direct students to My LID5, page 74.

Direct students to My LID5, pages 72–73. Mindset activity 6, page 142.

Mindset activity 4, page 138. Affix mindset magic to HW diary. Mindset activity 5, page 140.

Direct students to My LID5, page 71. Mindset activity 3, page 135.

Direct students to My LID5, page 70. Use strategy logs for one or two afternoons, page 167.

Mindset activity 2, page 132.

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As above As above

As above

26 27

Teacher’s Resource Book 28 29

•

Complete bubble dialogue, page 163: 'Looking back at my mindset’.

Create activity, task or game for promoting open mindsets (in small groups). Complete review page, page 77, My LID 5.

Mindset Activity 10, page 151.

Affix blank strategy wheel to HW diary and invite students to complete. Use strategy logs on two afternoons, page 167.

Mindset activity 9, page 149.

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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 fifth 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 LID5! 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 LID5 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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Section 8 TEACHER RESOURCES

OVERVIEW OF LEARNING OUTCOMES

MY LID SUPPORTING SCHOOL SELF-EVALUATION

OTRs: OVERVIEW OF STICKERS

OVERVIEW OF CLASS ACTIVITIES TO SUPPORT THE DEVELOPMENT OF MY LEARNING WAYS, LID5 YEARLY PLAN

LESSON PLANS FOR MY STRENGTHS

SUPPLEMENTARY ACTIVITIES FOR THE DEVELOPMENT OF LEARNER DISPOSITIONS

116

STRATEGY LOGS

164

COMMERCIAL GAMES THAT SUPPORT MY LEARNING WAYS

168

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

169

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My Learner ID 5 LEARNER LEARNER PONSIBILIT Y VOICE RES

Peer-Assessment Checklists

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

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.

Rubrics LEARNING OUTCOMES To enable learners to: ✓ Learn how to learn ✓ Feedback during learning ✓ Understand what good work looks like in a format students can understand ✓ Take responsibility and ownership in learning

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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.

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.

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.

My Learning Ways

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

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

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My Learner ID SUPPORTING SCHOOL SELF-EVALUATION

CHRONICLE OF LEARNER AT TRANSITION POINTS

LEARNER DISPOSITIONS

LEARN VOIC

TOOLS FOR LEARNING –9 HOW TO LEARN

LIFELONG LEARNING

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

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INCLUSIVE – FOR ALL LEARNERS

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ARNER VOICE

LEARNER VOICE LEARNER RESPONSIBILITY LEARNER OWNERSHIP

ASSESSMENT FOR LEARNING

LEARNER WELL-BEING

AUTHENTIC ASSESSMENT

TRACKING LEARNERS Teacherâ&#x20AC;&#x2122;s Resource Book

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OTRs:

Overview of Stickers

OTR Start Ups

Y M

S t ar t U ps

MY GOAL IS...

S t ar t

Star t U ps

The firs t thing I discov ered wa s..

Ups

T im take y a m use... This r t beca

I CAN!

s Start Up

ps rt U G ... I’m ERIN D I NS

S t ar

Start Ups

I am Missing...

t Up

s I am going to take a dee p bre and ath work HAR D becau se...

Star t Ups

USE A C E B

Star t Ups I will keep trying until

ps rt U

SY I S EA THISFOR ME... USE BECA S ta

Start Ups

I can make this more challenging by..

S ta

o & Eff

I can learn

ANYTHING I WANT TO!

Stop and Think

Start Ups

This is too HAR D because...

STOP and Think

Do I UNDERSTAND what I am doing? STOP and Think

STOP and T hink

Am I Ach i e v My GO ing AL?

S TO P and Thin k

I need

STOP and Th ink

I NEED MORE

TIME TO... 88

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LEARN

Do I RSTAND E D N U a h w t I am doing?

RECONS IDER..

REC

S TO P ink and Th

get When I I... K S TUC

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Let’s Review

ARNER ID Review

Rev

iew SU D i d t CCE a s k SSF U by. LLY .

Review

I AM MEASU R SUCCES ING S BY...

w vie er Re th

Review

o s at ion Wh uest to be ? d q ed re n e s we an

The QUESTI ON I’m still thinking is...

Review

I just Learned...

Revie w

B ew J O y… vi Re b ER e T T tim BE ext

GOOD JOB!

d Think S T O P an

DOES MY ING ND UNDERSTANSE? E S MAKE

Review

Next time I’ll do it

DIFFERENTLY BY..

STOP and Think

I II use a DIFFERENT

strategy!

Review

STOP and Think

S TO P a nd Thin k

I FORGOT about...

I CA RECAL N L...

iew Rev L EFU t US mos learned e h T gI thin day... to

w Revie

e d ha v I coul RED A PREP by… r e bett STOP and Think

hink and T S TO P

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9 What Happened?

8 Flashcard Sequence

7 Don’t Finish that Word!

6 Listen and Draw

5 Image Memory Story

4 The Magic Cup Game

3 Retelling a Story

2 Coin Match/Counter Match

1 The Category Game

MEMORY

LEARNING WAY

INDIVIDUAL

• • • • • • • • •

PAIRED

• • •

• • • • • • • • • •

• •

GROUP/STATION WHOLE CLASS

Overview of class activities to support the development of My Learning Ways LID5 Yearly Plan

✯ ✯✯ ✯✯✯

LEVEL OF DIFFICULTY

My Learner ID5

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11 Acrostic Poems

10 Growth Thinking

9 Growth Mindset Words

8 The Magic of ‘Yet’

7 Our Mighty Mistakes!

6 How to Get Unstuck

5 Growth Mindset Posters

4 Famous People and Growth Mindsets

3 What Would You Say Instead?

2 Is This a Growth Mindset?

1 Growth and Fixed Mindsets

MINDSET

LEARNING WAY

•

• •

INDIVIDUAL

• • • • • • •

•

PAIRED

• • • • • • •

•

• •

• • •

• •

✯ ✯✯ ✯✯✯

LEVEL OF GROUP/STATION WHOLE CLASS DIFFICULTY

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Character Strengths 1. GRIT

MATHS Children engage in problem-solving using the Maths Eyes poster ‘One Heart, One Lifetime, How many beats?’. Children are divided into groups of four. Each group receives profiles of different people who have died this year. The date of birth, gender, average heartbeat per minute, weight and height provided. Children must match the profile to how many times each person’s heart beats in a lifetime. Children solve other problems based on this information. Children will complete a reflective diary entry, answering these reflection questions, which focus on the character strength ‘grit’: 1 How did you feel when you first read the problems? 2 What did you do to solve the problems? 3 Who helped you? 4 Did you feel like giving up at any time? 5 How did you feel when you solved the problems? 6 What skills do you need to engage in problem-solving? As a follow-up activity, children can create their own Maths Eyes poster with an interesting question based on people. Strand: Number; Measures Strand Unit: Operations; Weight; Length Topic: Problem-solving Objectives: • Engage in problem-solving using multiplication, division, subtraction and addition. • Reflect on the process of problemsolving and the skills necessary for it. • Create a problem and make a poster to display it. [Free resource: www.haveyougotmathseyes.com/resources]

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Character Strengths 2. INTEGRITY

HISTORY Children explore the life actions of Nelson Mandela as a person of integrity. They learn facts about his life, including his fight to end apartheid in South Africa which resulted in him being imprisoned for 27 years. The word ‘integrity’ is explained to children. In pairs, children create a PowerPoint presentation demonstrating Mandela’s integrity. What actions in his life show ’integrity’? Children will brainstorm ways in which they show integrity in their lives and this will form the conclusion of their presentation. Strand: Politics, conflict and society Strand Unit: Ireland, Europe and the world, 1960 to the present Topic: Nelson Mandela and his integrity Objectives: • Recall facts about Nelson Mandela’s life. • Understand the meanings of the words ‘apartheid’, ‘discrimination’ and ‘integrity’. • Create a presentation that identifies what actions of Mandela showed his integrity. • Identify actions of integrity in their own lives.

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Character Strengths 3. HOPE

ENGLISH Search online for the poem ‘A Poem of Hope for Children’ by Polly C. Children, read the poem and discuss the main theme of the poem: hope. They will answer questions about the theme, identifying the signs of hope in the poem. Children will discuss the meaning of hope and why it is difficult for the children in the poem to have hope. Children will explore situations where it is difficult to have hope, e.g. war and poverty. Children will create their own poster that portrays hope in their life through symbols. Strand: Oral language Strand Unit: Exploring and using language Topic: Hope in the lives of children Objectives: • Read aloud with expression the poem ‘A Poem of Hope for Children’. • Identify the signs of hope in the poem. • Understand the difficulties of being hopeful in certain situations. • Identify signs of hope in their lives and express these through a poster.

