My Learner ID 6 Teacher's Resource Book

My Learner ID TEACHER’S RESOURCE About School BOOK

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LEARNER I Y

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My L earn ing W ays

Dr Suzanne Parkinson

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My Learner ID 6

LEARNER I Y

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TEACHER’S RESOURCE BOOK

Dr Suzanne Parkinson

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First published 2018 Suzanne Parkinson © 2018 Assistant Researchers: Aisling O’Connor and Natasha Coughlan Illustrations and Graphic Design by Sharon Le Gear © 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.

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

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Contents SECTION 1: INTRODUCTION

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How to use this resource book

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What is Learner Identity?

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Why is it important?

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What is the My Learner ID series?

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Relevance for teachers

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SECTION 2: INSPIRATION

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Rationale for series

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Design and illustrations

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My Learner ID logo

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SECTION 3: THEORETICAL FRAMEWORKS AND METHODOLOGIES

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Introduction

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Personal construct psychology

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Strength profiling

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Learner autonomy, ownership and responsibility

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Learner efficacy and mindset

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Learner dispositions

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My learning ways: metacognition

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Metacognition

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Reflection

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Evaluation

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Self-evaluation

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Organisation

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Methodologies

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Transdisciplinary skills

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Learning strategies

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Opportunities to respond (OTRs)

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Rubrics

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SECTION 4: PLACEMENT AND INTEGRATION FOUNDATIONS

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Where does My Learner ID fit?

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Curricular integration

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SECTION 5: PARENTAL PARTNERSHIP

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SECTION 6: TEACHER IMPLEMENTATION PLAN

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SECTION 7: CONCLUSION

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SECTION 8: TEACHER RESOURCES

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References

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Online video resources

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Section 1 INTRODUCTION

HOW TO USE THIS RESOURCE BOOK This resource book is for teachers of sixth 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 151.

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 programme 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 openended 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. In fourth class, Attention and Learning Behaviours are explored across the year; in fifth class Memory and Mindsets are explored across the year and finally 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 are overlooked in current education.

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

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

The second stimulus for My Learner ID is to teach children how to learn. The most common recurring question I have been asked over the years is how to help children. At some point in each child’s journey s/he must learn how to learn and become an independent, autonomous learner. We have perfected teaching to the highest standards in our classrooms. Now we must consider how to balance classroom practice and enable children to teach themselves. How can we enable ownership, independence and responsibility in learning? The first step, in my view, is to teach children the vocabulary and language associated with learning how to learn. We need to create a ‘language for learning’ – a shared language frame and vocabulary about learning. We need to nurture ‘learning literacy’ to enable learning for life. My Learner ID is a unique programme, offering for the first time a developmentally appropriate programme that teaches children how to learn.

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

Most of us acknowledge that the drill and test focus in our schools is not preparing students for the modern world. This increasingly unpredictable world requires a

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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 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.

The illustrations in My Learner ID6 are themed around 3D creative and illusive shapes and designs. There is an acknowledgment in the artwork and graphics of the developmental stage of sixth-class children. Erikson’s Psycho Social theory suggests that children at this stage are developing an awareness of self and of the subtleties of the world and self. The graphics call for the recognition of the developmental stage and voice of sixth-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.

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MY LEARNER ID LOGO

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

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Do you see the birds?

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

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

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

These birds are just like you as a learner!

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

Enjoy every page as you uncover how you learn best!

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Section 3

THEORETICAL FRAMEWORKS AND METHODOLOGIES

INTRODUCTION Part 1, My Learner ID6 (My LID6), 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 LID6 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) Rubrics Part 2 of My LID6 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 Organisation. Attention and Learning Behaviours are explored in depth in

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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 ID6 nurtures learner ownership, agency and responsibility by prompting self-reflection, selfassessment and by considering strategies to improve learning by evaluating the impact of preferred strategies on learning efficiencies.

LEARNER EFFICACY AND MINDSET Learner efficacy is commonly defined as the belief in one’s capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. Selfefficacy among learners has been found to be related to other elements pertaining to learner identity. For example, Lßftenegger 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, self-assessment 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 ID6 specifically strives to nurture learner efficacy by enabling learners to learn how to learn, by developing positive, open mindsets and by listening to learner voices, views and perspectives.

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

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

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

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

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

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

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

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

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

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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.

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

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

Schools which promote lifelong learning focus on developing students’ awareness and understanding of dispositions for a changing world (Bryce, 2004). This approach is reflected in the quality framework for Irish primary schools, Looking At Our School 2016 (DES, 2016) when it recommends that assessment practices used by teachers should include consideration of pupils’ learning skills and dispositions along with examination of their knowledge.

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

MY LEARNING WAYS: METACOGNITION METACOGNITION Metacognition, or ‘thinking about thinking’, is a complex set of skills that begin developing during the first year of life, as infants work to organise their experiences by sorting and classifying and by starting to recognise cause–effect relationships.

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Metacognition refers to the ability to stand back and take a bird’s eye view of oneself in a situation. It is the ability to observe how you solve a problem. It involves self-monitoring and self-evaluating – asking yourself ‘How am I doing?’ or ‘How did I do it?’ In Outsmarting IQ David Perkins distinguishes between four kinds of very common ‘bad thinking’, which he calls hasty, narrow, fuzzy and sprawling.

Students need to be supported to develop the ability and the inclination to think carefully and be able to: ☑ Analyze – Clear, hard, precise, logical thinking ☑ Deduce – Creating plausible explanations and drawing reasonable inferences and implications ☑ Critique – Taking a sceptical stance towards thinking – other peoples’ and your own ☑ Systems Think – Expanding the aptitude for thinking that helps with complex situations.

In My LID6, students are introduced to a vocabulary which relates to Metacognition.

They are introduced to shared language descriptors about logical thinking/ problem-solving, decision-making and self-evaluation.

Students are encouraged to reflect, evaluate, self-evaluate and ‘think about thinking’. They are invited to choose strategies that will enable them to become more effective in their learning ways.

REFLECTION Learners need to be able to think strategically, monitor their own progress and performance and know themselves reasonably well – especially their own strengths and weaknesses as learners. Reflection involves thinking about how you are doing, what you are doing, and adjusting your approach in the light of unfolding events. Reflection involves the deployment of a particular type of awareness, one that is able to stand back from the learning fray and notice what is going on. In his book The Reflective Practitioner Donald Schön differentiated between concurrent reflection-in-action and retrospective reflection-on-action.

There are a number of varieties of ‘reflection’. All of them come together to contribute to an important disposition that Ron Berger calls ‘craftsmanship’: a voluntary commitment to producing the best product or solution of which you are capable, even if it means having to change tack, take more time, ask for some feedback or go back and redo things that you initially thought were OK.

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EVALUATION Evaluation involves standing back and appraising progress and the quality of the work completed. Students become their own critics, guided by a sensitivity to what quality may look or feel like. Rarely, in real life, is learning only about getting the right answer.

SELF-EVALUATION Self-evaluation involves considering personal strengths and weaknesses and building an accurate picture of one’s own ‘learning character’ and how to improve it. To evaluate oneself, students need to build up a rich vocabulary about learning and possess the skills, maturity, perceptiveness and honesty to review themselves and describe what they see.

ORGANISATION To be effective learners, students need to be able to organise, design and plan their learning. They need to work out revision schedules, put lecture notes into coherent order, book the rehearsal room, organise computer files and folders.

They need to be methodical as well as opportunistic and imaginative. They need to think about what they need to learn and how best to resource it and pursue it.

Effective learners are intelligent managers and designers of their learning lives.

The aspects of organisation explored in My LID6 include: Planning, Time Management and Study Skills. My LID6 introduces a shared language frame and vocabulary for organisation for learners and invites students to customise strategies that will be enable them to become effective lifelong learners.

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 acknowledges the strengths in children and nurtures the development of effective learner dispositions. Such an approach enables children to respond to an

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increasingly unpredictable world with strategies for clarifying ill-defined problems, with an ability to see things through and with the intrapersonal skills to understand that there is a need for resilience and the capacity to bounce back from setbacks.

My Learner ID teaches generalisable and transdisciplinary skills for learning that will be relevant for lifelong learning. Transdisciplinary approaches are considered

by Hargreaves and Shirley (2009) to be the essence of effective 21st century pedagogy.

LEARNING STRATEGIES A large and growing body of research has explored the idea of promoting learning strategies among learners. In a study carried out by Bryce (2004) it was found that schools which promote lifelong learning focus on helping students learn how to learn. Additionally, in a study of priorities for primary education, a key finding identified by Fitzpatrick et al. (2014) was the need to support children in developing learning skills and dispositions through a broad education. Specifically in relation to learning skills, respondents in that study highlighted the need to nurture learners who are knowledgeable about how to learn throughout their lives and to ‘move away from learning by rote and towards teaching children how to learn and think’ (p. 275).

In a similar vein, Fitzpatrick et al. (2014) discuss appropriate learning skills for pupils at primary level. These would include setting appropriate learning goals, constructing personal learning plans, evaluating their own learning and reflecting on their work. The My Learner ID series embeds strategies for learning across the programme as ways of working which are incorporated into daily tasks and activities.

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

Model the strategy for the student.

Have the student perform the strategy with assistance.

Remind the student when the strategy could be used.

Praise the student every time the strategy is used.

Provide practice opportunities to use the strategy.

Encourage the student to choose the strategy.

Help the student to master the strategy.

Select a new strategy.

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

Varied and creative OTR strategies exist and it is quite likely that you may well be using some or many of these strategies in your teaching, e.g. choral responding; response boards; clickers, signalling or movement activities such as thumbs up, thumbs down, etc. In My LID6, 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. The OTR ideas in My LID6 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/pupils themselves may possibly create, expand and modify their own OTR Stickers. The OTR stickers in My LID6 are to be used by learners at their discretion and with a teacher prompt, such as ‘Select an appropriate OTR sticker for your work, apply and respond to the OTR with a written record of your response’. The inclusion of OTR ideas in Part 2 of My LID6 is seen as an invaluable tool in supporting active responses from all learners, in tracking learner voice in copy books and in supporting the development of learner identity in all students.

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,

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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.

RUBRICS Basic rubrics are introduced in My LID5 and further explored in My LID6. 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.

Research suggests this is the reason they help to boost student learning and support students to learn how to learn.

As educators, one of our primary goals should be to help students to become autonomous, independent learners. The capacity to self-assess is critical.

Self-assessment helps students to become skilful at doing what teachers do and evaluate their work or performance against clearly established criteria.

Rubrics are motivational tools for students, especially when students are involved in the process.

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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 in relation to becoming learners, 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 LID6 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 6 and 9. Supporting opportunities for parent–child conferencing across the year to review the perspectives of the child on their learning is encouraged. Parents will find the strategies for learner dispositions practical and useful and may choose to use the assist cards and assist cube to help encourage learner responsibility with homework tasks.

Strategy Wheel stickers are placed in HW journals periodically over the 30 weeks to prompt parental interest and to encourage parental familiarity with the learning strategies selected by their child. Return My Learner ID with the school report at the end of the school year to convey a powerful message to parents that a holistic view of their child is valued and central to their educational experience and their journey in becoming and being a learner.

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

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Section 6

TEACHER IMPLEMENTATION PLAN IMPLEMENTATION PLAN

INTEGRATE WITH EXISTING SUBJECTS

SEPARATE YEARLY SCHEME

INTEGRATE WITH DAILY TEACHIING AND LEARNING

PART 1 ABOUT ME – MY STRENGTHS – MY WORLD – ABOUT SCHOOL Integration with other curricular areas. Stimulus and prompts, pages 28–68.

