Download - Bristol Meeting March 2009
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BristolMarch 18th 2009
“Curriculum Planning -From Concepts To CompellingLearning Experiences”
Shaaron SandersonPaul Berry
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Paul BerryPaul Berry
Head Of GeographyHead Of Geography& Director Of& Director OfLearningLearning
South Molton South Molton Community CollegeCommunity College
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Aims For The Day
• What is a ‘compelling learning experience’?
• Geography & PLTS
• Geography & ‘Habits of Mind’
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A ‘Compelling Learning Experience’
What Does This Mean?
• ASK YOURSELF!
• ASK YOUR DEPARTMENT!
• ASK YOUR PUPILS!
Sequence of lessons / single lesson
Means different things to different people
Can’t be achieved every lesson!
Our Holy Grail?
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A ‘Compelling Learning Experience’
A Teacher’s Checklist?
• Challenging
• Different learning styles
• Engaging
• Practical
• Active
• Collaborative
• Topical?
• Relevant?
• Creates thirst for more?
• Enjoyable?
• Technology?
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A ‘Compelling Learning Experience’
Pupil Voice!Two weeks until the next
lesson – I can’t wait that long!
I will never forgetthat lesson!
That was brill! I can’t wait
until tomorrow when we have
it next!
I would take part more if the lessons were
all like that!
I didn’t realise old Bam Bam still had it
in him!
If it was like that all the
time, I’d put more effort in!
That made me think a lot!
My brain hurts!
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PASSING GO
Ah well, homework, then. He turned the screen off and reached reluctantly for his schoolbag. Half of it wasgeography, which was nearly all colouring in and copyingand drawing. Kid’s work. He had thought that the colouring would stop when he was at secondary school, but no such luck. Resignedly pulling the folder towards him and starting to shade in a patch of steppe ….He put the finishing touches to ‘Africa – main crops’ and looked, with disfavour, at ‘Africa – climate’. One day, work and life would not be this boring.
‘Passing Go’ – Libby Purves (2000)
Some Inspiration ……
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FUTURE WORLD
PROTECTED WORLDM
Y W
OR
LD
CONNECTED WORLDCOUNTRIES OF THE WORLD
HA
ZA
RD
OU
S W
OR
LD
India & China- The
New
World Order?
A Wind Farm
For
Batsworthy
Cross?
Sustainable
Living
Conflicts In
National ParksTheJurassic Coast
RainForests Su
sta
inab
le
Pla
nn
ing
In S
ou
th M
olto
n
A N
ew
Su
perm
ark
et F
or
Sou
th M
olto
n?
Geog
rap
hy
An
d M
e
There’s Nothing Sweet
About Chocolate
The Global
Fashion
Industry
Food
Miles
What Is Development?
Sustainable
World Tourism
ExploringEngland
Eart
hq
uakes
Volc
an
oes
Flo
od
ing
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EARTHQUAKES UNIT
Earthquakes Background• Quality Street Planet• Plate Tectonics• Measuring Earthquakes
Earthquakes and Life Skills• How good a listener are you?• How good a reader are you?• How good a speaker are you?• How good a writer are you?• How observant are you?• How well can you present yourself?
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How Good a Listener are You?
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What Your Sheet Should Look Like!
First name Last name1.
2.
3.4.
5.
Effect of an earthquake
Effect of an earthquake
Effect of an earthquake
6.
7.
8.
9.
Mantle
Inner core
Outer core
10.
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How Good a Listener are You?
OddOneOut
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How Good a Reader are You?
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How Observant Are You?
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What Can You Remember? How many men were wearing glasses? What colour gloves were the men wearing? Describe the shirt the man on the stretcher
was wearing? What colour were the head straps? How many red crosses were there in the
picture? What colour was the car in the background? What was the man on the left doing?
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Dragons’ DenDragons’ Den
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Come up with a product that can help save lives before,
during or after an earthquake
In the home In the office or work place In schools In the car
Face The Dragons!
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Examples of Pupils’ Inventions
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Examples of Pupils’ Inventions
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Examples of Pupils’ Inventions
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Examples of Pupils’ Inventions
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OK
Bangle
OK
Belt BuckleOK
Back of necklace /bracelet charm
OK
Pencil topper
OK
Key ring charm
OK
Mobile phone charm
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Dragons’ DenDragons’ Den
Now it’s your turn!
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The Rolling House
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Peer AssessmentGroup names:
1. Did they grab your interest from the beginning? (5)
2. Did they back up what they said with facts and statistics? (10)
3. Did they speak slowly and clearly? (5)
4. Did they use rhetorical questions effectively? (5)
5. Did they give plenty of eye contact? (5)
6. Did they memorise their speech and avoid using notes? (5)
7. Did they emphasise the main points by altering tone & volume (10)
6. Were the students well presented? (5)
Persuasiveness Total Score (50)Persuasiveness Total Score (50)
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Independent Enquirers Creative Thinkers Reflective Learners Team Workers Self-managers Effective Participators
QCA PLTS Framework
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Reflective Learners
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Peer Assessment
Can you design a peer assessment marksheet that incorporates aspects of the QCA PLTS Framework?
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‘Habits of Mind’ –
“What I do when I don’t know the answer”
(Student – St Cuthbert’s College, New Zealand)
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WHAT IS A SOUTH MOLTON LEARNER LIKE?
What do we see them doing?
What do we hear them saying?
What are they feeling?
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WHAT DO WEWANT A
SOUTH MOLTON LEARNER
TO BE LIKE?
What do we want to see them doing?
What do we want to hear them saying?
What do we want them to feel?
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“Twenty-first Century Tools for Twenty-first Century Learners”
3000?
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It is estimated that today’slearners will have 10-14 jobs
By the age of 38
The top 10 in demand jobs in 2010 did not exist in 2004
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We are currently preparing students for jobs that don’t yet exist – using technologies that have not yet been invented – in order to solve problems wedon’t know are problems yet
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WIFM# Better exam results# Better behaviour# Dialogue of learning# Whole school emphasis on learning# Involve parents# Umbrella for PLTS, SEAL, citizenship etc
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PLTS
QCA FRAMEWORK
HABITS OF MIND
THINKING TOOLS
PLTS AT SMCCBIG PICTURE
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Maps From Memory
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Maps From Memory
What ‘Habits of Mind’are developed in this
exercise?
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Maps From Memory
Essential Ingredient:The Debrief
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Curriculum Design
Radical v conservative?
Skills-based Year Seven Two year KS3
Deep learning daysLearning to learn
Opening MindsCross curricular learning
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Are your lessonsworth behaving for?
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