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Character Strengths 4. SELF-CONTROL

SPHE Children search online for the Angry Birds video. They watch the video and discuss how the angry bird stopped himself from attacking the blind pig. Discussion of the importance of the angry bird stopping to help the blind pig. Elicit the word ‘self-control’ from the children and explain this word. Children give examples of when they used self-control in their own lives. Give children scenario cards with situations that challenge self-control. Children will answer these questions in groups in relation to their scenario cards: 1 What is the issue causing self-control problems? 2 What are some possible solutions to this issue?

Scenario Cards: 1 One of your friends always makes you play the game or sport they want you to play. 2 Sarah has been telling other kids in your class a secret you told her to keep. 3 Both you and Jasmine want to use the class laptop during free time. 4 By mistake, George takes your seat at the full table your friends are sitting at. 5 You gave Rachel a loan of your favourite book but she does not give it back to you. Children finish the lesson by summarising what self-control means and how best they can use it in their lives. Strand: Myself Strand Unit: Growing and changing Topic: Dealing with feelings and emotions: self-control Objectives: • Understand the meaning of self-control. • Describe the importance of using self-control in certain situations. • Identify how to use self-control in certain situations.

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Character Strengths 5. CITIZENSHIP AND TEAMWORK

PE Children will watch the video of LeBron James demonstrating leadership and teamwork qualities. Children will discuss how LeBron James can be both a leader and a team player and why being part of a team can involve sacrifice. Children will discuss citizenship and teamwork and the meanings of both and how they apply to sports. To warm up, children will practise teamwork by doing the minefield challenge. The area will be set up with different obstacles such as chairs, balls and tables which will be called mines. In pairs, one child will have to instruct their blindfolded partner around the minefield. The person guiding the blindfolded person will not be able to enter the minefield; they will provide instructions from behind a line. In teams, four–five children will engage in a giant jigsaw challenge. One member at a time will sprint to the opposite end of the field/area/room to get one jigsaw piece. The children will have to decide who will lead the operation, who will be the sprinters and who will create the jigsaw. Children will reflect on their teamwork, what they did well and how they could improve their teamwork. As a cooldown, children will act as good citizens of their country by working as a team to pick up all the rubbish scattered around the area by the teacher. Children will work together as a team to maximise the amount they pick up in the least amount of time. Children will be timed. They will do this jigsaw activity twice: once jogging and once walking. Strand: Outdoor and adventure activities Strand Unit: Outdoor challenges Topic: Teamwork and citizenship Objectives: • Understand the meaning and importance of teamwork and citizenship. • Engage in an outdoor jigsaw challenge. • Be efficient in completing activities correctly under time pressure.

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Character Strengths 6. CURIOSITY

SCIENCE Children will be shown a glass of water that contains some clean soil. They will have to solve the problem of making the water clean again. In groups, they will come up with ideas. Children will be asked to think about how water treatment plants clean water. Elicit the words ‘filter’ and ‘filtration’ from them. Children will answer these questions: 1 2 3 4 5

What is a filter? What is a filter made from? Can everything be removed from the water when cleaning it? If you were baking a cake and found lumps in the flour what would you do? What is the best material to use for filtration?

Children will be given a funnel, filter paper, tissue paper, tinfoil and a bottle. They will work in pairs and figure out how to make the test work. They will try different materials and decide which is best for filtration. The class will investigate how they cleaned the water, what is left in the filter paper and what is left in the water. They will discuss the benefits and difficulties of filtration. Strand: Materials; Environmental awareness and care Strand Unit: Properties and characteristics of materials; Environmental awareness Topic: Filtration Objectives: • Understand the word ‘filtration’. • Identify the correct material to use for filtration. • Appreciate the importance of clean water and the filtration process.

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Character Strengths 7. LOVE OF LEARNING

ENGLISH The class engage in a whole-class project: a student-friendly magazine. Children pick different areas of school that they love and create a page representing their interests. For example, a maths page with challenging problems, a short story page to show their love of writing or an art page representing art from the class. This magazine can be published and sent to the other classes in the school. Children engage in a creative process, engaging in the love of learning, focusing on their own talents and interests. They also practise their writing skills: drafting, editing and publishing. Strand: Writing Strand Unit: Exploring and using Topic: Creating a class magazine Objectives: • Identify the main features of a magazine. • Describe favourite areas of learning in school. • Create a class magazine that highlights love of learning in school.

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Character Strengths 8. OPEN-MINDEDNESS

ENGLISH Exploring the theme of open-mindedness in the novel There’s a Boy in the Girls’ Bathroom by Louis Sachar. Children will explore the character Carla, the counsellor, and how her open-mindedness changed the character Bradley Chalkers. Children will identify ways they are or can be open-minded in their lives. Strand: Reading Strand Unit: Understanding Topic: Open-mindedness Objectives: • Understand the word ‘open-mindedness’. • Identify open-minded actions in the story There’s a Boy in the Girls’ Bathroom. • Identify ways in which they can be open-minded in their own lives.

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Character Strengths 9. LOVE

ENGLISH Children will read the poem ‘When All the Others Were Away at Mass’ by Seamus Heaney. The theme of love will be explored through questioning. 1 Who is this poem about? 2 Why was peeling potatoes special for Seamus Heaney? 3 What did he think about when he was at his mother’s bedside? Children will discuss the imagery and sounds in the poem. Children will think of someone they love (mother, father, friend, grandparent, sister, brother). Children will write a recount of their favourite memory with their loved one. Strand: Oral language; Writing Strand Unit: Communicating Topic: Love for people Objectives: • Read the poem ‘When All the Others Were Away at Mass’ aloud with expression. • Identify the images that display the love Seamus Heaney had for his mother. • Write a recount of a favourite memory with a loved one.

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Character Strengths 10. SOCIAL INTELLIGENCE

SPHE/ENGLISH Children develop their communication skills by engaging in speed-debating with other children in their class. There will be a discussion about the appropriate way to communicate in a debate, emphasising the importance of listening, being honest and communicating in a respectful manner. A number of paired children will participate in debating a selected topic. Children not debating will form the audience and can select which side of the debate they support. After the exercise, the children who participated in the paired debates will reflect on the following questions with their partners: 1 2 3 4

Did I listen intently to my partner’s viewpoint? Was my partner attentive? What did I learn from my partner about communicating in a debate? What three things are important to remember when communicating with another person who may have a different opinion to myself?

Strand: Myself and others; Oral language Strand Unit: Relating to others; Communicating Topic: Speed-debating Objectives: • Understand the main features of debating. • Listen to others with respect. • Reflect on the process of listening and communicating in debating.

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Character Strengths 11. GRATITUDE

VISUAL ART/RELIGION Children create a gratitude flower. As a whole class, children discuss what they are grateful for in their lives. What do they thank God for everyday? Why is it important to be grateful for the good things in our lives? Each child will create a petal for the gratitude flower to show that they are grateful for something in their life. They will decorate the petal to represent this in the best way possible. As a whole class, children will pray to God for the different things the class are grateful for. Strand: Drawing; Paint and colour Strand Unit: Making drawings; Painting Topic: Gratitude Objectives: • Understand the meaning of gratitude. • Identify things to be grateful for. • Pray to God for the things they are grateful for. • Create a gratitude flower.

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Character Strengths 12. ZEST

PE Circuit-training course: children will engage in different activities that are energetic and fun. The different circuits will mainly focus on the athletics strand. These will include: 1 2 3 4 5 6

Hurdle jumps Bean bag toss Sit ups Burpees Skipping Relay.

Each group of four will get a chance to try all stations. At the end of the circuit training, children will have some oranges, to continue enjoying the zest of life. Strand: Athletics Strand Unit: Jumping; Throwing; Running Topic: Circuit-training course focusing on the theme of zest for life Objectives: • Understand how to complete each activity at each station. • Engage in running, jumping and throwing activities. • Enjoy using energy in a productive way.

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Character Strengths 13. KINDNESS

SPHE Children watch the TedX Talk by Drew Dudley on lollipop moments. This story is about how Drew performed a random act of kindness in university that changed the life of another student. He gave a man standing next to this student a lollipop and told him to give it to the beautiful woman next to him. This girl was ready to drop out of university; however this act of kindness changed her mind. Children will discuss the implications of Drew’s act of kindness, discussing why he did it, what made it a random act of kindness and the importance of acts of kindness. Children will discuss their own random acts of kindness and how doing the act of kindness made them feel, why they did it and the effect on the other person. Children will be given a lollipop and encouraged to give it to another person who needs it. Children write a diary entry about this random act of kindness and they will read these journal entries back to the class. Strand: Myself and others Strand Unit: My friends and other people Topic: Random acts of kindness Objectives: • Understand the importance of kindness. • Identify the results of random acts of kindness. • Engage in their own act of kindness and write a diary entry about it.