PART 2 MY LEARNING WAYS 30 minutes per week over 30 weeks. Yearly scheme and implementation plan, pages 69–74.

OPPORTUNITIES TO RESPOND (OTRs) Optional use for supporting daily teaching and learning, pages 25–27.

AIM To nurture the development of learner identity in students of sixth 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 My Learning Ways 2.2 Opportunities to Respond 2.3 Rubrics

About Me My Strengths My World About School

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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 the learner’s internal reality, their world of thoughts and feelings explore the concept of change over time consider possibilities for themselves share ideas and thoughts about themselves.

CURRICULAR LINKS Page 28.

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

LEARNING OUTCOMES To enable learners to: • • • •

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

CURRICULAR LINKS Page 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.

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

Page 54.

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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 69.

2.2 Opportunities to Respond

ond ies to Resp Oppor tunit

OVERALL AIM

S TE P1

READING RUBR IC

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

FLUENCY

Reads with good pace and intonation

DECODING

Sounds out unfam iliar words accurately

COMPREHENSION

S TE P2 FOR

RUBRIC

URE G A PICT DRAWIN 2

LEARNING OUTCOMES

S TE P 3

Answers all compr ehension questions correc tly

3

ST

1

in Coloured ely complet

1

inside Coloured the lines

To enable learners to:

d Backgroun included Draw wit details

3

2

1

1

2

2

3

3

h

• 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, mid-instruction and post-instruction points.

S

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METHODOLOGIES OTR stickers are offered for use 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 sixth class, encourage use and ownership of OTRs by students themselves on their own work. Rather than asking all students to use one particular prompt, invite discretionary use of OTRs by students themselves on their own work a few times a week. Encourage students to create their own OTRs for the beginning, mid-point and end of lessons.

2.3 Rubrics

Rubrics

OVERALL AIM What skills or action s do I want to assess?

To encourage learners to use rubrics to assess S TE P 3 complex performances, to help students STE assess their own work and to help teachers P4 give feedback targeted to specific learning ST EP 5 criteria.

What would make a response or an answer stand out? ? er or response ly good answ ?

What is a real er or response poor answ What is a very

ST

LEARNING OUTCOMES To enable learners to: • • • •

onse. ty resp a quali makes ht what Highlig

EP 6

ses: spon re re easu to m bers? e how num Decid ords or w te with rea u c 3) s yo tion s (1-2 rip r desc umbe ent). e h n ll e t with xce bin s d-e Com nswer -goo a air for rds (f wo or

OTRs

105

S

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.

METHODOLOGIES Rubrics were introduced in My LID5. They are developed in My LID6. Initially, introduce your students to a rubric by sharing a rubric and reviewing it step-bystep so that all elements of the rubric are understood. Demonstrate to students what a rubric is with the rubric for mind map or concept map and friendship rubrics (page 107 and 109, LID6). Apply the rubric to relevant learning situations.

As students become more familiar with the purposes and layout of a rubric, invite students to work with you in completing and devising rubrics for homework and poster presentations (page 113, LID6).

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Rubrics should be written in student-friendly language and include (a) key categories or elements of the assignment (b) descriptions of levels or ratings of performance and (c) a clear indication of what the desired level of performance or success criteria is. A well-developed rubric should be used on the front end of an assignment/assessment and throughout its completion. Students should be invited to pause and refer back to the rubric categories and descriptions. Doing so allows them reflect on the quality of their work, gauge their progress and helps ensure they are focusing their energy on the desired knowledge, understanding and/or skills required for the task.

Use of rubrics in learning should clearly establish and communicate the desired level of performance, or success criteria, to students. Use of rubrics should provide students with a model and practice to evaluate a variety of student work samples and should support students to identify strategies and approaches likely to strengthen their understanding, skills and/or performance in the future.

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Part 1

CURRICULAR LINKS FOR ABOUT ME

Who am I? Page 2–3.

Who am I? I lik e .. .

... to ve I lo

to ... learn t to I wan

I hate ...

id of ...

I used to be afra

I would be bett er off ...

I wil l som eday ...

Ih ave ab ad Ih ha bit av e of a ... go od ha bi t of ...

I can ...

... not I can

ld ou Iw

... ver ne

ld ou Iw

er th ra

...

About Me S

2

About Me

3

S

STIMULUS Search online for the poem, ‘Pianta’ le Art Ó Súilleabháin. (Please note: The stimuli for a number of curricular links should be easy to access online. YouTube links have not been specified, but the suggested wording should enable accurate online searches.)

CURRICULAR LINKS GAEILGE

ENGLISH

MATHS

Léifidh na páistí an dán ‘Pianta’ le Art Ó Súilleabhán agus déanfaidh siad geatsaí leis an amhráin.

Children create a cinquain poem based on themselves. They look at samples of cinquains to help them create their own poem.

Data: Children create a pie chart to show the biggest fears and worries of the children in sixth class.

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GAEILGE SNÁITHE Teanga ó bhéal

GNÉ Cumarsáid

TÉAMA Mé féin

TORTHAÍ FOGHLAMA • An foclóir a bhaineann le baill choirp a fhoghlaim.

• An dán ‘Pianta’ a rá os ard.

• Geáitsí a chur leis an dán ‘Pianta’.

ENGLISH STRAND Writing

ELEMENT Exploring and using

TOPIC A poem about me

OBJECTIVES • Read cinquain poems.

• Understand the form of a cinquain poem.

• Create a cinquain poem about myself.

MATHS STRAND Data

STRAND UNIT Representing and interpreting data

TOPIC The fears/worries of sixth class

EARNER I YL

D

M

OBJECTIVES • Gather evidence based on the investigation question: What are the biggest fears/worries of the children in sixth class?

• Interpret the evidence gathered.

• Create a pie chart recording the biggest fears/worries of the children in sixth class.

TIP (TEACHER INFORMATION POINT) My LID6, pages 2–3 Following exploration of selected curricular links, invite pupils to think about ‘Who am I?’ Direct pupils to complete prompts.

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Me, Myself and I Pages 4–5.

Ib eli eve

I Me, Myself and

...

I wish I were ...

r I ca

ut ... abo ost em

myself I like

e becaus

...

r if ... be bette

d My life woul

T he

nam e

se .

..

is ...

When

My perfect day is ...

au bec life

be ca lled

ess of a succ make I will

my

I lik e to

I could be a be tter

person if ...

I get old er I ...

About Me S

4

About Me

5

S

STIMULUS Look online for the poem ‘I’d Love to Be a Fairy’s Child’ by Robert Graves.

CURRICULAR LINKS ENGLISH

MATHS

VISUAL ART

Children read the poem ‘I’d Love to Be a Fairy’s Child’ by Robert Graves.

They discuss the rhythm, imagery, rhyme, repetition and alliteration in the poem. They discuss what mythical creature they would pick to be their parent.

Children create a ‘Figure Me Out’ page.

Maths problems will be designed around the children’s personal characteristics, for example: my age = 24÷2.

Children create their silhouettes and include things that represent themselves.

Holy Family School, SNS.

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ENGLISH STRAND Oral language; Writing

ELEMENT Communicating; Understanding

TOPIC Mythical creatures

OBJECTIVES • Read the poem ‘I’d Love to Be a Fairy’s Child’ aloud.

• Identify the repetition, rhyme, alliteration and favourite imagery in the poem.

• Write a piece about their parent as a mythical creature.

MATHS STRAND Number

STRAND UNIT Operations

TOPIC ‘Figure Me Out’

OBJECTIVES • Create a ‘Figure Me Out’ page about themselves.

• Solve the sums in as many ‘Figure Me Out’ pages they can in a given time.

• Work as a group to find out the average age, number of siblings and number of pets owned by the class.

VISUAL ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC Me, myself and I

EARNER I YL

D

M

OBJECTIVES • Create a silhouette of their head and shoulders using a projector.

• Draw their favourite things in the silhouette.

• Colour the silhouette.

TIP (TEACHER INFORMATION POINT) My LID6, pages 4–5 Following exploration of selected curricular links, invite pupils to think about ‘Me, Myself and I’. Direct pupils to completed prompts.

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This is Me Pages 6–7.

How Others See Me

Me This is

How I’d Like to Be

How I See Myself

top of the pages. to the cards at the Link your qualities

H el pf ul

Re lia bl e

e lit Po

y Sh

e siv es gr Ag

H on es t Je al ou s

Po pu la r

e iv at lk Ta

y dl ien Fr

od Go un F

La zy y pp Ha

Ki nd

M es sy

y gr An

About Me H

6

About Me

7

H

STIMULUS Look online for the poem ‘Give Yourself a Hug’ by Grace Nichols.

CURRICULAR LINKS ENGLISH/SPHE

PE

Children read the poem ‘Give Yourself a Hug’ by Grace Nichols. Class discussion about the importance of being good to oneself and the uniqueness of each individual person.

Children try simple yoga poses, with meditative music.

ENGLISH/SPHE STRANDS Oral language; Myself

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ELEMENT/ STRAND UNIT Communicating; Self-awareness

TOPIC Appreciating myself

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OBJECTIVES • Read aloud with expression the poem ‘Give Yourself a Hug’.

• Identify features of themselves that make them unique.

• Describe ways in which one can be good to oneself.

PE STRAND Gymnastics

STRAND UNIT Movement

TOPIC Introduction to yoga

EARNER I YL

D

M

OBJECTIVES • Breathe in and out for a set period of time.

• Engage in downward-facing dog, cobra, swan, child and triangle pose.

• Appreciate the relaxing nature of yoga.

TIP (TEACHER INFORMATION POINT) My LID6, pages 6–7 Following exploration of selected curricular links, invite pupils to think about their uniqueness, how others view them and how they would like to be. Direct pupils to link preferred qualities to perspectives at the top of the pages.

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Impressions I’ve Made Pages 8–9

e e Mad ions I’v Impress ssions have you ints! What impre Fill in your footpr over the years? made on others

l? tfu

Patie nt?

Ki nd ?

ugh T ho

? ing ork dw H ar

Help ful?

About Me H

8

About Me

9

H

STIMULUS Search online for the song: ‘Footprints in the Sand’ by Leona Lewis.

CURRICULAR LINKS MUSIC

VISUAL ART

Children sing the song ‘Footprints in the Sand’ by Leona Lewis.

They will discuss the importance of having a friend to be there for you.

Create footprints using paint.

Children create a beach scene with paint.

MUSIC STRAND Performing

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STRAND UNIT Song singing

TOPIC Friendship: Being there for someone else

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OBJECTIVES • Listen to the song ‘Footprints in the Sand’ by Leona Lewis.

• Discuss the importance of having a friend to be there for you.

• Sing the song ‘Footprints in the Sand’.

VISUAL ART STRAND Paint and colour

STRAND UNIT Painting

TOPIC ‘Footprints in the Sand’

EARNER I YL

D

M

OBJECTIVES • Identify any physical impressions and imprints one can make.

• Create a footprint using paint.

• Paint a beach scene.

TIP (TEACHER INFORMATION POINT) My LID6, pages 8–9 Following exploration of selected curricular links, invite pupils to consider what supports they have offered others over the years and who they have influenced positively. Direct pupils to fill the empty footprints – what impressions have they made on others over the years?

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Looking Back Pages 10–11

oing a rd ‘d be

... as w

The best pr ese

Ir em em rliest m ea e

s younge wa

for ... ish

en ... wh

he most when I dt w ke sli

di

b

d when I rea

Th e

I ok bo

wa s .. .

