Parents on Board Programme – It i b k lis not a bake sale

Evolution is F ndamentalFundamental

Laraine ReasonMiras International SchoolMiras International School Almaty -Kazakhstan

Parents are the Key to Maximising Student Success

Historical Context of ProgrammeHistorical Context of Programme

• Secondary State School in Working ClassSecondary State School in Working Class Western Australia 1997-2002

• Beijing International School 2007 2009• Beijing International School – 2007-2009• Miras International School- Almaty

K kh t (bili l) 2009Kazakhstan – (bilingual) 2009-

Adaption is the Key to SurvivalAdaption is the Key to Survival

• Moved from a six week ongoing series -Moved from a six week ongoing series self-contained individual workshops

• 2 hours 1 hour2 hours 1 hour• Became inclusive of other elements of

child education – Adolescence, Learningchild education Adolescence, Learning Styles, Boys in Education, Reading Strategies for Reluctant Readers, Goal gSetting and Time-Management, PYP/MYP

• Bilingual workshopsg p

Getting the Message Out ThereGetting the Message Out There

• Word of mouth – will ultimately ensure itsWord of mouth will ultimately ensure its survival

• Initially be prepared for fluctuatingInitially be prepared for fluctuating numbers

• Advertise through the communityAdvertise through the community magazines

• School marketingSchool marketing• If you can – open the programme up to the

communitycommunity

Advertise in Local “What’s On” magazines

Parents on Board: Teachers need the support of parents to create a None of ussupport of parents to create a None of us should be working in isolation; not the teacher, student nor parent, all should be working together.To create a successful partnership parents need to play an active role in the child’s learning and feel they have easy access to the school communitythe school community. Workshops: Laraine has developed a series of workshops that will address bringing parents on board and other related issues some of which are outlined below.What happens at High School and how can I get involved?I get involved?What makes a good learner?How do I reach the teacher?Who do I ask when …? “He has got so

t h ”many teachers now”.When do I need to worry? – a legitimate question.

Catchy LinesDid You Know??Research has shown that school factors (class size, resources, organization etc) have little to do with achievement at school. Differences in family background have far more impact on student achievement.

Boys In Education –Beijing 2005 –open to wider community

Reading skills – Outline of Seminar for Students with Special Needs

By Laraine Reason and guest speaker Kristin

Johannou Where: Beijing BISS International School When: Thursday 29th November 2007 9.30am – 11.20am

Diversify –respond to your

respond to your parents needsBring the

The Programme Overview of problems facing students with special needs Kristin Johannou is a teacher of students with “special needs” at BISS. She will provide an introduction to types of learning disabilities and how these learning disabilities might impact on a child’s learning.

“Experts” into the group

General Overview of the Purpose of Reading –and what a parent should seek to do with reading practices Theoretical Approaches (schools of thoughts on Reading)

Reluctant Readers

Reluctant Readers Laraine Reason and Eileen Love Miras International School Almaty

Kazakhstan

Provide clear Aims and ObjectivesProvide clear Aims and Objectives

Aims of Sessions – Workshop 1Aims of Sessions Workshop 1• Discuss the important role parents play with their children – present and

futurefuture

• Show the importance of developing positive relationships with children

• Make parents aware that we need to set realistic goals for children’s achievement

• Show ways of learning and making meaningy g g g

• Provide some working models for parents to use at home

Action Research is ImportantAction Research is Important

• Follow up with parent feedbackFollow up with parent feedback• The questions you should be addressing…..• Gender and age of students• Gender and age of students• Tips from parents• What workshops will be useful to you?• Why?• What is something that you would like to see

addressed in future workshops?

Feedback QuestionnaireFeedback Questionnaire

• What was least useful for you?What was least useful for you?• Why?

If th thi th t t k• If there was one thing that you took away from the workshop, that you are certain

ill h t ld th t b ?you will use, what would that be?• Other Q?

Purpose of QuestionnairePurpose of Questionnaire

• The questionnaire guides your futureThe questionnaire guides your future workshops

• It should not be designed to judge your• It should not be designed to judge your performance

What Was Valuable?What Was Valuable?