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Character Strengths 14. CREATIVITY

VISUAL ART/DRAMA Children create their own finger puppets of any animal they choose. Children use the following materials: felt, googly eyes, thread, needles, PVA glue, sponge, cloth. Children use their creativity to create a preparatory drawing of their animal. Then they use the materials to create the finger puppet. Children will create a puppet show in groups of four and perform it for the junior and senior infant classes. Strand: Drawing; Construction; Drama to explore feelings, knowledge and ideas, leading to ideas Strand Unit: Making drawings; Making constructions; Exploring and making drama Topic: Animal finger puppets Objectives: • Create drawings of animal puppets. • Make an animal finger puppet using sewing materials. • Perform a finger-puppet drama for younger children.

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Character Strengths 15. FAIRNESS

ENGLISH The teacher begins with an activity to demonstrate the feelings and actions that result from a lack of fairness. The teacher will give all the children with brown eyes a sweet and exclude the rest of the class. Class discussion of what fairness means and of people in history who promoted fairness. Children will read about Malala Yousafzai and her struggle to bring fairness to the education system in Pakistan. Children will write short stories inspired by Malala’s story. These stories will be entitled: ‘Fairness: A Quality Taken for Granted’. Strands: Reading; Writing Elements: Understanding; Communicating Objectives: • Understand the quality of fairness. • Identify what actions Malala Yousafzai took to promote fairness in education. • Create a short story based on the quality of fairness.

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Character Strengths 16. LEADERSHIP

HISTORY Class discussion about what leadership is. Children will explore good and bad leadership and provide examples of both. Children will pick an effective leader in history and create a project representing the work and life of this leader. Strand: Story Strand Unit: Stories from the lives of people in the past Topic: Leaders from the past Objectives: • Understand the qualities of effective leadership. • Research a leader that is effective in history. • Present research on an effective leader in history to the class.

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Character Strengths 17. FORGIVENESS AND MERCY

SPHE/RELIGION Children will be encouraged to think about times when someone else in their lives hurt their feelings. They will discuss their feelings about what happened to them, how they felt about the person and their opinion on why the person hurt them. Children will think of a time when they may have hurt someone else’s feelings. They will think about why they did it and how it made them feel. Did the person forgive them? Children will discuss the importance of forgiving and why people forgive. Children will read about Pope John Paul II forgiving Ali Agca who shot him. Each child will make a heart, laminate it and mark it with a washable marker to represent times when people hurt them. Children will place their marked hearts into warm soapy water. They will wash away any bad feelings that other people have caused. Children will write about moments in their lives when they have forgiven others and how to forgive someone. Strand: Myself and others Strand Unit: My friends and other people Topic: Forgiving others Objectives: • Understand the importance of forgiveness and mercy. • Identify the reasons people forgive. • Describe moments in their own lives where they have or will forgive someone.

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Character Strengths 18. BRAVERY

ENGLISH Children read the novel Under the Hawthorn Tree by Marita Conlon-McKenna focusing on the theme of bravery. Children will identify ways in which the children were brave and why they had to be brave. Children write a short story based on the theme of bravery in children. Strands: Reading; Writing Elements: Understanding; Exploring and using language Topic: Bravery in children Objectives: • Understand the meaning of the word ‘bravery’. • Identify the actions of bravery in the book Under the Hawthorn Tree by Marita Conlon-McKenna. • Write a short story focusing on brave children.

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Character Strengths 19. MODESTY AND HUMILITY

SPHE Class discussion about what charities do for the local community and how they display humility and modesty. The words ‘humility’ and ‘modesty’ will be defined for the children. In groups, children will pick a local charity, research it and work together to fundraise a small amount of money for this charity without publicising it. After this activity, children will present their research to the rest of the class and describe how their chosen charity shows modesty and humility and how they themselves showed these traits when fundraising. Strand: Myself and the wider world Strand Unit: Developing citizenship Topic: Charities Objectives: • Understand the words ‘humility’ and ‘modesty’. • Research a local charity. • Fundraise for a local charity.

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Character Strengths 20. SPIRITUALITY

PE Children engage in laughter yoga. Children will connect with their playfulness by engaging in the following laughter exercises: 1 ho, ho, ha, ha chant (clapping at same time while moving around) 2 hands-by-knees stretch (stretch hands from knees to above head and exhale with laughter) 3 one-metre laugh (extend arm to the side and then other and laugh) 4 motor-boat laugh (starting a motor with a pull rope and making the sound of it, while laughing) 5 tell-a-secret laugh (teacher pulls in everyone close together as if to tell them a secret; the children laugh). Children will do many of these exercises while maintaining eye contact with each other. Strand: Gymnastics Strand Unit: Movement Topic: Laughter yoga Objectives: • Engage in movement while laughing. • Maintain eye contact with group members. • Enjoy engaging in the laughter yoga exercises.

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Character Strengths 21. PERSPECTIVE

VISUAL ART Children will look at various pictures of Gestalt perspective where the whole is different to the sum of its parts. The children will see different things in the images. Class discussion about why different people see different things. Each perspective of each image will be identified and discussed with the children. They will discuss the importance of understanding that each person sees things in their own way. Children will print their own images using the Gestalt principles. Strand: Drawing Strand Unit: Looking and responding; Making drawings Topic: Differing perspectives Objectives: • Understand that there are different ways of looking at the same picture. • Identify the different images in the Gestalt pictures. • Create their own Gestalt image.

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Character Strengths 22. HUMOUR

ENGLISH/VISUAL ART Children will search online and read a Calvin and Hobbes cartoon. The will identify the humour in the piece. Children will brainstorm different everyday situations that could be humorous. Children will be asked to cut out comics from the newspapers for inspiration. In pairs they will create their own humorous comic based on school life. Strand: Reading; Writing; Drawing Strand Unit: Exploring and using language; Understanding; Making drawings Topic: Comic strips Objectives: • Read the Calvin and Hobbes comic and identify humorous parts. • Identify everyday school situations that are humorous. • Create a comic strip that highlights a humorous moment in school.

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Character Strengths 23. DISCRETION

SPHE Class discussion about secrets and situations where it is acceptable to tell another person a secret. Children will explore different scenarios where discretion is needed and others where it is important to tell an adult. These scenarios will include: 1 2 3 4 5 6 7 8

having a crush on someone bullying getting a new pet abuse family moving house stealing hurting someone else going on holidays.

Children will decide in groups which secrets they can tell and which ones they should not tell. Children will discuss the consequences of betraying the trust of a friend. They will role play a situation where someone tells their friend’s secret to a group of friends. A discussion about feelings, responsibility and loyalty will take place. Strand: Myself; Myself and others Strand Unit: Making decisions; My friends and other people Topic: Using discretion Objectives: • Understand that some secrets should not be kept to oneself. • Identify different scenarios where an adult should be told about a secret. • Describe the consequences of betraying the trust of a friend.

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Character Strengths 24. APPRECIATION OF BEAUTY AND EXCELLENCE

GEOGRAPHY In groups, children will learn about the natural beauties of Ireland. Each group will be given a different natural beauty in Ireland to research. These beautiful places include: 1 2 3 4 5

The Cliffs of Moher The Giant’s Causeway The Burren The Ring of Kerry Blarney Castle.

Children will use PowerPoint to present their research to the class. They will point out the benefits of being a tourist visiting these places. Children will vote as a class for the most beautiful place in Ireland. Strand: Natural environments Strand Unit: Lands, rivers and seas of Ireland Topic: The natural beauty of Ireland Objectives: • Research a natural and beautiful area of Ireland. • Present a PowerPoint based on this natural and beautiful area. • Identify the benefits of being a tourist visiting these areas.

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Memory ACTIVITY 1

Learning tool: Memory Title: The Category Game Activity objective: To recall and recite words that are related to a given category. Procedure: For this activity, children will work in pairs. The teacher will announce the topic/category and one child will recall and recite all the words that relate to that particular topic/category. Materials and preparation: Paperclips (one bag per pair). Recommendations: Introduce the activity by briefly explaining what the objective of the game is. Next, divide the class into pairs: Child A and Child B. The activity will begin with the teacher announcing a topic/category, e.g. sports. Child A must recall and recite all the words that relate to the topic/category of sports. Once the child says an incorrect word or can no longer think of new words, their time is up. Child B must count the number of correct responses offered by Child A. The game will begin again with Child B now reciting words related to a new topic/category. Examples of topics/categories: 1 List all the colours, countries, foods and hobbies that you know in one minute. 2 List all the words that you know that mean ‘small’ (tiny, little, petite, miniature, nano, micro, elfin). 3 List all the breeds of dogs you know. 4 List all the words you know that mean ‘red’ (scarlet, auburn, crimson, brick, lipstick, cherry). Advice: As an extension activity, have players clip paperclips together while saying the words in the chosen category. This game may also be played in a group, where each child in the group will say a word related to the topic/category. As they say the word, they must clip a paperclip onto another paperclip. The aim of the game will be to see how long a paperclip chain the group can make. You may also choose to time this activity to avoid running out of paperclips!