The job I

M

ite

t es

younger w a as

One da ng e

r ou

me when ram

wa s. ..

v fa

og pr

was younger

y

TV

I was young er

en I was you wh

d ng I id thi us ro

felt silly

When

I r,

I

...

One of m

W h I ever nt go tw as

si orie s ... m

y

en

, which er

ed to w us

When I

hen I was e’ w you ar ng

younger as ,I w

oney for . .. up m

ger, I sav youn e as Iw

One o f

d

was ... er ng

...

About Me S

10

s

g Back Lookin

as younger was ...

Iw

my fa

n

te places whe uri vo

11

S

About Me

STIMULUS Read the short story ‘First Confession’ by Frank O’Connor.

CURRICULAR LINKS ENGLISH

HISTORY

GAEILGE

Children read the short story ‘First Confession’ by Frank O’Connor. Discussion about the story, humour and themes.

Children recall their own first confession.

Children create a visual timeline of the life of their school, beginning with the date the school was founded to now.

Scríobhfaidh na páistí píosa faoina gcéad lá ar scoil agus tarraingeoidh siad pictiúir dóibh féin agus a dtuismitheoirí.

ELEMENT Understanding

TOPIC First confession

ENGLISH STRAND Reading

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OBJECTIVES • Read ‘First Confession’ aloud with expression.

• Use the comprehension strategies: prediction, visualisation, synthesis, inferring and making connections.

• Describe their own first confession.

HISTORY STRAND Local studies

STRAND UNIT Schools

TOPIC Our school timeline

OBJECTIVES • Identify important events in the school’s history.

• Create a visual and descriptive timeline of the school’s history.

• Present the timeline to other classes in the school.

GAEILGE SNÁITHE Teanga ó bhéal, Scríbhneoireacht

GNÉ Cumarsáid

TÉAMA Mé féin

EARNER I YL

D

M

TORTHAÍ FOGHLAMA • An teanga a bhaineann le scoil a thuiscint agus a úsáid.

• Cur síos a dhéanamh ar a gcéad lá ar scoil.

• Píosa saorscríbhneoireachta a dhéanamh faoina gcéad lá ar scoil.

TIP (TEACHER INFORMATION POINT) My LID6, pages 10–11 Following exploration of selected curricular links, invite pupils to look back across the years at their younger selves. Direct pupils to complete prompts.

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Moving Forward Pages 12–13 a g Forw Movin

STIMULUS

I’m looking forward

a

w

ait

t un

il …

de r As I get ol Ih op e

…

…

In t en y ear s…

Ic

t n’

to …

I’d like if …

Quote from Walt Disney: ‘We keep moving forward, opening new doors, and doing new things, because we are curious and curiosity keeps leading us down new paths’.

rd

S

12

About Me

About Me

13

S

CURRICULAR LINKS ENGLISH

HISTORY

VISUAL ART

Examine the quote from Walt Disney.

Discuss the importance of continuing to learn.

Identify ways in which one can learn in different ways.

Children will write a letter to their future selves, describing their hopes and dreams for the future, asking questions and making guesses as to what kind of people they will become.

Children will learn about the life of Walt Disney.

Children will create a black silhouette of Mickey mouse.

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ENGLISH STRAND Oral language; Writing

ELEMENT Exploring and using

TOPIC Curiosity and the future

OBJECTIVES • Describe the importance of having hopes and dreams.

• Identify different dreams and hopes for the future.

• Write a letter to the future self, describing these hopes and dreams.

HISTORY STRAND Story

STRAND UNIT Stories form the lives of people in the past

TOPIC The life of Walt Disney

OBJECTIVES • Describe the achievements of Walt Disney.

• Name five facts about Walt Disney’s life.

• Create a profile based on Walt Disney.

VISUAL ART STRAND Drawing; Fabric and fibre

STRAND UNIT Making drawings; Creating in fabrics and fibres

TOPIC Mickey Mouse silhouettes

OBJECTIVES • Draw the outline of the silhouette of Mickey Mouse on black card.

• Cut out the silhouette from the black card.

• Choose or create a background for the silhouette.

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D

M

My Learner ID6

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TIP (TEACHER INFORMATION POINT) My LID6, pages 12–13 Following exploration of selected curricular links, invite pupils to look into the future and to their future selves. Direct pupils to complete prompts.

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My E-Profile

My E-Profile

Page 14.

STIMULUS

I am MY O WN B RA ND

YEAR: NAME: OTHER NAMES:

Pupils create an e-profile on someone famous or someone they admire. They then compile a pen picture profile of themselves.

VIEWS: CHECK-INS: APPS AND GAM ES: LIKES: EVENTS: REVIEWS: GROUPS/CLU

BS:

S

14

About Me

CURRICULAR LINKS ENGLISH

SPHE

Pupils use literacy and communication skills to provide a pen picture about themselves and appropriate language and pictures to illustrate their interests and achievements.

Media education – factors to consider when creating an e-profile.

ENGLISH STRAND Writing

STRAND UNIT Communicating; Understanding

OBJECTIVES • In pairs, identify three characteristics about a famous person – favourite pop star/sports personality/actor.

• Record responses on sticky notes and place on a flip chart. Sort characteristics under general headings. Discuss whether all characteristics should be included.

• Pupils work individually to create a personal pen picture of things they decide to include about themselves.

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SPHE STRAND Myself and the wider world

STRAND UNIT Media education

EARNER I YL

D

M

OBJECTIVES • Consider the type of information you would share with the world.

• Discuss whether you should use a real name or a nickname, a real photo or an avatar. Why? Why not?

• Consider why you should password protect your e-profile – what does an easy/hard password look like?

• Critique what information should be added to a profile page and who this information should be shared with.

• In pairs, discuss how your profile page should look to friends and how it should look to the wider world.

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TIP (TEACHER INFORMATION POINT) My LID6, page 14 Following exploration of selected curricular links, invite pupils to compile an e–profile for themselves. Direct pupils to complete profile.

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Part 1

CURRICULAR LINKS FOR MY STRENGTHS STIMULUS FOR ALL PAGES Choose from 24 lesson plans based on Seligman’s 24 character strengths as outlined in Section 8. See pages 87–110 for lesson plans.

Choose which character strength you wish to explore for each activity and which character strength suits your class group/ teaching context.

hs My Strengt

Character strengths include:

My Strengths

15

24 CHARACTER STRENGTHS 1

Grit

13 Kindness

2

Integrity

14 Creativity

3

Hope

15 Fairness

4

Self-control

16 Leadership

5

Citizenship and teamwork

17 Forgiveness and mercy

6

Curiosity

18 Bravery

7

Love of learning

19 Modesty and humility

8

Open-mindedness

20 Spirituality

9

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

Illusions Pages 28–29 Illusions

illusions.

Draw your own

My World I

28

29

I

My World

STIMULUS Search online for videos that show optical illusions.

CURRICULAR LINKS VISUAL ART

SCIENCE

Children look and respond to different illusory images. Children are given a time limit to identify as many images within images as they can. In pairs children research an artist who creates illusions in their paintings.

Children engage in two experiments that create illusions using light and water. The first experiment involves the children filling a bowl with water and placing a mirror inside the water at a 45-degree angle. The children put their finger in the water close to the mirror and observe a floating finger in the mirror. For the second experiment, children hold their two index fingers slightly apart and stare between them at another object until they see four fingers.

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VISUAL ART STRAND Drawing; Paint and colour

STRAND UNIT Looking and responding

TOPIC Illusory art

OBJECTIVES: • Identify images within a drawing and painting.

• Research an artist who creates illusions in their drawings and paintings.

• Present the research to the class.

SCIENCE STRAND Energy and forces

STRAND UNIT Light

TOPIC Refraction of light

EARNER I YL

D

M

OBJECTIVES • Understand what refraction is.

• Investigate the refraction of light in water.

• Explore how objects can change due to refraction.

TIP (TEACHER INFORMATION POINT) My LID6, pages 28–29 This page is to be completed independently by pupils. There is an option to choose a curricular link. Following exploration of selected curricular link, invite pupils to complete their own optical illusions.

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Truth or Dare Pages 30–31.

or Dare Truth

The truths I’ve told:

The dares I’ve given others:

My World S

30

31

S

My World

STIMULUS Truth questionnaire: 1 2 3 4 5 6

Who is the funniest teacher in your school and why?

Have you ever fallen asleep in the middle of the class?

What is your favourite flavour of ice creams?

What is your favourite toy and why?

If you had the power to become Hulk, what would you do?

If you were given a chance to dress like a cartoon, what character would you dress as?

7 Have you ever been caught picking your nose?

8 Who is your favourite superhero?

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CURRICULAR LINKS ENGLISH

MATHS

Children give this questionnaire to their partners. They then create their own truth questionnaire to be given to another class in the school.

Children play a mathematical game of truth or dare based on numbers.

They look at facts and determine whether they are true or false. If they get an answer wrong, they have to engage in a dare. These dares include problem-solving, measuring, weighing and algebra.

ENGLISH STRAND Oral language; Writing

ELEMENT Exploring and using

TOPIC Questions of truth

OBJECTIVES • Answer questions from the questionnaire.

• Describe what a truth is.

• Create a truth questionnaire.

MATHS STRAND All strands

STRAND UNIT All strand units

TOPIC Revision of maths concepts: truth or dare

EARNER I YL

D

M

OBJECTIVES • Identify whether maths facts are true or false.

• Engage in problem-solving based on all the strands.

TIP (TEACHER INFORMATION POINT) My LID6, pages 30–31 In pairs, pupils ask each other the ‘truth questionnaire’. Invite pupils to record what dares they’ve given others and what truths they’ve told.

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Success for Me Pages 32–33.

I Made It!

for Me Success far on the signposts. have achieved so Write what you

My World S

32

33

S

My World

STIMULUS Search online for a video about Katie Taylor winning an Olympic gold medal in 2012.

CURRICULAR LINKS ENGLISH

HISTORY

Children watch the video on Katie Taylor’s success story. The children write a report about a successful sportsperson.

Children learn about successful leaders in Irish history, including Éamon de Valera, Michael Collins, Michael D. Higgins, Mary Robinson, Mary McAleese, James Connolly and Pádraig Pearse.

ENGLISH STRAND Oral Language; Writing

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ELEMENT Communicating

TOPIC Successful sportspeople

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OBJECTIVES • Describe aspects of Katie Taylor’s success.

• Engage in research on a successful sportsperson.

• Write a report based on a successful sportsperson.

HISTORY STRAND Politics, conflict and society

ELEMENT 1916 and the foundation of the State; Ireland; Europe and the world, 1960 to present

TOPIC Successful leaders in Irish politics

EARNER I YL

D

M

OBJECTIVES • Describe facts about different Irish leaders.

• Create a project based on one of these leaders.

TIP (TEACHER INFORMATION POINT) My LID6, pages 32–33 Following exploration of selected curricular links, invite pupils to consider what they have achieved over the years and record successes on signposts.

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Concerns for the Future Pages 34–35.

e Future s for th Concern

209 9

0 205

the future are: My concerns for

Oth

er co ncer ns

I ha ve:

My World S

34

35

S

My World

STIMULUS Search online for a video about ‘Lauditi Si’.

CURRICULAR LINKS GEOGRAPHY

VISUAL ART

Children watch the video about concern for the world based on Pope John Paul II’s document, ‘Laudati Si’. They discuss how the world is being damaged and what this means for the future.

Children create a poster based on the future world. They draw a picture of how they imagine a future world will look.

GEOGRAPHY STRAND Environmental awareness and care

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STRAND UNIT Environmental awareness

TOPIC Concern for the world

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OBJECTIVES • Understand the concerns for the environment.

• Identify the damage caused by fossil fuels.

• Describe ways people can change the world for the better.

VISUAL ART STRAND Drawing

STRAND UNIT Making drawings

TOPIC Creating a poster based on the future world

EARNER I YL

D

M

OBJECTIVES • Describe aspects of the future world.

• Create a poster of the future world.

TIP (TEACHER INFORMATION POINT) My LID6, pages 34–35 Following exploration of selected curricular links, invite pupils to consider their concerns for the future.

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A Day in My Life

A Day in My Life

Page 36.

I

STIMULUS

I I get up at

Search online for a video describing a day in the life of a 10-year-old in Norman times.

I have my dinner at

A DAY

I go to bed at

IN MY I study

L IF E

I watch TV from to

from to

I exercise from to

S

36

I’m on the phon e from to

My World

CURRICULAR LINKS HISTORY

MATHS

Review the video ‘A Day in the Life of a 10-year-old in Norman Times’.

Compare with life of a 10-year-old today.

Collect, organise and represent data using simple bar charts and sequence daily events.

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

STRAND UNIT Life in Norman Ireland

TOPIC Norman Ireland

OBJECTIVES • Become familiar with aspects of the lives of the Normans.

• Examine and become familiar with evidence from the period studied.

• Review the video ‘A Day in the Life of a 10-year-old in Norman Times’.

Compare with the life of a 10-year-old today. Identify similarities and differences.

• Mark when you think key changes took place between Norman times and modern times on a timeline.

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MATHS STRAND Data; Measures

STRAND UNIT Representing and interpreting; Time

TOPIC Time

EARNER I YL

D

M

OBJECTIVES • Collect, organise and represent data using simple bar charts.

• Sequence daily events.

• Read and interpret timetables.

• Convert 12/24 hour formats.

TIP (TEACHER INFORMATION POINT) My LID6, page 36 Following exploration of selected curricular links, direct pupils to complete their daily schedule.

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Part 1

CURRICULAR LINKS FOR MY ABOUT SCHOOL

About School

l About Schoo

Page 37.

STIMULUS Read the novel, Dear Mr. Henshaw by Beverly Cleary.

hool out Sc yself Ab er to M A Lett e, Dear M

ool My Sch

About School

37

S

CURRICULAR LINKS ENGLISH

GAEILGE

HISTORY

Children read the novel Dear Mr. Henshaw, which tells the story of a boy writing to his favourite author about the troubles in his life.

Children discuss the function and uses of letters and the advantages and disadvantages of using them to communicate.

Sríobhfaidh na páistí litir ghearr faoin scoil chuig pháistí i rang 6 sa scoil is gaire dóibh.

Using duchas.ie, children read letters and details about their own school in the past.

If their school is very modern, the children can research an old school in their area.

Children research this in groups and present their research to their class.

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ENGLISH STRAND Reading

ELEMENT Understanding

TOPIC Reading the novel Dear Mr. Henshaw

OBJECTIVES • Make predictions, connections and visualisations using the text.

• Understand new vocabulary from the text.

• Identify advantages and disadvantages of writing letters in the modern world.

GAEILGE SNÁITHE Scríbhneoireacht

GNÉ Cumarsáid

TÉAMA Ar scoil

TORADH FOGHLAMA • An teanga a bhaineann le litreacha a thuiscint agus a úsáid.

• Struchtúr na litreach a thuiscint.

• Litir faoin scoil a scríobh.

HISTORY STRAND Local studies

STRAND UNIT Schools

TOPIC The history of our school or a school in our area

EARNER I YL

D

M

OBJECTIVES • Understand how to use duchas.ie.

• Identify details about the school’s past from the research completed.

• Present research about the school to the class.

TIP (TEACHER INFORMATION POINT) My LID6, page 37 Following exploration of selected curricular links, direct pupils to write a letter to themselves about school, recording their thoughts and comments in the letter frame.

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My Style Pages 38–39.

When you’ve adde d up your score s, see which colou your style. red box below best represents

Red

le My Sty

Blue

• You like to be given problems to solve.

• You like to talk things through with other peopl e.

• You like to work out answers for yourself.

ing scores: one of the follow ent on the page Give each statem 3: Definitely me 2: Mostly me 1: Not like me total. scores to find your box, add up your ed colour each For sents your style. t total best repre highes the with The coloured box Score problems to solve.

I like to be given answers for myself.

I like to work out

• You use your imagination a lot.

• You have many ideas.

Score

through with I like to talk things other people.

• You like to try your ideas out even if other people think they are odd.

• You like to use drama, art and music.

• You like to find out how things work.

• You like your work to be fun.

• You like to have something to show for your efforts.

a lot.

I use my imagination

• You understan d how people feel.

• You like your work to be about people.

people feel.

I understand how

I have many ideas.

, art and music.

I like to use drama

ideas out even if I like to try my are odd. people think they

Green

be fun.

I like my work to

how things work.

I like to find out ing to show for I like to have someth my efforts.

be about people.

I like my work to

• You like to do practical work .

Score Score

al work.

I like to do practic what to do.

I like to be told exactly one step at a I like to take things time. ed.

I like to be organis detail.

I pay attention to right.

I like to get things

I like reading. alone.

I am happy to work

• You like to be told exactly what to do.

• You like to take things one step at a time.

out from books, I like to find things other sources. from talks and from

• You like to be organised.

nt ideas.

I weigh up differe

• You pay atten tion to detail.

written work.

I am keen to do carefully.

I organise my studies

• You like to get things right.

Yellow • You like readi ng.

• You are happ y to work alone .

• You like to find things out from books, from talks and from other sources.

• You weigh up different ideas .

• You are keen to do written work.

• You organise your studies carefully.

About School S

38

39

S

About School

STIMULUS Debate on the following motion: Everyone Learns the Same Way. CURRICULAR LINKS ENGLISH Debate whether you agree or disagree with the motion and justify your answers.

ENGLISH STRAND Oral language

STRAND UNIT Communicating

EARNER I YL

D

M

OBJECTIVES • Explore debating and at a class level, debate whether you agree or disagree with the motion Everyone Learns the Same Way. • Critique why it is important to explain to someone how you like to learn/why it is important to know who you are as a learner and how this may affect your behaviour and relationships with others.

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TIP (TEACHER INFORMATION POINT) My LID6, pages 38–39 Following class debate, invite pupils to complete survey on ‘My Style’.

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My School Report

My School Report

Page 40.

MY SCHOOL RE

STIMULUS

SIXTH CLASS REPO I can ...

PORT

RT

Improvements I

can make ...

Read the poem ‘Targets’ by Brian Moses. include …

EARNER YL I M

D

My Learning Ways

My future goals

include ...

Signed:

S

CURRICULAR LINKS

40

About School

ENGLISH

VISUAL ART

Children read the poem ‘Targets’ by Brian Moses. Children discuss rhyme, images and rhythm in the poem. They discuss the contrast between the teacher’s targets and the student’s targets in the poem.

Complete page 40, LID6.

Children create a showcase of their artwork throughout the year for an afternoon, presenting their work to other students and teachers in the school. Children will talk about their artwork, what materials they used, what they like about their work and what they would do differently next time.

ENGLISH STRAND Oral language; Writing

ELEMENT Communicating; Exploring and using language

TOPIC ‘Targets’ by Brian Moses.

OBJECTIVES • Read aloud with expression the poem ‘Targets’.

• Explore themes and contrasting views in ‘Targets’.

• Write a letter to their past selves about their accomplishments during the year.

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VISUAL ART STRAND All strands

STRAND UNIT Looking and responding

TOPIC Art gallery

EARNER I YL

D

M

OBJECTIVES • Organise artwork into different categories.

• Discuss their artwork in a critical manner.

• Comment on favourite piece of artwork.

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TIP (TEACHER INFORMATION POINT) My LID6, page 40 Following exploration of selected curricular links, direct pupils to write their own school report and identify strategies that help them learn, improvements that can be made and what future goals they may have.

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Unsticking When I’m Stuck!

Page 41.

Unsticking When I’m Stuck

THINGS TO TR Y IF YOU GET ST UCK

STIMULUS

✓ Share the probl em ✓ Check the inter net

Search online for the poem ‘I Tried to Do My Homework’ by Kenn Nesbitt.

✓ Use a dictionary ✓ Break the quest ion up into smal ler questions. ✓ Ask myself: what do I alrea dy know? ✓

✓

✓

✓

CURRICULAR LINKS

About School

41

S

ENGLISH Children read the poem ‘I Tried to Do My Homework’ by Kenn Nesbitt.

Children discuss rhyme, images, rhythm and themes in the poem.

ENGLISH STRAND Oral language; Writing

ELEMENT Communicating; Exploring and using language

TOPIC ‘I Tried to Do My Homework’ by Kenn Nesbitt

EARNER I YL

D

M

OBJECTIVES • Read the poem ‘I Tried to Do My Homework’ by K. Nesbitt aloud with expression.

• Identify rhyming words and imagery that is appealing in the poem.

• Discuss responses that would help the student in the poem to get his homework completed.

• Identify two strategies for helping with schoolwork when stuck.

TIP (TEACHER INFORMATION POINT) My LID6, page 41 Following exploration of the poem, encourage children to consider what strategies they might use if they get stuck in their learning.

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Dealing with Feeling My School Alphabet Pages 42–43.

Feeling Dealing with

My School Alphabet

describe school? will you choose to What ‘feeling’ words gh the alphabet. work your way throu Start with A and

About School I

42

43

I

About School

STIMULUS Search online for the poem ‘Last Day of School’ by Amy Ludwig VanDerwater.

CURRICULAR LINKS ENGLISH

MATHS

VISUAL ART

Children read the poem ‘Last Day of School’ by Amy Ludwig VanDerwater Children discuss the images, rhythm and style of presentation of the poem.

Children discuss feelings and images, words, music, scents, etc. that prompt feelings.

Children create a showcase of their memories of different classes and teachers throughout the years.

Children talk about their memories and what significance they hold for them.

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ENGLISH STRAND Oral language; Writing

STRAND UNIT Communicating; Exploring and using language

TOPIC ‘Last Day of School’ by Amy Ludwig VanDerwater

OBJECTIVES • Review the poem ‘Last Day of School’ by Amy Ludwig VanDerwater.

• Identify words and imagery in the poem.

• In pairs, discuss images that you would select as you look back on your school years.

SPHE STRAND Growing and changing

ELEMENT/STRAND UNIT Feelings and emotions

TOPIC Dealing with feeling – my school alphabet

EARNER I YL

D

M

OBJECTIVES • Read aloud with expression the poem ‘Last Day of School’ by Amy Ludwig VanDerwater.

• Identify images in the poem and the feelings they elicit.

• Identify key images and memories associated with school over the years and the feelings they elicit.

• Create a ‘feelings’ wall.

TIP (TEACHER INFORMATION POINT) My LID6, pages 42–43 This page is to be completed independently by pupils. There is an option to choose a curricular link. Invite pupils to complete what ‘feeling’ words they would choose to describe school using letters from the alphabet, starting with the letter ‘A’ and working their way through the alphabet.

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VISUAL ART STRAND All strands

STRAND UNIT Looking and responding

TOPIC Art gallery

OBJECTIVES • Gather together as many images, photographs, artifacts, songs, poems and memories of primary school.

• Discuss each collection with partner/group identifying the feelings associated with each artefact, e.g. ‘This is a photo of ____________. It makes me feel ____________.’

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Challenges I’ve Overcome Pages 44–45.