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Memory ACTIVITY 2

Learning tool: Memory Title: Coin Match/Counter Match Activity objective: To remember and recreate a sequence using coins or counters. Procedure: For this activity, children will work in pairs. One child will create an image using coins or counters and their partner will watch. Their partner must try to recreate the image: they will need to remember the order of the different coins or the different coloured counters as well as the shape that they created. Materials and preparation: Different coins or different coloured counters (one bag per pair), visual timer. Recommendations: Introduce the activity by briefly explaining what the objective of the game is. Next, divide the class into pairs: Child A and Child B. Distribute a bag of coins or counters to each pair. Child A will begin the activity by arranging the coins or counters to make a particular shape, sequence or image while Child B watches. Next, allow Child B 20 seconds, using the visual timer, to analyse and remember the image before Child A jumbles the image and organises the coins or counters into a large bundle. Next, allow Child B to attempt to recreate the image. This activity will begin again with Child B being the person who creates a new image. Advice: In order to challenge the children, you could choose not to permit Child B to watch Child A constructing the shape using the coins or counters. This will mean that Child B will only have 20 seconds to analyse and remember the image before it is destroyed by Child A.

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Memory ACTIVITY 3

Learning tool: Memory Title: Mismatch Memory Game Activity objective: To find what items have been moved or hidden in the classroom. Procedure: This is a team memory game that will involve one team leaving the classroom whilst a second team changes things in the room to make mismatches, e.g. the placement of desks, chairs and teaching resources. When the first team returns to the classroom, they must find the mismatches and will get a point for each mismatch identified. Materials and preparation: Visual timer. Recommendations: Introduce the activity by briefly explaining the objective of the game. Re-iterate the classroom rules and stress that no child is to rearrange the inside of someone’s schoolbag. They may rearrange someone’s desk but only if they have received permission from the owner of those belongings. Next, divide the class into groups. Ask Group 1 to stand outside the classroom door and ask Group 2 to rearrange the classroom. Give Group 2 one minute and thirty seconds, using a visual timer, to rearrange the room. Allow Group 2 to rearrange as many items as there are children in the group; for instance, if there are five children in the group, then five items will be moved. Each child gets to move an item. Invite Group 1 back into the classroom and give them two minutes to identify the mismatches. Keep a tally of the number of mismatches correctly identified by each group on the whiteboard. Continue the game by inviting two other groups to play. Advice: It is very important that rules are re-iterated at the beginning of every round to maintain a lively but sensitive classroom environment. To challenge the children even further, you may ask one child in the group to hide an item instead of just moving it.

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Memory ACTIVITY 4

Learning tool: Memory Title: Retelling a Story Activity objective: To hear a story and retell it word-for-word. Procedure: This will be a paired activity. Child A will read aloud a passage to Child B and Child B must repeat the story word-for-word to Child A without omitting any words or creating new sentences. Materials and preparation: Story passages (one per child). Recommendations: Introduce the activity by reading a short story containing three sentences to the class. Repeat the story again and then ask the children to listen carefully and explain that individual children will be selected to retell the same story word-for-word. Sample short story: Young Jack was feeling very sad. He forgot his lunchbox and had nothing to eat at break time. Next thing, Jessie came over and gave him a biscuit chocolate bar and a ham sandwich. Next, divide the class into pairs and ask the children to pick Child A and Child B for the activity. Give a story passage to Child A and explain that they will read aloud the passage twice to their partner and their partner must retell that same passage word-for-word. Next, give a different passage to Child B and ask them to read aloud the passage twice to Child A. Child A will then retell the passage word-for-word. Advice: To challenge the children even more, you may increase the number of sentences included in the passages. As an extension activity, you may invite the children to write their own short story passages which they can read to their partner and then challenge their partner to retell the passage word-for-word.

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Sample story passages 1 It was a lovely sunny morning. Jack had the day off school and wanted to do something fun. His granddad came over and they decided to go fishing. Jack had never been fishing before. He was so excited. 2 It was the day of the school concert. Everyone was busy getting ready to go on stage to practise their play. Suddenly, Rosie heard a loud thud. She had knocked over the extremely expensive cello. 3 When I grow up, I want to be a doctor. I know this because I like helping people and would like to help people who are sick and make them better. 4 During the test Mark started to yawn. He had gone to bed really late the night before and didn’t have time to study for the test. He decided to take a nap. Next thing he woke up to the sound of the school bell. It was home time. 5 Mr Rush announced on the intercom that the president of Ireland would be visiting the school next month. The class were so excited and couldn’t wait to see the president. They started to clap and cheer.

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Memory ACTIVITY 5

Learning tool: Memory Title: The Magic Cup Game Activity objective: To try to find the hidden coin. Procedure: This will be a paired activity. Child A will be given four plastic cups. They will hide a coin under one of the cups and will shuffle the cups around. Child B is tasked with remembering which cup is covering the coin. Materials and preparation: Plastic cups (four cups per pair), coins or counters (one per child). Recommendations: Introduce the activity by explaining the aim of the activity and how it is to be played. Next, divide the class into pairs and ask the children to pick Child A and Child B for the activity. Give four plastic cups and a coin or counter to Child A and ask them to place the coin or counter beneath one of the cups. Child A will shuffle the cups around as Child B watches. Next, ask Child B to try to remember which cup is covering the coin. Child B will get two attempts to identify the correct cup before the game ends. Next, Child A and Child B will swap roles and the game will repeat. Advice: To challenge the children even more, you may set a target for each pair to reach. For example, you may want to see which child can reach 10 points on their tally board. Each point would signify a winning point for the child who identifies the correct cup in two or fewer attempts.

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Memory ACTIVITY 6

Learning tool: Memory Title: Image Memory Story Activity objective: Compose a story using items that one can recall from an image. Procedure: This will be a paired activity. Child A will look at the focus image. Child B will then take away the image and Child A will create a story and recite it to Child B. The challenge is to include items from the picture in their story. Materials and preparation: Image (one per pair), visual timer. Recommendations: Introduce the activity by showing a picture to the class. Look at it for 30 seconds and then hide the image. In one minute, using a visual timer, model the process of creating a story (speaking aloud) and include three items from the image in the story. Explain to the class that they will work in pairs and do exactly as was modelled. Divide the class into pairs and ask the children to pick a Child A and a Child B. Give an image to Child B and explain that they will show the image to Child A for 30 seconds, using a visual timer. Once the time is up, Child B will flip over or hide the image. Child A will be tasked with composing a story in one minute (use a visual timer) that includes three items from the image. They will then tell the story to Child B. Next, give a different image to Child A and ask them to show the image to Child B. In turn, Child B will be tasked with composing and telling a story to Child A that includes three items they remember from the image. Advice: To scaffold the children as they complete the challenge, you may set each child a target of composing two or three lines of a story. You may also increase or reduce the number of items that the children need to remember from the image and include in their story. You may discuss and give examples of generic sentence starters to the class before they begin the activity. This will help them to compose a story in their mind. Again, you may increase the difficulty of this activity by increasing the number of sentences to be composed by more capable children.

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Memory ACTIVITY 7

Learning tool: Memory Title: Listen and Draw Activity objective: Listen to instructions and then draw a picture from memory. Procedure: This will be performed individually. The teacher will read aloud three instructions at a time. After every three instructions, each child will do as the instructions ask, i.e. draw particular items on a page. At the end of the activity, everyone will compare images and see which drawing is most similar to the teacher’s. Materials and preparation: Drawing instructions (for teacher), plain A4 sheets (one per child), teacher’s pre-drawn picture. Recommendations: Introduce the activity by explaining what it is about. Before the class begins to draw, explain that they will only hear each sentence once and that they must not look at their partner’s drawing for guidance. Distribute one A4 sheet to each child and begin the activity by reading aloud three instructions. After the children have drawn on their sheets, read another three instructions. Again, stop and allow the children to continue their pictures. You can continue to read aloud instructions or stop the activity at this stage. At the end of the activity, allow the children to compare their pictures with their peers and reveal the teacher’s picture. Invite the children to compare their images and identify the children whose picture was most similar to the teacher’s picture. Advice: You may differentiate this activity by increasing or decreasing the amount of instructions you read aloud to the class at any one time. As an extension activity, you may ask the children to create a list of drawing instructions which they can then read to their partner (just as the teacher did in this activity).