I ma d

e it!

e Overcom ges I’ve Challen below. on the signposts you’ve overcome Write the challenges

Sixt

hC lass

Class Four th

Fifth Cla ss

ss d Cla Thir

About School S

44

45

S

About School

STIMULUS Search online for the song ‘Firework’ by Katy Perry.

CURRICULAR LINKS MUSIC

HISTORY

ENGLISH

Children listen to the song ‘Firework’ by Katy Perry. They sing it and discuss the meaning of the words and message of the song.

Children look at the challenges that Northern Ireland faced and how these challenges were overcome and the challenges that are still to be overcome.

Children write a short story entitled ‘The Challenge’.

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MUSIC STRAND Listening and responding; Performing

STRAND UNIT Listening and responding to music; Song singing

TOPIC Overcoming challenges

OBJECTIVES • Identify the message of the song ‘Firework’ by Katy Perry.

• Sing the song ‘Firework’ by Katy Perry.

HISTORY STRAND Politics, conflict and society

STRAND UNIT Northern Ireland

TOPIC Challenges in Northern Ireland

OBJECTIVES • Understand the antecedents for the conflict in Northern Ireland.

• Identify important dates that marked significant events in Northern Irish history.

• Describe the challenges that Northern Ireland overcame.

ENGLISH STRAND Writing

ELEMENT Exploring and using language

TOPIC Challenges

EARNER I YL

D

M

OBJECTIVES • Identify the characteristics of short stories.

• Plan, draft and edit a short story based on challenges.

• Publish a short story using the author’s chair.

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TIP (TEACHER INFORMATION POINT) My LID6, pages 44–45 Following exploration of selected curricular links, direct pupils to write about the challenges they have overcome across the school years.

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Jobs I Might Like

Jobs I Might Like

Page 47

Circle your own preferences.

The place I would like to work ...

In a town / city

STIMULUS

Office

Shop

Restaurant In the country

Library

Travelling aroun d Spor ts centre

Hotel

Farm

I would like a job that offer s ...

Factory

Responsibility Training

Park

Other:

Search online for the poem ‘I Wanna Be a Star’

by Tony Mitton.

Supervision Good wages

Promotion prosp ects Accommodatio n Danger Over time Security

Supermarket

Other:

I would like to ...

I would like to work with ...

Work with anim als

Work with plant Work with food s Work with numb ers Work with mone y Sell things Work with machines Help other peop le

A small group

Lots of people Friendly workmate s A good boss

People of my own age

Animals

Other: Other:

Ideal Jobs:

1 _______________ _____

____________

2 _______________ _____

____________

About School

47

I

CURRICULAR LINKS ENGLISH

MUSIC

GEOGRAPHY

Children read the poem ‘I Wanna Be a Star’ aloud with expression. They discuss repetition, rhyme and rhythm in the poem. Children discuss what jobs they might like in the future.

In groups and using handmade instruments, children use the poem ‘I Wanna Be a Star’ as a stimulus to create a rap.

Class discussion of different careers in the local area. Each child will pick a career and engage in independent research.

ELEMENT Understanding; Exploring and using language

TOPIC Aspirations

ENGLISH STRAND Oral language

OBJECTIVES • Read the poem ‘I Wanna Be a Star’ aloud with expression.

• Identify rhyme and repetition in the poem.

• Identify the message in the poem about having aspirations.

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MUSIC STRAND Composing

STRAND UNIT Improvising and creating

TOPIC Aspirations

OBJECTIVES • Understand what a rap is.

• Compose a rap for the poem ‘I Wanna Be a Star’.

• Perform the rap for the class.

GEOGRAPHY STRAND Human environments

STRAND UNIT People living and working in the local area

TOPIC Careers in the local area

EARNER I YL

D

M

OBJECTIVES • Identify the different careers in the local area.

• Independently research one specific career in the local area.

• Present research on chosen career to the class.

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TIP (TEACHER INFORMATION POINT) My LID6, pages 46–47 Following exploration of selected curricular links, direct pupils to highlight subjects of interest and job preferences for the future.

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Sixth Class Highlights

Sixth Class Highlights

Page 48.

STIMULUS The Irish Proclamation of Independence read

by Pádraig Pearse on 24 April 1916.

I

48

About School

CURRICULAR LINKS HISTORY

ENGLISH

Children read the Irish Proclamation of Independence and discuss its importance in the context of the 1916 Rising and the fight for independence.

Children write a diary entry about a highlight of the year in the school or parish/town.

HISTORY STRAND Politics, conflict and society

ELEMENT 1916 and the foundation of the State

TOPIC The Proclamation of Independence

OBJECTIVES • Understand the significance of the Proclamation of Independence.

• Identify the reasons behind the 1916 Rising.

• Identify the main people involved in the 1916 Rising.

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ENGLISH STRAND Writing

ELEMENT Exploring and using language; Communicating

TOPIC Highlights

EARNER I YL

D

M

OBJECTIVES • Understand the features of a diary entry.

• Write a diary entry based on a highlight of the year in the school or parish.

• Edit and publish the diary entry.

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TIP (TEACHER INFORMATION POINT) My LID6, page 48 This page is completed independently. There is an option to choose a curricular link. Pupils record sixth class highlights using words, pictures, photos, etc.

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METACOGNITION

LEARNING WAY

MY LEARNING WAYS

Part 2

2

1

WEEK

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

Reflect on their approach to metacognition and improving metacognitive strategies and behaviours.

•

•

As above

Explore possibilities for better decisionmaking about the strategies that will enable students to think about thinking more effectively.

Build consciousness and understanding of ‘learning ways’/learner dispositions specifically what it means to engage in metacognition.

Acquire tools and tactics to learn how to learn and specifically how to improve metacognitive strategies.

•

•

•

LEARNING OUTCOMES FOR METACOGNITION

•

•

Complete bubble dialogues, page 132: ‘Let’s think about metacognition’.

Metacognition activities, pages 111–121.

IMPLEMENTATION (30 MINS PER WEEK)

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As above

As above As above

5

6 7

As above

As above

4

8

As above

3

Students complete decision-making checklist, page 61, LID6.

Review decision-making strategy wheel, page 62, LID6.

Affix strategy wheel to HW diary.

Decision-making task B, page 63, LID6.

• • •

Decision-making task A, page 60, LID6.

• •

Metacognition activities, pages 111–121.

•

Metacognition activities, pages 111–121.

Self-evaluate, page 59, LID6.

• •

Use strategy logs for one or two afternoons, pages 136–144.

•

Complete self-evaluate, page 56, LID6.

•

Problem-solving task C, page 58, LID6.

Problem-solving task B, page 55, LID6.

•

•

Affix problem-solving strategy wheel to HW Diary.

•

Students complete problem-solving checklist, page 53, LID6.

•

Review problem-solving strategy wheel, LID6, page 54.

Problem-solving task A, complete page 52, LID6.

•

•

Brainstorm vocabulary and behaviours associated with thinking about thinking.

•

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Teacher’s Resource Book As above

As above

As above

As above

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12

13

14

As above

As above

10

15

As above

9

Complete bubble dialogues, page 133: ‘Looking back at metacognition’.

My review, page 70, LID6.

• •

Metacognition activities, pages 111–121.

Complete self-evaluate, page 69, LID6.

• •

Self-evaluation task B, page 68, LID6.

•

Use strategy logs for one or two afternoons, pages 138–146.

•

Affix self-evaluation strategy wheel to HW diary.

•

Metacognition activities, pages 111–121.

Review strategy wheel, page 67, LID6.

•

•

Students complete self-evaluation checklist, page 66, LID6.

•

Self-evaluation, task A, page 65, LID6.

Complete self-evaluate, page 64, LID6.

• •

Metacognition activities, pages 111–121.

•

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16

ORGANISATION

18

17

WEEK

LEARNING WAY

Acquire tools and tactics to learn how to learn and specifically how to improve organisational efficiencies.

Explore possibilities for improving organisation and ways of planning that will enable students to learn more effectively.

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

Reflect on their approach to organisation and encourage students to take ownership of planning, time management and study skills.

•

•

•

•

As above

As above

Build consciousness and understanding of ‘learning ways’/learner dispositions, specifically what organisation means for learners.

•

LEARNING OUTCOMES FOR ORGANISATION

•

•

•

Planning skills task A, pages 72–73, LID6.

Organisation activites, pages 122–130.

Complete bubble dialogues, page 134: ‘Let’s think about being organised’.

IMPLEMENTATION (30 MINS PER WEEK)

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As above

As above

As above

As above As above As above As above

19

20

21

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Assignment planner, page 86, LID6.

Portfolio planner, page 85, LID6.

Concept maps, pages 83–84, LID6.

Mind maps, pages 80–82, LID6.

Organisation activites, pages 122–130.

• •

Mind maps, page 79, LID6.

•

Organisation activites, pages 122–130.

Self-evaluate, page 76, LID6.

•

•

Affix strategy wheel to HW diary.

•

Planning skills task B, page 77, LID6.

Review planning strategy wheel, page 75, LID6.

•

•

Students complete checklist, page 74, LID6.

•

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As above

As above

As above

As above

28

29

30

As above

27

26

Self-evaluate, pages 100–101, LID6.

My review, page 102, LID6.

Complete bubble dialogues, page 135: ‘Looking back at my organisation skills’.

• •

Affix strategy wheels to HW diaries.

• •

Review strategy wheels 3 and 4, pages 97–98, LID6.

•

Affix strategy wheels to HW diaries.

•

Study skills task B, page 99, LID6.

Review strategy wheels 1 and 2, pages 95–96, LID6.

•

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Students complete checklist, page 94, LID6

•

Use strategy logs two afternoons, pages 136–144.

•

Study skills task A, page 93, LID6.

Self-evaluate, page 92, LID6.

•

•

Affix strategy wheel to HW diary.

•

Students complete checklist, page 90, LID6.

• Review strategy wheel, page 91, LID6.

Time management task A, page 89, LID6.

•

•

My long-term project planner, page 87, LID6.

•

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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 sixth 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 LID6! 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 LID6 in your classroom and I look forward to your views and feedback on the publication, which you are welcome to send to me at: mylearnerid@gmail.com.

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Notes

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Section 8 TEACHER RESOURCES

OVERVIEW OF LEARNING OUTCOMES

78

MY LID SUPPORTING SCHOOL SELF-EVALUATION

80

OTRs: OVERVIEW OF STICKERS

82

OVERVIEW OF CLASS ACTIVITIES TO SUPPORT THE DEVELOPMENT OF MY LEARNING WAYS, LID6 YEARLY PLAN

85

LESSON PLANS FOR MY STRENGTHS

87

SUPPLEMENTARY ACTIVITIES FOR THE DEVELOPMENT OF LEARNER DISPOSITIONS

111

STRATEGY LOGS

136

COMMERCIAL GAMES THAT SUPPORT MY LEARNING WAYS

145

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

146

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My Learner ID 6 LEARNER LEARNER PONSIBILIT Y VOICE S E R 9

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

Self-Assessment Checklists

M

Peer-Assessment Checklists

EARN L Y

8

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

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

ARNER I

D

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

3

My World

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

4

My Learning Ways

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

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

5

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My Learner ID SUPPORTING SCHOOL SELF-EVALUATION

CHRONICLE OF LEARNER AT TRANSITION POINTS

LEARNER DISPOSITIONS

11

LEARN VOIC

M

10

EARN L Y

TOOLS FOR LEARNING –9 HOW TO LEARN

LIFELONG LEARNING

8

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

80

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INCLUSIVE – FOR ALL LEARNERS

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1

ARNER VOICE

ARNER I

LEARNER VOICE LEARNER RESPONSIBILITY LEARNER OWNERSHIP

D

2

3

4

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LEARNER WELL-BEING

AUTHENTIC ASSESSMENT

TRACKING LEARNERS

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ASSESSMENT FOR LEARNING

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OTRs:

Overview of Stickers ps U t r a St

S t ar

I MA t Ups AS F DE A PLA OLLO N WS.. .