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Drawing instructions 1 Draw a circle in the centre of the page. 2 Next, draw four semi-circles around the circle. 3 Draw a straight line from the centre of the circle down to the base of the page. 4 Draw small triangles all along the base of the page. 5 Draw a circle at the top right corner of the page. 6 Draw five small triangles around the circle in the corner. 7 Draw two small circles side by side inside that circle. 8 Under the two circles, draw a semi-circle.

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Memory ACTIVITY 8

Learning tool: Memory Title: Don’t Finish That Word! Activity objective: To spell out words without completing the whole word. Procedure: This whole-class activity involves players attempting to spell out words without completing the whole word. The game requires high attention and word memory skills. Materials and preparation: Letters written on the whiteboard. Recommendations: Introduce the activity by explaining what it is about. Allow each child to stand up at their desk and play the game by going around to each child in the class. The first player in the game selects a letter from the list of letters written by the teacher on the whiteboard and says it aloud. The next player adds a letter and must try not to finish the word. The next player does the exact same thing and so on. For example, the first player says the letter B. The second player says the letter O. The third player does not want to add a Y or a W because those two letters would be complete words: boy and bow. If the third player adds an M, the word is not completed. The next player can add another letter if it means that a new word is not made. However, if a child picks a letter that makes a new word (e.g. B, making ‘bomb’) they must sit down. The winner of the game is the child who is still standing. Your priority as a player is always to be working towards making a new word but to avoid reaching or saying the last letter of that word. Advice: In order to keep the game moving, if a word contains more than eight letters and is showing no signs of a new word ever being formed, then you (as the teacher) can close the game by saying the word ‘closed’ out loud and then let the next student begin with a new letter chosen from the whiteboard.

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Memory ACTIVITY 9

Learning tool: Memory Title: Flashcard Sequence Activity objective: To recall a flashcard sequence in the correct order. Procedure: This whole-class activity involves the teacher displaying a number of flashcards in a particular sequence to the class. The children must try to guess what the exact sequence was. Materials and preparation: Flashcards. Recommendations: Introduce the activity by explaining what it is about. Begin by displaying two flashcards one by one to the class. Then, invite the class to guess what the correct sequence was. Next, increase the difficulty of this memory task by displaying three flashcards. Again, invite the class to guess the correct sequence. You may continue to show three individual flashcards per round or you may increase the number of flashcards used, depending on the ability of the class. Advice: You may invite the child who responded with the correct sequence to assume the role of the teacher and create a new sequence to show to the class. As an extension activity, you may invite each child to create five or six flashcards with pictures of their choice (either hand-drawn or created on the computer). They may then play this memory game with their partner.

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Memory ACTIVITY 10

Learning tool: Memory Title: What Happened? Activity objective: To recall and/or perform a sequence in the correct order. Procedure: This whole-class activity involves the teacher acting out a series of movements in a sequence. The class watch and are then invited to recall what exactly the teacher did in the exact order. Materials and preparation: Movement sheet (for teacher). Recommendations: Introduce the activity by explaining what it is about. Begin by acting out a two-step movement sequence, for instance touch your right knee and then touch your nose. Next, invite the class to recall what you did exactly. You may also invite the class to perform the movements. Next, perform a sequence containing three movements. Once again invite the class to recall what you did in the exact order. You may continue performing three movements per round or you may increase the number of movements to be performed, depending on the ability of the class. Advice: You may invite the child who responded with the correct sequence to assume the role of the teacher and create and perform a new sequence to show to the class. As an extension activity, you may invite each child to create five or six movements of their own and write these on a piece of paper. They may then play this memory game with their partner.

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Sample movement sequences 1 2 3 4 5

Touch your right knee and then touch your nose. Touch your elbow, then touch your right cheek and then your left foot. Move a book from the teacherâ&#x20AC;&#x2122;s desk to the door and then touch your head. Check the time, take out your lunch and then stare at the window. Look at the class, then smile and clap.

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Mindsets ACTIVITY 1

Learning tool: Learning mindsets Title: Growth and Fixed Mindsets Activity objective: To learn about what a mindset is and the difference between a fixed mindset and a growth mindset. Procedure: This lesson will focus on teaching the class the differences between a growth mindset and a fixed mindset. The children will engage in active discussion and reflective activities to showcase their understanding of the concepts of fixed mindsets and growth mindsets. Materials and preparation: PowerPoint. Recommendations: Teachers will be able to access the PowerPoint presentation via the interactive e-book of this Teacher’s Resource Book, which is available online at www.edcolearning.ie. Display the presentation on the IWB. You may begin the lesson by eliciting the children’s understanding of what a mindset is. Follow this by asking the class to explore and discuss possible definitions for ‘growth mindsets’ and ‘fixed mindsets’. At the end of the lesson, conclude with a reflective exercise that will require the children to suggest possible ways one may change their mindset from a fixed mindset to a growth mindset. Advice: Make sure that the children understand the meaning of the term ‘mindset’ before introducing the terms of ‘growth mindsets’ and ‘fixed mindsets’. Understanding such terms will serve as crucial foundations for future learning opportunities.

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PPT1

Growth & Fixed Mindsets

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Objectives

Intelligence can be developed!

To enable students to: ü Understand that intelligence can be developed ü Understand that the brain is malleable ü Learn about a mindset and the difference between a growth and fixed mindset ü Consider whether challenging work is the best way to make the brain stronger and smarter

Consider how the brain works.

So…don’t miss out

Inside the brain are billions of tiny nerve cells called neurons. The nerve cells have branches connecting them to other cells. Each cell communicates to other cells through these branches – this is how we think and learn. The more you challenge your mind to learn, the more your brain cells grow!

Don’t think you can’t do it or that it is too hard! It takes hard work and yes you have to stick with it. But by practising you can make your brain stronger.

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BUT…new research shows that the brain is more like a muscle – it changes and gets stronger when you use it. There is a saying: ‘Use it or lose it!’ Muscles become larger and stronger with exercise.

Review one of these presentations online: ‘You Can Learn Anything’ by Khan Academy or ‘Success Through Effort’ by John Legend. Consider: q How are our brains like muscles? q How do we become more clever?

What is a mindset?

The brain is malleable!

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Many people believe that a person is born smart or average and stays that way for life.

Your MINDSET is your attitude! It’s about how you think and feel rather than what you can and can’t do.

DISCUSS! ‘Whether you think you can or you can’t, you’re right!’ Henry Ford.

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Think-Pair-Share! Share a time with your partner when you had to work hard to get better at something. Consider what you had to do to make changes: q Hard work? q Strategies? q Help from others? q Anything else?

What is a growth mindset?

Fixed mindset versus growth mindset?

Do you: q Like a challenge? q Use your mistakes as a chance to learn and improve?

Fixed mindset

Growth mindset

q I avoid challenges.

q I take on challenges.

q I give up easily.

q I keep going on until I get there.

q When I get stuck, I give up.

q Believe that practice makes perfect? q Believe you can do anything?

q I listen to feedback and use it to improve.

q I feel like giving up when others do better than me.

q When others do well, it makes me try harder.

Growth mindset thinking!

Growth mindset or fixed mindset? I’m either good at it or I’m not I don’t like to be challenged I want to challenge myself When frustrated, I persevere When I fail, I learn

As we get older we sometimes find it hard to be positive about new things. Making mistakes can hurt our feelings and can make us reluctant to take chances and to risk being wrong. Sometimes when we are faced with a challenge or a problem, we can become anxious or panic and give up without really trying. This is when growth mindset talk is really important. Don’t Panic!! Instead of fixed mindset thoughts… 1. 2. 3. 4.

When frustrated, I give up

Change your mindset! Hear your fixed mindset voice

q When I fail, I learn.

q I ignore feedback because it won’t make a difference anyway.

Stop Take some deep breaths Calm down Approach with a growth mindset!

Reflect! Listen to any of the following texts: q The Girl Who Never Made Mistakes by Gary Rubinstein & Mark Pett

Choose to use a growth mindset

q Your Fantastic Elastic Brain by JoAnn Deak q Beautiful Oops! by Barney Saltzberg

Speak with a growth mindset

Act with a growth mindset

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Consider ‘how can you change your mindset?’ ü ü ü ü ü

Persevere Learn from mistakes Work hard and put in effort Look for challenges Be inspired by the success of others

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Mindsets ACTIVITY 2

Learning tool: Learning mindsets Title: Is This a Growth-Mindset or a Fixed-Mindset Comment? Activity objective: To distinguish between growth-mindset and fixed-mindset comments. Procedure: Each child will complete an activity sheet that will require them to read individual comments and then assess and tick whether they are fixed mindset or growth mindset comments. Materials and preparation: Worksheets (one per child), flashcards (mindset, fixed mindset, growth mindset), Growth- or Fixed-Mindset Comments activity sheets. Recommendations: This lesson will build on the learning that took place during the previous lesson and will enable the children to recap on that learning and revise the new terms they acquired during that lesson. Begin the lesson by revising the terms ‘mindset’, ‘growth mindset’ and ‘fixed mindset’. Then show the class the worksheet that they are to complete and explain the task at hand: children are to read the comments and tick whether they think they are growthmindset comments or fixed-mindset comments. Distribute a worksheet to each child and then correct the worksheet together as a class once it has been completed. Advice: As an extension activity, you may ask the children to work in pairs to compose one fixed-mindset comment and one growth-mindset comment. They may then say the comment out loud and their peers must guess whether it is a fixed-mindset comment or a growth-mindset comment.