Start Ups

BEFORE I start I...

S t ar

t Up s

This

CONN

E C TS

with. ..

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Start Ups

I’m READY to GO as I.. .

S t ar t U ps

I’m gett ing STUCK IN by...

S t ar t

Ups

LINK n a c I o... this t

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nk i h T d n Stop a k Stop and Thin

Stop and Think

I’m on the RIGHT track because...

hink T d an Stop

D E W E VI E R I’VE AT I’M WH ...

Y B G N I O D

hink Stop and T

I MADE a ...

MISTAKE in

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I STILL need to...

k Stop and Thin

I can COMPARE this to ...

Stop and Th ink

I’m going to

CONNECT this by...

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view e R s ’ t Le w Revie s ’ t e L

Let’s Review

I ENJOYED this because...

LED G G U I ST R i s a s . . . th with

w Let’s Revie

Let’s Review

THIS WAS FRUSTRATING FOR ME AS...

Let’s Review

I need to

K NOW M O R E about...

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ASY This was E for me...

Let’s Review

NEXT TIME I WILL...

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7 To Build or Not to Build?

6 Making Choices

5 What Would Happen If?

4 1001 Ways

3 Plan, Think, Build

2 Metacognition in Practice

1 What Is Metacognition?

METACOGNITION

LEARNING WAY

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INDIVIDUAL

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PAIRED

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GROUP/STATION WHOLE CLASS

Overview of class activities to support the development of My Learning Ways LID6 Yearly Plan

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LEVEL OF DIFFICULTY

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6 Daily Goal Setting

7 Tower Heist Extreme

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5 Time Wasters

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4 Setting SMART Goals

•

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3 Plan of Action – Homework Time

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2 How to Stay Organised During the School Day

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PAIRED

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1 Brainstorming Activity

ORGANISATION

LEARNING WAY

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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 Eye 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 Search online to find a Calvin and Hobbes cartoon. Children 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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Metacognition ACTIVITY 1

Learning tool: Metacognition Title: What Is Metacognition?

Activity objective: To discuss and understand the meaning of the term metacognition.

Procedure: The aim is for the class to understand and subsequently define the term ‘metacognition’ by the end of the activity.

Materials and preparation: Whiteboard, jobs (written on paper), bag. Search online for a video that gives a brief introduction to metacognition.

Recommendations: Begin the lesson by writing the term ‘metacognition’ on the whiteboard and invite various children to suggest possible meanings for the word. You may ask children to explain why they chose a particular meaning and this in itself will encourage them to begin ‘thinking about what they are thinking’.

Next, explain to the class that you are going to play a clip that will explain what metacognition means. The class will be tasked with writing down three pieces of information from the video on a sheet of paper with their partner. After the video, invite various pairs to share three important points they noted from the video. By the end of this discussion, the children should be able to identify: 1 Definition for the term ‘metacognition’.

2 An example of metacognition, e.g. painting or meta-painting.

3 Three elements of metacognition: planning, monitoring and evaluating.

As a concluding activity, invite the children to come up to the teacher in pairs to select a piece of paper from a bag on the teacher’s desk. A particular job or action will be written on each piece of paper. The task for each pair will be to explain the two levels to that job, i.e. the general and the metacognitive.

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Examples Job: Painting General: The actual action of painting; the touch of the brush to the canvas.

Meta-painting: The thinking behind where you will start on the canvas, what you will paint, how heavy you are going to lean on the brush, when to finish the painting, etc.

Advice: Make sure that everyone in the class understands what the term ‘metacognition’ means as well as the example of metacognition in the video, i.e. painting. If the class do not grasp the concept, then do not complete the activity.

Instead, focus on making sure the class understands the term by the end of the lesson and leave the activity to the following lesson.

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Metacognition ACTIVITY 2

Learning tool: Metacognition Title: Metacognition in Practice Activity objective: To understand how metacognition works through play.

Procedure: The aim of this activity is for the class to understand how metacognition works through playing games of tic-tac-toe.

Materials and preparation: Visual timer, sheets of paper.

Recommendations: Begin the lesson by revising the term ‘metacognition’ with the class as well as recapping on content children can recall from the YouTube video in the previous lesson. Divide the class into pairs and explain the activity that they are to complete. Explain to each pair that they will play as many games of tic-tac-toe as they can in two minutes. Explain to each pair that they will take turns at starting a new game. Allow each pair to select a Child A and Child B. Child A will begin the first round and Child B will begin the second round and so on. Tell the class to pay attention to what’s going on in their minds as they make their choices throughout the games. After the activity, engage in an active discussion with the class. Have students raise their hands if they won at least one match. Ask some students what they were thinking before they made their moves. Do they have a favourite place to start? Why do they start there? Most likely the students will say they like to start in the corner because they can win that way. The teacher will say, ‘Right! You have a plan, and that helps you to win!

If your opponent does something you hadn’t expected, you’re able to think of ways to adjust your plan so that you still win. Does anyone know what they were actually doing when they were thinking about how they were playing?’ You should hope that the class will respond with ‘thinking about our thinking, which is metacognition.’

Advice: The discussion activity is really important in order to tease out the concept of metacognition and allow the children to practise the process of reflection and thinking about how they think during an exercise or activity like tic-tac-toe. Make sure you spend a good amount of time discussing the thoughtprocess behind the activity.

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Metacognition ACTIVITY 3

Learning tool: Metacognition Title: Plan, Think, Build Activity objective: To plan and build a bridge using a fixed set of materials.

Procedure: The aim of this activity is for groups to work together to think about and plan how they are going to build a tall but stable bridge using a fixed set of materials.

Materials and preparation: Fifty lollipop sticks, Play-Doh or Blu Tack, one A4 sheet of paper (per group), visual timer.

Recommendations: Introduce the lesson by explaining to the class that metacognition allows us to really think about a situation and pre-empt possible obstacles that one may face before they occur. Taking a step back to think about a situation enables us to plan ahead and avoid obstacles as well as plan for particular obstacles that are unavoidable. Divide the class into teams of four.

Next, explain that each group will be given a set of materials which they are to use to build the tallest bridge in a timeframe of five minutes. The bridge must stay standing for a minimum of one minute after the construction time has ended.

Distribute the bag of materials to each group. Give the groups two minutes to play around with the materials and make a rough sketch of the bridge they wish to build. Encourage the teams to consider: 1 Should there be a wider base to support the overall structure?

2 Cars will need to drive on the bridge: use a pencil as a car to see if the bridge will hold.

3 Will the bridge fall over if conditions are windy?

4 Adhering to the brief of building the tallest bridge.

5 What can the group do to test the strength of the bridge once constructed, e.g. blowing with their mouths, etc.?

6 Should the group use minimal Blu Tack to hold joints together or use double the amount?

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Next, set a new timer of five minutes and allow each team to work together to build the tallest bridge using the set of materials they have been given.

Once the task has been completed, set a new timer of one minute to see if all of the bridges stay standing. Following this, allow all of the students to circulate the room and look at each other’s bridges. Ask the children to think about their own bridge as they visit others in the class and to compare their bridge to the others’ bridges. Once the class are seated again, invite various questions such as: 1 2 3 4 5 6 7 8 9

Do you think team X’s bridge has a strong foundation in comparison to yours?

Which bridge do you think was the tallest? Why? Which bridge had the nicest aesthetic?

Which group planned their construction the best by looking at their planning sheet?

Why did team X’s bridge collapse?

What other materials could you have used to construct the bridge?

What material would be the strongest to use to keep the joints together?

Why? Did you find making a plan of your bridge useful/helpful? Why?/Why not?

What would you do differently if you were to complete this task again?

Advice: You may also consider using a deck of cards or spaghetti and marshmallows for this activity in order to increase the difficulty of the task at hand.

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Metacognition ACTIVITY 4

Learning tool: Metacognition Title: 1001 Ways Activity objective: to devise new uses for everyday objects and to give reasons for devising new uses for the object.

Procedure: This is a brainstorming and reflection exercise. The aim of this activity is for each child to devise new uses for an everyday object and subsequently to reflect upon and explain why they devised new uses for their object.

Materials and preparation: One slip of paper for each child, a hat/bag/box (to place the slips in), an A4 sheet (one per child), visual timer.

Recommendations: Explain to the class the task at hand. Each child writes an everyday object on a slip of paper and places the slip into a hat/bag/box. Once this is done, circulate the classroom and allow each child to draw a slip from the hat/bag/box. Emphasise that nobody is to share their object with their peers and that everyone is to work independently. Distribute an A4 sheet of paper to each child and explain that they are to make a brainstorm and to come up with as many new uses for their object as they can. Set a timer of 15 minutes. The children may sketch their ideas or write them down in words. Following this, give the children five minutes to read over their new ideas and think about why they came up with each particular idea. For example, ‘I chose to use a toothbrush as a cleaning tool because I noticed at home that a lot of dirt builds up on top of the skirting boards and so a toothbrush would easily reach those areas and clean them properly.’ The children may have thought about someone they know who struggles with their homework or may have heard about a problem in the news that could be rectified by using their new product. After this, invite various children to share the new uses for their object with the class and to explain what prompted these ideas in their mind.

Advice: Use Bloom’s taxonomy to encourage the children to reflect on the task critically and to think about why they created a new use for their object.

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Metacognition ACTIVITY 5

Learning tool: Metacognition Title: What Would Happen If? Activity objective: To think in a critical way and to discuss ‘What Would Happen If?’ scenarios.

Procedure: This exercise is designed to help children think laterally and discover new ways of looking at the world. The children will be encouraged to answer these questions using creative and constructive thinking. The children can use as much detail as they like.

Materials and preparation: Question sheet (for teacher), visual timer, A4 sheet of paper (one per child). Search online for a video called ‘Question Everything – The Code of the Extraordinary Mind’.

Recommendations: Begin the lesson by showing the class a video which aptly explains to the class the importance of questioning everything. Next, divide the class into pairs and explain that you are going to read aloud a ‘What Would Happen If?’ scenario to the class. The children will work in pairs to discuss the scenario using creative and constructive thinking. They will devise a response to each ‘What Would Happen If?’ question. The children will be given three minutes to discuss and write down (if they wish) a response to each question. After each question, invite various children to give their response to the question as well reasons for devising that particular response. Ask the children to explain the considerations they took into account when responding to the scenario (metacognition). You may give the children a starting sentence such as ‘We thought about _____, ______, and _____’ to help them to explain the thinking behind their answer. For example, ‘I thought about how I would feel if I had no phone as well as the ambulance service and how people wouldn’t be able to ring the hospital if there was an emergency.’

Advice: You may only choose to focus on one question for the duration of the activity and begin a new question the following day. Also, you may decide to revise the ‘5W’s and H?’ questioning strategy or introduce new questioning strategies to the children, such as Bloom’s taxonomy, to give them new ways of interrogating situations and questioning alienated scenarios. As an extension

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activity, you may invite the children to compose their own ‘What Would Happen If?’ questions to pose to the class.