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Growth or Fixed Mindset

Tick the correct column then self-assess your work.

Growth Mindset

Fixed Mindset

1 I’m not good at this. 2 I love challenges! 3 I don’t like it when I make mistakes. 4 This is too difficult. 5 When I get frustrated, I persevere. 6 I want to try again. 7 I can always improve, so I’ll keep trying. 8 When I fail, I learn. 9 I’ll never be as smart as her. 10 I learn from criticism and follow advice. 11 I feel like giving up when my friends do better than me. 12 I’m no good at Maths. 13 My friends inspire me when they do well. 14 Is this my best work? 15 I’m either good at it or I’m not.

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Growth or Fixed Mindset Tick the correct column then self-assess your work.

Growth Mindset

Fixed Mindset

17 I can’t do it yet. 18 There’s no point trying. 19 Okay, so I got it wrong. How can I fix it? 20 I’m going to train my brain to get better at this. 21 Mistakes help me to make progress. 22 I’m on the right track! 23 I will put in time and effort to get better at this. 24 I only want to do easy work. 25 I can’t do any of this work. Next, re-write the fixed-mindset comments as growth-mindset comments.

Changing Fixed-mindset Comments into Growth-mindset Comments Write down one of the comments above, then rewrite the sentence as a growth-mindset comment.

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Mindsets ACTIVITY 3

Learning tool: Learning mindsets Title: What Could You Say Instead? Activity objective: To create growth-mindset statements from fixed-mindset statements. Procedure: Each child will complete an activity sheet which will require them to read fixed-mindset statements and then recreate these sentences as growth-mindset statements. Materials and preparation: Worksheets (one per child), fixed/growth-mindset statement posters. Recommendations: Introduce the lesson by recapping on the terms ‘fixed mindset’ and ‘growth mindset’. Next, display or read aloud a fixed-mindset statement to the class, for example, ‘I made a mistake.’ Invite the class to think about the statement and suggest what they could say instead to make it a growth-mindset statement. Listen to suggestions and then give an example yourself. For example, one could say, ‘Mistakes help me to learn and improve.’ Re-iterate that a person with a growth mindset takes risks, challenges themselves, is positive even when they make mistakes, understands that practice makes perfect, works hard and appreciates their peers and their abilities. Next, distribute a worksheet to each child and explain that they are to read each fixed-mindset statement and then compose a growth-mindset statement that they could say instead. Once the children have completed the activity, go through each statement and invite various children to explain what they wrote. Follow this by showing the children posters containing fixed- and growth-mindset statements. Read them aloud. Advice: You may also conduct this lesson as a whole-class open-discussion activity in which the children read fixed-mindset statements from a PowerPoint and then openly discuss what they could say instead as a class.

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Changing Fixed Statements to Growth Statements Instead of Saying

Try Thinking

I’m no good at this.

What can I do to improve?

This will do.

Is this my best work?

I’ll never do that It’s too hard

This may take some time and effort.

I just can’t do this.

I’m going to try a different strategy.

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Changing Fixed Statements to Growth Statements Instead of Saying

I’m not clever enough to do this.

I will learn how to do this.

How come my friend can do it?

I will learn from them.

I made a mistake.

Mistakes help me to learn and improve.

I can’t make this any better.

I can always improve my work.

I’ll never be as smart as my friend.

Plan A didn’t work.

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Try Thinking

I’m going to work out how they do it.

Now try Plan B.

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Mindsets ACTIVITY 4

Learning tool: Learning mindsets Title: Famous People and Growth Mindsets Activity objective: To appreciate people who have been very successful and who have become famous from adopting a growth mindset. Procedure: The class will learn about people who have been very successful and who have become famous from adopting a growth mindset. Materials and preparation: PowerPoint (Famous People and Growth Mindsets). Recommendations: Begin the lesson by recapping on the activities that have been completed so far on learning mindsets. Next, explain that there are people all around us who adopt growth mindsets without us realising it. Show the class a series of growth-mindset quotes from famous people around the world. Explain their personal stories to the class. To conclude the lesson, you may ask each child to think of a person who inspires them and then explore whether they have a growth mindset or not. Also, you may ask individual children which quote was their favourite from the PowerPoint presentation and to give a reason why. Advice: You may print off some of these quotes from the lesson and hang them around the classroom for the children to see as they work and learn in class. Also, if the class donâ&#x20AC;&#x2122;t know who some of the famous people are, you may assign a task for homework that they research that person and write three sentences about who they are and why they are famous.

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PPT2

Objectives To enable students to: ü Critique the characteristics of famous people who found success despite initial failures

Famous People & Growth Mindsets

ü Compare growth and fixed mindsets

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Famous people who found success despite initial failures…. q J.K. Rowling

q Thomas Edison

q Walt Disney

q Michael Jordan

q Albert Einstein

q Steve Jobs

q Dr Seuss

Use books & movie characters…. q Identify growth and fixed mindsets in your favourite books and movie characters. Pay attention to how the characters feel depending on their mindset and discuss ways persistence, grit, determination, love of learning and resilience are portrayed. q Identify specifically when a character does the hard work of shifting from a fixed to a growth mindset. q Movies might include: ‘Finding Nemo’, ‘Moanna’, ‘Homeword Bound’, etc. q Books might include: Salt in His Shoes: Michael Jordan in Pursuit of a Dream, Nadia: The Girl Who Couldn’t Sit Still, etc.

All of these famous people learned to have a growth mindset. In groups, select a person and research their story. On a poster, record all the ways this famous person discovered a growth mindset. Write how you imagine they looked, felt and spoke along their journey to success.

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Mindsets ACTIVITY 5

Learning tool: Learning mindsets Title: Making Growth-Mindset Posters Activity objective: To colour/design growth-mindset posters. Procedure: Each child will colour/design a growth-mindset poster which will be displayed around the classroom. Materials and preparation: Growth-mindset colouring sheets, blank pages. Recommendations: Explain to the class that they will each be given a colouring sheet which they are to design and colour. Each sheet has a different growthmindset statement written on it. Distribute a sheet to each child and then collect the completed posters at the end of the lesson. Advice: You may also give children the option to think of and compose their own growth-mindset statement or use a growth-mindset statement that they have seen or heard before. You may give the children the option to design their own poster from scratch using this alternative growth-mindset quote/statement.

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Fixed Mindset vs. Growth Mindset Fixed Mindset

I’m not good at this. I give up. It’s good enough. I made a mistake. This is too hard. I am really good at this. I can’t do this. I will never be as good as them. I can’t make it any better.

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Growth Mindset

I can do this. I will try another way of doing it. This was my first try! I’m enjoying my learning challenge. I am good because I practise. I can find out how they got so good. This will take me some time. I can make this even better. I can always improve on something.

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Mindsets ACTIVITY 6

Learning tool: Learning mindsets Title: How to Get ‘Unstuck’ Using a Growth Mindset Activity objective: To discuss and explore possible ways to adopt a growth mindset when tasks become difficult. Procedure: This will be a whole-class open-discussion activity where the children share tips and tricks to help their peers adopt a growth mindset in difficult situations. Materials and preparation: How to Get ‘Unstuck’ scenario sheet (for teacher). Recommendations: Explain to the class that you are going to read aloud a random scenario. The children will listen to each scenario and will first think of the fixed-mindset response and subsequently replace it with the growth-mindset response to the same scenario. Advice: You may write the suggestions on the board and allow the children time to take down the growth-mindset responses in their copybooks for future reference.

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How to Get ‘Unstuck’ scenario sheet 1 You are stuck on a question. 2 You don’t know anything that’s on the test. 3 The teacher is absent from school today and has left a big long list of work to do. There’s so much! 4 You start to write an essay but you seem to be running out of ideas. 5 You are doing a Maths question but you can’t tell if you are doing it right. You’re thinking of giving up. 6 You are doing a reading comprehension and you can’t find the answers to the questions. 7 You don’t understand a word in Irish even though the teacher already explained what it meant but you misheard. 8 In PE the class are playing tennis but you’ve never played before. You don’t think you will be able to play and don’t want to embarrass yourself. 9 Jane is always getting 98% in her spelling tests and you only ever get below 80%. You feel sad that someone who is your friend is also a lot smarter than you and is doing so well in school.

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How to Get ‘Unstuck’ Using Growth Mindset ‘I don’t know any of this stuff.’

‘Oh no! I am stuck!’

Growth Mindset I can re-read the problem and find something that helps it to make sense.

Growth Mindset

I can find something that I do know. I could draw or write it out.

‘Is this working?’

Growth Mindset

I can start thinking about what works and forget about things that don’t work. I can keep trying.

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‘Oh man, where do I start?’

Growth Mindset

I can re-read the question and figure out what it is asking me to do.

‘I have no idea if I am right or not.’

Growth Mindset

I can look at the question again. I can think about how I can prove my answer is right.

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Mindsets ACTIVITY 7

Learning tool: Learning mindsets Title: Our Mighty Mistakes Activity objective: To discuss and acknowledge that mistakes are helpful learning experiences. Procedure: The children will work in groups to complete an Our Mighty Mistakes poster where they write down on a post-it note a mistake that they made that day. The children will stick their notes onto the poster. Materials and preparation: Our Mighty Mistakes A4 poster (one per group), post-it notes (one per child). Recommendations: Begin the lesson by asking the class, â&#x20AC;&#x2DC;are mistakes good or bad?â&#x20AC;&#x2122; Using a show of hands, assess the majority response of the class to the question and respond appropriately to this. Ask particular children to explain why they said mistakes are good or why they said they are bad. Next, explain to the class that mistakes are marvellous. They help us to learn and they help us to improve. Everyone makes mistakes, nobody is perfect and without mistakes our lives would be quite dull and boring! Explain to the class the task at hand and distribute an Our Mighty Mistakes poster along with post-it notes to each group. Before the class begin the task, give them examples of some marvellous mistakes. For example, misspelling a word, forgetting their lunchbox, wearing two different coloured socks, forgetting to write down their homework or laughing at someone who fell in the yard. At the end of the lesson, invite various groups to showcase their posters to their peers. Advice: This activity may also be completed individually where each child completes a poster of their own filled with numerous mistakes they have made in their lifetime so far, as well as what they learned from making those mistakes.

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Our Mighty Mistakes

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Mindsets ACTIVITY 8

Learning tool: Learning mindsets Title: The Magic of Yet Activity objective: To use the word ‘yet’ when constructing growth-mindset sentences. Procedure: As a class, the children will engage in an activity whereby they read a sentence and must reconstruct the sentence so that it includes the word ‘yet’. At the end of the lesson, each child will complete a ‘yet’ goal-setting worksheet. Materials and preparation: The Magic of Yet: changing my words activity sheet (for teacher), ‘yet’ goal-setting sheet (one per child). Recommendations: Begin the lesson by asking the class to recall what a growth mindset is and ways that one may use their growth mindset in school. Next, introduce the word ‘yet’ to the class and explain how one could use it as part of a growth mindset. For example, ‘I don’t feel like running yet but I will once I take a drink of water.’ Display The Magic of Yet: changing my words activity sheet on the interactive whiteboard and go through each fixed-mindset statement. The class will be tasked with constructing a growth-mindset statement using the word ‘yet’. After this, explain to the class that we may not be able to do a particular thing yet but that with time, patience, determination, hard work and practice we will be able to do it in the future. Distribute a ‘yet’ goal-setting sheet to each child and give them ample time to set three learning goals for themselves using the word ‘yet’. Advice: The whole-class activity may also be completed individually, in pairs or as part of a group. As an extension activity, you may allow the children to complete The Magic of Yet: end-of-the-day activity sheet, where the children reflect on times during the day that they used the word ‘yet’ and how it helped them do more.

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The Magic of Yet How did your day go?

When did you think ‘yet’ today?

Complete the table below by reflecting on what you have learnt about the magic of yet and growth mindset. I thought of yet when …

I think I did ...

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This helped me do more by ...

My goals for tomorrow ...

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Mindsets ACTIVITY 9

Learning tool: Learning mindsets Title: Growth-Mindset Words Activity objective: To broaden the children’s understanding of growth-mindset vocabulary. Procedure: The children will work in pairs to complete a word-work activity where they unscramble words that are related to the topic of growth mindsets. Following this, the class will make a whole-class brainstorm of words used to describe the qualities of someone with a growth mindset. Materials and preparation: Growth-mindset word unscramble worksheet (one per pair), visual timer. Recommendations: Divide the class into pairs and distribute a growth-mindset word unscramble worksheet to each pair. Give the children 10–12 minutes to complete the activity. Once completed, explain to the class that the activity was difficult but that it was good to see so many children persevering and pushing themselves to keep going and to keep working: all qualities of a person with a growth mindset. Next, construct a brainstorm on the board and invite various children to come up to the board and write down a word used to describe the qualities of someone with a growth mindset (for example: determined, risk-taker, ambitious, motivated, goal-focused). Advice: The brainstorm activity may also be completed in pairs. You may also choose to print off words that the children add to the brainstorm and make flashcards to create a class word wall focusing on the theme of growth mindsets.

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Growth Mindset Unscramble the words below and write the answers in the right column. 1 isdemnt

10 aihmevecent

2 lenhagcle

11 eeiersilnc

3 wrotgh

12 rroer

4 ixfed

13 tamisek

5 fiifucdlt

14 febacdek

6 rbiearr

15 arlen

7 ystarteg

16 efortf

8 psveeeerr

17 atutide

9 proevmeimnt

Answers 1 isdemnt

mindset

10 aihmevecent

achievement

2 lenhagcle

challenge

11 eeiersilnc

resilience

3 wrotgh

growth

12 rroer

error

4 ixfed

fixed

13 tamisek

mistake

5 fiifucdlt

difficult

14 febacdek

feedback

6 rbiearr

barrier

15 arlen

learn

7 ystarteg

strategy

16 efortf

effort

8 psveeeerr

persevere

17 atutide

attitude

9 proevmeimnt

improvement

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Mindsets ACTIVITY 10

Learning tool: Learning mindsets Title: Thinking About Your Growth Mindset Activity objective: The children will be enabled to reflect on their performance in school and reflect on times when they used a growth mindset. Procedure: The teacher will pose various questions to the class which children will respond to individually as well as to their partner. Materials and preparation: Questions to develop a growth mindset (for teacher). Recommendations: Divide the class into pairs and explain to the class that you will read aloud various questions. The children must turn to their partner and answer the question. The teacher may also call on particular children to share their answers with the class. Advice: This activity may also be completed as an individual writing activity where each child reflects on their performance throughout the day and identifies times when they may have used a growth mindset.

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Questions to develop a growth mindset 1 2 3 4 5 6 7 8

What did you do today that made you think hard? What happened today that made you keep on going? What can/did you learn from this? What mistake did you make that taught you something? What did you try hard at today? What will you do to challenge yourself today/tomorrow? What will you do to improve your work? What will you do to improve one other thing/your talent?

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Mindsets ACTIVITY 11

Learning tool: Learning mindsets Title: Growth-Mindset Acrostic Poems Activity objective: To write an acrostic poem based on the topic of growth mindsets. Procedure: Each group will be given a different acrostic poem to complete. The children will work in pairs to write their own poem. Materials and preparation: Acrostic poem template sheets (one per pair). Recommendations: Divide the class into groups and explain that each group will be given a different acrostic poem template to complete. Next divide the class into pairs and explain that each pair must work together to write an acrostic poem based on the theme of growth mindsets. Distribute a template to each pair and give ample time for the completion of this activity. At the end of the activity, invite various pairs to share their acrostic poem with the class. Advice: You may also choose to give the same acrostic poem template to everyone in the class, depending on ability.

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Growth-Mindset Acrostic Poems template

C H A L L E N G E

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Mindsets ACTIVITY 12

Learning tool: Learning mindsets Title: Cinderella – A Fixed-Mindset Ending Activity objective: To discuss and re-write a fixed-mindset ending to the story of Cinderella. Procedure: The class will listen to the story of Cinderella being read aloud by the teacher. The story will stop at the point in the story where Cinderella leaves the ball and leaves her glass slipper behind. Each child will be tasked with writing the end of the story but with a twist; it has to be a fixed-mindset ending. Materials and preparation: Copy of the story of Cinderella (teacher), writing template (one for each child). Recommendations: Read the story of Cinderella to the class and stop at the point in the story where Cinderella leaves the ball and leaves her glass slipper behind. Explain to the class that each of them will be tasked with writing the ending to the story. They must not write the typical happy ending that everyone knows but rather a fixed-mindset ending. Begin to delve into the idea of the prince having a fixed mindset in the story. Ask the children questions: 1 What would have happened if the prince hadn’t tried to search for the owner of the glass slipper or had given up halfway through? 2 What would he have been thinking? 3 What would have become of Cinderella? 4 Who might the prince have married instead? Next, distribute a writing template to each child and give them ample time to write a fixed-mindset ending to the story of Cinderella. Once completed, invite various children to share their compositions with the class. Advice: As an extension activity, you may allow each child to think of a film, story or fairytale that has a growth-mindset ending and they must write a fixed-mindset ending for it.