Resources: ‘What Would Happen If?’ question sheet What would happen if …

1 There were suddenly no computers, tablets or phones of any kind anywhere on Earth?

2 We had to live in a world without electricity?

3 You woke up one morning to discover you had changed into a cartoon character?

4 All the animals in the world could suddenly communicate with us in our own language?

5 You discovered your best friend had super powers?

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Metacognition ACTIVITY 6

Learning tool: Metacognition Title: Making Choices Activity objective: To make decisions and consider what the important things in one’s life are.

Procedure: Part of life is being able to strike a healthy balance between our needs and our wants. It’s also about focusing on what we consider to be truly important. This exercise is designed to help children to consider the things that they appreciate and value the most in life as well as consider things that they wish they could have in their life and give reasons to justify these things.

Materials and preparation: A4 sheet.

Recommendations: Invite the class to list some of the basic needs that are necessary for survival, e.g. food, water, clothing and shelter. Next, show the class the worksheet that they are to complete. ‘Imagine you can have any three things that you want. In return you must give away three things that you already have.

What do you want and what will you give away, and why?’ Distribute an A4 sheet to each child and give them 10–15 minutes to complete the task. To conclude, invite various children to share their answers with the class and give reasons for their answers.

Advice: As an extension activity, you may select the most popular answers from the class and invite the class to participate in an open discussion or conscience-alley activity in response to the activity. Children will be invited to share their opinions on the popular answers given and will try to convince their peers to change their minds or stay with the same answers.

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Metacognition ACTIVITY 7

Learning tool: Metacognition Title: To Build or Not to Build?

Activity objective: To organise thoughts using a cognitive organiser (mind map) and debate an issue.

Procedure: The class will be given a topic which is up for discussion. The class must work in pairs to organise their responses on paper using a cognitive organiser (mind-map) and must then share their responses with the class.

Materials and preparation: Visual timer.

Recommendations: Give the class the following scenario: The local county council in a rural area recently announced plans to build a supermarket in the centre of a local community. The build will take two years and the supermarket will be located directly beside the local primary school and across the road from a large housing estate. The county council have welcomed the proposal as it will create new jobs for builders, shopkeepers, delivery workers, painters, etc. It will also make it easier to access a supermarket as the nearest supermarket is a 20-minute drive away. The local community is divided at this time, with some locals describing the build as ‘a death trap’.

Divide the class into pairs and in turn ask half of the class to be for the build and the other half of the class to be against the build. Give a mind-map worksheet to each pair and explain how to complete the mind map. Give the children 15 minutes to work with their partners to come up with reasons to support the plans as well as reasons to reject the plans to build the supermarket. Once the activity has been completed, invite various children to deliver their thoughts on the issue at hand. To conclude the activity, and once the children have listened to their peers, invite each child to decide whether they should change their stance and move to the for or against side or stay in the same position. This concluding activity will mirror that of a conscience-alley activity where one end of the room is for and the opposite end of the room is against.

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Advice: You may decide to do this activity again using topics from the local newspaper.

Resources Alternative Debate Topics

DEBATE TOPICS

1 Students must w

2 All cars should b

ear uniforms.

e painted yellow.

3 All zoos should

4 School should b

be closed.

e four days a wee

k. don’t vote should have their voting rights revo ked.

6 All restaurants sh ould only serve he althy food.

7 Sunday shoppin g should be banne d.

8 Space travel shou ld be banned.

9 Animal testing sh ould be banned.

10 Nuclear power should be banned .

5 Individuals who

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Organisation ACTIVITY 1

Learning tool: Organisation Title: Brainstorming Activity Activity objective: Using brainstorming as an organisational tool.

Procedure: The aim of the activity is for children to use brainstorms to organise their thoughts and ideas relevant to a particular topic.

Materials and preparation: N/a.

Recommendations: Explain to the class that our brains are packed full of knowledge, ideas and useful information. Sometimes we may get overwhelmed when we read a question and often find ourselves not knowing where to start.

Brainstorming is a very useful tool which helps us to organise our thoughts on paper before tackling a question or beginning an activity. Introduce a scenario to the class whereby it’s their first day of secondary school and a peer asks them: ‘So, tell me a bit about yourself’. Here is a perfect example of a time where we have so much information to tell that we can become flustered as to what to say first or how much to say. Draw a brainstorm on the whiteboard and talk the class through your thought process. You may decide to create sub-headings for the brainstorm, e.g. family, pastimes, food, birthday, emotions on first day of school.

Create the headings and write a few examples of information into each. Ask the class to help you during this modelled activity. Next, give each child the opportunity to create their own brainstorm in their own way. After the activity, invite each child to share their brainstormed information with the person next to them.

Advice: As an extension activity, you may give the class a more difficult question, e.g. you and your family want to go on a holiday: what must you do to organise a holiday? The children may discuss possible reasons for choosing a certain destination, prices, weather, accommodation, attractions, family activities, transport, etc.

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Organisation ACTIVITY 2

Learning tool: Organisation Title: How to Stay Organised During the School Day Activity objective: To discuss and create a poster exploring useful tips for staying organised during the school day.

Procedure: The aim of the activity is for the children to use discussion and brainstorming activities to explore useful tips for staying organised during the school day.

Materials and preparation: A4 sheets (one per pair – for poster).

Recommendations: Begin the lesson by throwing a ball to the back of the classroom. The learning in this will be that the entire class will stop what they were doing to watch the ball move, i.e. they will be distracted. Explain to the class that sometimes we can become distracted or disorganised during the school day and this can cause negative consequences on how we behave and how we work in school. Ask the class to suggest ways in which one may become disorganised or ‘off-task’ during the school day, e.g. having a cluttered space, peer distraction, tiredness, lack of motivation, hunger/thirst, noisy classroom, etc. Now ask the class to discuss in pairs what might happen if we are disorganised, e.g. the teacher might get cross, we might fall behind in our work, we might distract others, we might not do our best in class tests, etc. Explain to the class that they have been asked to design a poster for third class giving them tips for staying organised during the school day. Make a brainstorm on the board and ask the class to suggest scenarios and possible tips for avoiding distractions and improving performance. For example, you may feel really sleepy during class. A tip would be to go to the bathroom and throw water on your face or to make sure you get a good night’s sleep that night. Each pair will design a poster.

Advice: You may scaffold the class during the poster brainstorming activity by giving the class scenarios such as: 1 2 3 4 5

How to keep your desk tidy.

Lunchtime routines: Put away your lunchbox before leaving the classroom.

Tiredness.

Feeling upset: Speak to someone.

Feeling unmotivated: Think of positive quotes, think of rewards, e.g. meeting friends after school, having something to look forward to, etc.

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Organisation ACTIVITY 3

Learning tool: Organisation Title: Plan of Action – Homework Time Activity objective: To create a plan of action to support the completion of homework after school.

Procedure: The aim of the activity is for the children to create a plan of action that will help them to focus and ensure that they complete homework in a timely fashion after school in the evenings.

Materials and preparation: Plan-of-action activity sheet (one per child).

Recommendations: Begin the lesson by asking the class how long it takes for them to do their homework. Anything over one hour should be a concern. Next, ask the class at what time they complete their homework, e.g. straight away after school, after dinner, at bedtime. Then ask the class to answer, by a show of hands, whether or not they like doing homework. Invite various children to give reasons for their answers. Explain to the class that we can feel tired after a long school day and are not particularly motivated to do our homework. As a result, we may not give our homework our full attention. Show the class a plan-of-action activity sheet and explain that completing one may help them to complete their homework in a timely fashion and give them more time to do other things that they enjoy.

Model how to complete the action plan by discussing possible homework goals.

For example, ‘I want to complete my homework before I go to football training at 6 o’clock.’ Explain to the class that when making goals, we need to explain what exactly we want to do and when exactly we want to achieve these goals by, i.e. timeframe. Next, begin to fill in the plan-of-action activity sheet. Step 1 could refer to the immediate time we enter our home or homework club. You could say, ‘Eat a fruit snack.’ Step 2 could say, ‘Sit at the desk; take out all of my books.’ Step 3 could focus on what subject you will do first, e.g. History. After modelling the process of completing a plan-of-action activity sheet, distribute a plan-of-action activity sheet to each child and give them sufficient time (recommended 10 minutes) to complete it. This activity sheet should be completed in the late afternoon, right before the children leave school at the end of the school day.

Once completed, ask the class to bring their plan-of-action activity sheets home

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and to tick off each step as they complete it. Ask them to bring their plan-ofaction activity sheets back to school the following day.

Advice: As an extension activity the following day, you may allow the class to reflect on their use of the plan-of-action activity sheet method when completing their homework the previous night. Discuss with the class things they would do differently if they were to use a plan-of-action activity sheet again, e.g. set more realistic goals, create easier/simpler steps or be honest when completing the form, i.e. don’t tick the box if you did not complete the step.

Resources Homework plan-of-action activity sheet Task:_____________________

Date:_____________________

My goal is:___________________________________________________________________________ _______________________________________________________________________________________ Action:

Duration:

Successfully completed (√):

1 2 3 4 5 6

I will know when I have reached my goal because: ___________________________________________________________ ___________________________________________________________

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Organisation ACTIVITY 4

Learning tool: Organisation Title: Setting SMART Goals.

Activity objective: to learn about SMART goals and create a SMART academic/ school-based goal.

Procedure: The aim of the activity is for the children to learn about SMART goals and in turn, create a SMART academic/school-based goal.

Materials and preparation: SMART goals activity sheet (one per child).

Recommendations: Begin the lesson by discussing the importance of having dreams and goals. Without goals it would be hard for anyone to achieve their dreams, but sometimes we may not be very realistic with these goals. For example, one time I decided to give up chocolate for a year. I just stopped eating chocolate straight away and within three days I was eating chocolate again. My mistake was, I didn’t break my goal down into achievable steps. If I were to do it again, I would have said for the first three months I would only eat chocolate once a week and then after that I would only eat chocolate once every second week for three months and so on. Explain the concept of SMART goals to the class and explain what each letter stands for, i.e. Specific, Measurable, Achievable, Relevant and Time Bound. Assign each child to an accountability partner. This will be someone that each child will check in with every so often to talk about their goals and make sure that they are staying on track. Next display the SMART goals activity sheet and explain that each child will set a SMART academic/school-based goal. For example, to complete homework in less than an hour; to improve attention skills; to raise their hand to answer a question at least three times a day, etc. Model the process of completing a SMART goal activity sheet and then distribute a sheet to each child. Give them ample time to create their own personal goal. Scaffold the children as they complete the time-bound section.

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Advice: This activity will continue into the next few weeks. Make sure to create a time once a week, once every fortnight or once a month for each child to talk to their accountability partner. Stress to the class that they may alter their goals during accountability meetings. This should not be seen as a bad thing, but a learning opportunity!

Resources SMART Goals activity sheet:

S L A O G T R SMA SPECIFIC

S M A R T

__ ______________ ______________ __________ __ ______________ __ __ __ __ __ ________ __ ______________ ______________ ______________ ______________

goal: Describe your

MEASURABLE

your progress? __ ______________ ______________ ____ __ __ __ __ ______________ __ __ ______________ __ ______________ ______________ ______________ __ __ __ __ ______

ck How can you tra

ACHIEVABLE TIME BOUND

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RELEVANT

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Who is going to your goals?

help you with

_________ ______________ _________ ______________ ____ ______________

r accountability Who will be you __ _______________ partner?______ h wit in ck che When will they _______________ you?____________

et your goals:

d in order to me

ources you nee

__ ______________ ______________ __ __ __ __ __ __ __ __ __ __ __ __ __ ____ ______________ ________ __ __ ______________ __ __ __ __ __________ ______________

res List the skills &

check in date in date Goal for Goal for check ______________ ___ 2__ __ ___ 1______________ ___________ _____ _________ _______________ ___________ _____ _________ ___ ___ ___ ___ ___ ______________ en?