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Cinderella - A Fixed-Mindset Ending

Write a fixed-mindset ending to the story. Consider the following: • What would have happened if the prince hadn’t tried to search for the owner of the glass slippers or given up halfway through? • What would he have been thinking? • What would have become of Cinderella? • Who might the prince have married instead? Once upon a time there lived a beautiful girl called Cinderella. Cinderella lived with two sisters and her wicked stepmother. They were very unkind to Cinderella and made her do all of the chores that they were too lazy to do themselves. One day, an invitation came from the palace that invited everyone to the prince’s ball. The wicked stepmother didn’t allow Cinderella to go. The day of the ball arrived and Cinderella was left at the house. ‘I do wish I could go to the ball,’ she said. Just then, a lovely old lady with a gold wand in her hand appeared in the room. ‘I am your fairy godmother and you shall go to the ball!’ she said. The fairy godmother asked Cinderella to find her a pumpkin, six mice, a rat and six lizards. With the touch of her wand, the fairy godmother turned the pumpkin into a magnificent coach, the mice into six strong horses, the rat into a coachman and the lizards into six footmen. Then, the fairy godmother touched Cinderella with her wand. Cinderella’s old dress turned into an elegant gown and on her feet, were the prettiest glass slippers. ‘Remember, you must leave the ball before the clock strikes twelve,’ warned the fairy godmother.

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Cinderella arrived at the ball. She looked so different that everyone wondered who she was. The prince asked Cinderella to dance and they danced together all night. Cinderella was enjoying herself so much that she didnâ&#x20AC;&#x2122;t notice the time. Midnight approached and the clock began to strike. Cinderella ran out of the palace. As she ran down the stairs, one of her glass slippers fell off ...

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A Fixed-Mindset Ending Choose a fairytale then rewrite the ending. Make sure it is a fixed-mindset, non-fairytale ending. Write the traditional story up to a point before changing the plot.

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MY MEMORY

1 What do you find easy to remember?

Letâ&#x20AC;&#x2122;s think about my memory and how I learn to remember

When do you find it easy to remember information?

Can you teach me how to remember well?

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3 What do you do to help you to remember important information?

What would you like to improve with your memory?

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MY MEMORY

1 So, what did you learn about your memory?

Looking back at my memory and how I like to remember

What new ways of remembering did you learn?

How should I help you remember in class?

3 What is the most effective way for you to remember?

What strategy for remembering would you like to improve?

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MY MINDSET

1 What do you say to yourself when you have something hard to do?

Let’s think about my mindset

How to you keep working at something you don’t enjoy?

Can you explain a closed mindset?

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3 Can you explain an open mindset?

What do you say to yourself so that you don’t give up on a task?

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MY MINDSET

1 So what does your mindset say about you?

Looking back at my mindset

How do I know you’ve an open mindset?

What is your favourite open mindset thought?

3 How do I know you’ve a closed mindset?

What will you say to yourself when you have a challenging task to complete?

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Key points?

Draw a picture

Connect

Write down in your own words

Highlight and practise and rehearse

List

Chunk

I plan to use

I used

VISUAL MEMORY STRATEGY WHEEL 1

Date:

Date: I used

VISUAL MEMORY STRATEGIES

I plan to use

Date:

---------------------------------------’s Strategy Log

Strategy Log 1

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I used

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Visualise

Connect to a story

Repeat, Repeat, Repeat

Use audio/video/ multimedia

Write or draw

STRATEGIES I used

AUDITORY MEMORY STRATEGY WHEEL 2

I plan to use

I used

Date:

AUDITORY MEMORY STRATEGIES

I plan to use

Date:

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Strategy Log 2

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Keep new information short

Use rhymes, songs and movement

One task at a time

Learn, learn, overlearn

Use diagrams

Take notes and highlight

Write directions down

I plan to use

I used

WORKING MEMORY STRATEGY WHEEL 3

Date:

Date: I used

WORKING MEMORY STRATEGIES

I plan to use

Date:

---------------------------------------’s Strategy Log

Strategy Log 3

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Persist

Connect with other ideas/stories/people

Think

Collaborate – talk to others

Wonder

Reflect

Question

Be positive

STRATEGIES

MINDSET STRATEGY WHEEL 4

I plan to use

I used

Date:

Date: I used

MINDSET MAGIC STRATEGIES

I plan to use

Date:

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Strategy Log 4

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3 Magnetic Pattern Block

2 Logic Links

1 Under the Sea Shells Word Problem Activity Set

MINDSETS

4 Brainbox – Ireland

3 Brainbox – Inventions

1 Fun Deck – Auditory Memory for Short Stories 2 Fun Deck – Auditory Memory Social Stories

MEMORY

LEARNING WAY

•

• • •

• • • • • •

•

PAIRED

•

INDIVIDUAL

✯ ✯✯ ✯✯✯

• • •

•

• • •

•

✯ ✯✯ ✯✯✯

✯ ✯✯

LEVEL OF GROUP/STATION WHOLE CLASS DIFFICULTY

Overview of commercial games that support My Learning Ways LID5 Yearly Plan

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MEMORY

Teacher’s Resource Book BrainBox – Inventions

Fun Deck – Auditory Memory Social Studies Stories

The object of the game is to study a card for ten seconds and then answer a question based on the roll of a die. If the question is answered correctly, the card is kept and the student with the most number of cards after five or ten minutes is the winner. This simple concept can be played by all ages and is great for developing visual memory and visual spatial memory.

BrainBox Inventions contains 54 illustrated cards showing when, where and who invented everyday items. BrainBox Inventions strikes a great balance between learning and fun as less serious inventions such as the Whoopee cushion and Lava lamp are included as well as patently strange inventions, such as the weed-cutting golf club and the lollistraw, neither of which quite made it.

The card back presents a colourful and whimsical illustration of the story. There are two levels of difficulty in this card deck. Level One story cards have stories that are two sentences long. Level Two story cards have stories that are four sentences long.

Fun Deck Auditory Memory Social Studies Stories has 60 factual social studies story cards to help students practise using their listening skills. Each card front has a story with three comprehension questions for the student to answer using information they hear in the story.

These 51 imagination-filled illustrated cards provide a novel approach to improving your students’ auditory memory skills. As a special bonus, the deck has game ideas and five open-ended topic picture cards to help students make up their own stories and questions.

one side, while the flip side has the story, along with questions for students to answer.

DESCRIPTION OF GAME

Listen to short, silly stories like ‘Aunt Pat’s Hat’, ‘Hannah’s Bananas’ or ‘Ollie the Fun Deck – Auditory Memory for Short Stories Octopus’ and answer questions about each story. The picture and story title are on

GAMES

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

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MINDSETS

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The object of the game is to study a card for 10 seconds and then answer a question based on the roll of a die. If the question is answered correctly, the card is kept, and the person with the most number of cards after 5 or 10 minutes is the winner. This simple concept can be played by all ages and is great for developing visual memory and visual spatial memory.

Each of the 166 puzzles comprises a series of clues that instruct the student where to place the coloured chips. Following the clues will lead to the correct answer. Again, a great activity to challenge students to stick with a task and to work towards success. Teaches spatial reasoning, 2-D shapes, visualisation, symmetry, slides, turns and problem-solving. Challenges students to stick with tasks and overcome challenges to succeed. Can be used at an individual, paired or group level.

Logic Links

Magnetic Pattern Block

Includes 40 double-sided word-problem cards (80 word problems), four clam shells and 80 counters (40 crabs and 40 sea stars, both in two colours). A great activity to develop grit and perseverance and to encourage growth mindsets.

Under the Sea Shells Word Bring word problems to life with clam shells and fun little crab and sea-star counters! The perfect way to practise addition, subtraction and finding the missing number. Problem Activity Set

BrainBox â&#x20AC;&#x201C; Ireland

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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/edmeetings_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

MY LID5 IMPLEMENTATION VIDEO https://vimeo.com/304443999/59fb7dbf37

PARENT INFORMATION VIDEO https://vimeo.com/277157984

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Notes

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NURTURING LEARNERS FOR LIFE Dr Suzanne Parkinson

Designed specifically for students in fifth 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 LID5 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 how to learn. ☑ Provide essential insight to substitute teachers, para-professionals and relevant others at transition points. ☑ Promote lifelong learning and habits of mind. IS B N 978-1-84536-877-7

9 781845 368777

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