Wh __ ___ When?_________ __ ____________________ ___ _______________

in date Goal for check _____ 3______________ _____ _______________ _____ _______________ _____ ___ ___ When?___ _____ _______________

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Organisation ACTIVITY 5

Learning tool: Organisation Title: Time Wasters Activity objective: To identify what actions waste time during the school day.

Procedure: The children will work in pairs to read a list of activities that happen during the school day and will then identify five activities that they feel are a waste of time.

Materials and preparation: N/a.

Recommendations: Introduce the activity by explaining that in order to achieve our goals we must be smart with our time and that means avoiding opportunities for time-wasting. Divide the class into pairs and explain that each pair will get a time-waster sheet. Each pair must work together to draw up a list of five things they do each day in school that wastes time. Having finished the activity, ask various pairs to name their top-five time-wasters and to give reasons for choosing these activities.

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Organisation ACTIVITY 6

Learning tool: Organisation Title: Daily Goal Setting Activity objective: To identify and set a personal goal to be achieved by the end of the school day.

Procedure: Each child will complete a personal goal-setting slip and will identify a goal that they would like to achieve by the end of the school day.

Materials and preparation: SMART goal-setting slip (one per child).

Recommendations: Explain to the class what this activity will focus on, i.e. making a specific goal that you wish to achieve by the end of the school day. Revise with the class what the letters SMART stand for and stress that it is important to consider these words when making their goal. Give examples to the class of realistic goals, such as only top my pencil once during the school day; say hello to a child in the yard at lunchtime; raise my hand to answer three questions during the day. Distribute a SMART goal-setting slip to each child and allow them ample time to complete it. They may keep their slip in their homework journals or at the top of their desk.

Advice: You may give specific SMART goal-setting slips to particular children which will require them to set goals specific to behaviour, learning or participation.

At the end of the school day, allow the children to review their SMART goal-setting slips and confirm whether or not they achieved their goal.

Resources SMART goal-setting slip.

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my SMARTGOAL I want to ________________ ___________ ________________ ___________ ________________ ___________ ________________ ___________ ________________ ___________ ________________ ___________ by______________ ___________ so I will________ ___________ ________________ ___________ ___________to m eet my goal.

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Organisation ACTIVITY 7

Learning tool: Organisation Title: Tower Heist Extreme Activity objective: To construct the tallest tower possible using a given set of materials in a specified number of minutes.

Procedure: The aim of the activity is for groups of three to four children to make the tallest tower possible using a given set of materials (lollipop sticks/White Tack or toothpicks/marshmallows) in a specified timeframe. Each child will take a turn at adding a lollipop stick or toothpick to the tower.

Materials and preparation: Lollipop sticks or toothpicks, marshmallows or White Tack, visual timer.

Recommendations: Explain the aim of the game to the class. Do not show the children an example of how to construct a tower using the set of materials. This will add to the challenge of the game. Divide the class into groups of three or four and re-iterate to each group that they must take turns to add toothpick/lollipop stick to the tower. This will challenge the children to set up a system that will work for them and will enable them to work at speed. Set the timer to four minutes and allow the groups to build their towers. Once the timer sounds, circulate the classroom and assess each construction to determine the winning group.

Advice: As an extension activity, you may alter the time allotted to each group in constructing their tower, e.g. reduce the time from three minutes to one minute.

You may also increase or reduce the amount of materials available for each group to use. In addition, you may increase the number of children in each group to challenge team work. You may even use playing cards for this activity.

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Notes

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METACOGNITION

1 Do you ever ‘think about your thinking?’

Let’s think about metacognition

2

4

When and in what ways?

What questions do you have about metacognition?

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3 What do you do to help yourself ‘think about your thinking?’

5

What would you like to learn about metacognition?

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METACOGNITION

1 So, what did you learn about metacognition?

Looking back at metacognition

2

4

What strands make up metacognition?

What is the most effective strategy you have learned?

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3 What new ways have you learned to help you ‘think about your thinking?’

5

How should I help you ‘think about your thinking?’

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ORGANISATION

1

Tell me, what does ‘being organised’ mean for you?

Let’s think about being organised

2

4

How do you get organised for school?

What helps you to be organised?

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3 Tell me, the teacher, how I can improve my organisation skills?

5

What would you like to learn about being organised that you do not know already?

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ORGANISATION

1 So, what did you learn about organisation skills?

Looking back at my organisational skills

2

4

What planning skills did you learn?

List three study skills that work for you.

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3 How will you manage your time more effectively?

5

What new organisational skills did you learn?

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Draw diagram

Predict what’s next

Self-pace

Read question and re-read!

Break task up into parts

Leave out hard part and come back to it later

Work backwards

Explain task to someone else

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Does this fit with prior knowledge?

•

STRATEGIES I used

PROBLEM-SOLVING STRATEGY WHEEL 1

I plan to use

I plan to use

I used

Date:

Date:

PROBLEM-SOLVING STRATEGIES

Strategy Log 1

I plan to use

Date:

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I used

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Explain my thinking

Identify what is important

Consider the pluses and minuses

List solutions

Make a back-up plan

Check how much time is needed

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State the decision

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STRATEGIES I used

DECISION-MAKING STRATEGY WHEEL 2

I plan to use

I plan to use

I used

Date:

Date:

DECISION-MAKING STRATEGIES

I plan to use

Date:

---------------------------------------‘s Strategy Log

Strategy Log 2

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I used

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Explore other views

Support my thinking

Look for evidence

Test my thinking

Evaluate my thinking

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Ask why

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STRATEGIES I plan to use

Date: I used

I used

SELF-EVALUATION STRATEGY WHEEL 3

I plan to use

Date: I plan to use

Date:

SELF-EVALUATION/REFLECTIVE THINKING STRATEGIES

Strategy Log 3

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I used

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Use calendars

Use timetables

Use sticky notes

Colour code

Declutter and tidy – weekly!

Use a timer

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Use planners

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STRATEGIES I plan to use

Date: I plan to use

I used

GENERAL ORGANISATIONAL STRATEGY WHEEL 4

I used

Date:

I plan to use

Date:

GENERAL ORGANISATIONAL STRATEGIES

---------------------------------------‘s Strategy Log

Strategy Log 4

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Use a written schedule

Use a timer

Prioritise – what will I do first?

Stick to my plan!

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Use a picture schedule

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STRATEGIES I plan to use

Date: I used

I used

MANAGING TIME STRATEGY WHEEL 5

I plan to use

Date:

MANAGING TIME STRATEGIES

Strategy Log 5

I plan to use

Date:

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I used

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Avoid long study sessions

Find a regular study space

Don’t get too comfortable before study

Avoid noise

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Study difficult and boring subjects first

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STRATEGIES I plan to use

Date: I used

I used

STUDY STRATEGIES STRATEGY WHEEL 6

I plan to use

Date:

STUDY STRATEGIES 1

Strategy Log 6

I plan to use

Date:

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I used

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Pay attention to your own attention

Looking at a book does not mean I know it

Outline sections on a blank page

Explain vocabulary without looking at definitions

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Get off the phone

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STRATEGIES I plan to use

Date: I used

I used

STUDY STRATEGIES STRATEGY WHEEL 7

I plan to use

Date:

STUDY STRATEGIES 2

Strategy Log 7

I plan to use

Date:

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Recite main points

Outline text

Highlight text/ notes

Make concept map

Make a list

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Organise notes

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STRATEGIES I plan to use

Date: I used

I used

STUDY SKILLS STRATEGIES STRATEGY WHEEL 8

I plan to use

Date:

STUDY SKILLS STRATEGIES 3

Strategy Log 8

I plan to use

Date:

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Quiz myself

Use study flash cards

Memorise/ Rehearse

Study with friend

Study with group

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Take practice test

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STRATEGIES I plan to use

Date: I used

I used

STUDY STRATEGIES STRATEGY WHEEL 9

I plan to use

Date:

STUDY SKILLS STRATEGIES 4

Strategy Log 9

I plan to use

Date:

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8 Mirror Game Blue

7 Doodle Dice

6 Brainmaster

5 Brick by Brick ThinkFun

4 North Pole Camouflage

3 Smart 5x5

2 Puzzle Journeys

1 Riddle Cube Game

METACOGNITION AND ORGANSATION

LEARNING WAY

•

• • • •

INDIVIDUAL

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• • • • • •

PAIRED

✯ ✯✯ ✯✯✯

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•

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✯ ✯✯

✯ ✯✯

✯ ✯✯ ✯✯✯

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LEVEL OF GROUP/STATION WHOLE CLASS DIFFICULTY

Overview of commercial games that support My Learning Ways LID6 Yearly Plan

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Challenge students to build a car with five different blocks in this unique logic game!

Smartcar 5x5 includes the car and five wooden blocks in five different colours.

Students solve each of the 96 challenges by placing all of the blocks correctly in the car according to the clues. Smartcar 5x5 is a puzzle and a toy: solve a challenge or take your car for a test drive!

Arrange the six transparent puzzle pieces so that the animals are camouflaged in their correct environments. Set up a new challenge in seconds: just place a challenge card on the game board and you are ready to play.

Cards with 48 challenges.

Smartcar 5x5

North Pole Camouflage

For one to four players.

Can you make a house in 60 seconds? What about a pizza? Stretch your imagination as you race your way through this rapid, shape-shifting game of 200 mind-bending picture and word puzzles.

Everyone races to beat the clock by folding, twisting and stretching their cubes into shapes that match the challenge card pulled for the round.

Match the challenge card first and collect the card: the first player to collect five challenge cards is the winner!

An interactive puzzle book. This game is a combination of problems to solve, action-packed stories and interesting snippets of factual information.

Riddle Cube Game

METACOGNITION

DESCRIPTION OF GAME

Puzzle Journeys

GAME

LEARNING WAY

Description of commercial games useful in supporting students to develop skills in metacognition and organisation in learning

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Brick by brick challenges you to build a symmetrical brick wall by assembling five puzzle pieces that match the image on one of 60 challenge cards. This classic logic game is a fantastic spatial organisational challenge!

The object of the game is to guess the four colour combinations hidden behind the screen. Clues are given by the placing of white and black pegs to signify that a correct colour has been placed in the right place or a correct colour has been put in the wrong place. Given these clues, the opposing player has 10 goes to try and crack the code. Players take turns to be either the code maker or the code breaker. The winner is the player who scores the most points over an agreed number of rounds. Classic code-cracking fun!

Create a doodle with a few rolls of the Doodle Dice. There’s a different doodle on each card in the deck. If your Doodle Dice match a doodle on one of the cards, you take that card. Be the first player to collect one card of each colour and you win.

Players roll the six dice and try to re-create a doodle from one of the 65 cards.

An exciting game with mirrors – both amusing and instructive. Start by turning up a pattern card. Each player must then attempt to form a mirror image of this pattern using two bricks and a mirror. The first one to succeed wins the pattern card. Using the mirror can be tricky, and an understanding of the symmetry of a pattern is an advantage in this game Develops cognitive organisation and an understanding of the concept of mirrors and symmetrical patterns.

Brick by Brick ThinkFun Brainmaster

Doodle Dice

Mirror Game Blue

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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 LID6 IMPLEMENTATION VIDEO https://vimeo.com/325607751/6c8a33ad28

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

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LEARNER I Y

NURTURING LEARNERS FOR LIFE Dr Suzanne Parkinson

Designed specifically for students in sixth 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 LID6 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.

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