• Parents really needed some fundamentalParents really needed some fundamental skills on organisation, goal setting and management ideas – how to create a goodmanagement ideas how to create a good learning environment for their child at homehome

Generic Workshop IdeasGeneric Workshop Ideas

Parents are the Key to Maximising Student Success

The Student As A Successful LearnerThe Student As A Successful Learner

Support from other people

Ability of the child Previous experienceSuccess

Attitudes

Discussion - icebreakerWhat do you think influences a child’s ability to succeed at school?

• How did you see the role of teachers/school when you were at

h l ?schools?

• What influenced the way you felt about/performed at school? How?about/performed at school? How?

• What do you think is the role of teachers/school in today’s world? I it diff t t h li ?Is it different to your schooling?

Achievement at SchoolAchievement at School

Research has shown that school factors (class size, resources, organisation etc.) have little to do with , g )achievement at school. Differences in family background have far more impact on student achievement.

• How can ‘family background’ make a difference?

• How can we overcome some of these differences?

Parent Roles

• Adversarial RoleN• Nagger

• Threatener• Supporting & Trusting• Supporting & Trusting

Friend• Expert• Observers

How Can Parents Help?How Can Parents Help?

• Check Day BooksCheck Day Books (diaries) daily – use to communicate with school

• Set up study area• Establish a routine –

important• Timetable on

refrigerator • Check homework

Be Engaged in Your Child’s L iLearning

• Look at homeworkLook at homework and discuss ways that activity can be addressed

• Respect your child’s choices

• Be a “sounding b d” f hildboard” for your child

• Show an interest

Be A Role Model Not a CriticBe A Role Model Not a Critic

• “Children have never been very good atChildren have never been very good at listening to their elders, but they have never failed to imitate them” James Baldwinfailed to imitate them James Baldwin (author)

Seamless Transition Workshop G l i d TiGoal setting and Tips

GoalsGoals

• Goals are having expectations ofGoals are having expectations of something you want to attain

• Goals provide purpose and motivation

• Goals provide specific focusp p

Home task- Goal Setting (option 1)Home task Goal Setting (option 1)• Talk to your child about the importance of goal setting

• Ask your child to write down their goals and expectations

• Discuss with your teenage child their personal goals-short/long

Goal Setting is a Priority – short and long term lgoals

• Students must write their goals and putStudents must write their goals and put them up on display at home – Short term (week) and Long term (monthly/ term)(week) and Long term (monthly/ term)

Prioritising School ActivitiesPrioritising School Activities• Complete the Activities at School (Parent Sheet)

• Ask your child to complete the priority order for the list of activities in the Activities at School (student sheet)

• Discuss reasons for the priority order they selected

• How did it differ from your preference?

• Comments on the similarities and differences between you and your child’s decisions

Tips From Parents for StudentsTips From Parents for Students

• Middle school – work is harder moreMiddle school work is harder, more teachers, more classes, more personalities = different expectationspersonalities = different expectations

• Pack school bag the night beforeCh k th t hild h thi th d• Check that child has everything they need for that day

• Timetable on the refrigerator• Folder for “home notes”

More Tips From ParentsMore Tips From Parents

• Be there when child needs a ride or has aBe there when child needs a ride, or has a game

• Go to all meetings or parent info nights at• Go to all meetings or parent info nights at schoolCh k h t i d d b f l i• Check what is needed before leaving school –i.e.. books, assignment questions

Time Management MatrixTime Management MatrixImportant Urgent Not Urgent

CrisisPressing problemDeadline- driven

Planning and preparation requiredLong-term projectRecreation- relaxationRecreation- relaxation

Not Important Some phone callsEmailsPopular activities

Trivial tasksSome phone callsJunk mailpBusy work

The Middle Years Workshop -Ad lAdolescence

What are the Middle School Years?What are the Middle School Years?

Middle School Research –Th R ll C YThe Roller Coaster Years

• Biological-pubertyBiological puberty• Cognitive – goal setting, taking control of

learninglearning• Moral and Ethical – values “right and

”wrong”• Psychological and Social Changes-

peer relationships, sense of individuality

BiologicalBiological• Accelerated physical development – girlsAccelerated physical development girls

more physically developed• Bone growth faster than muscle- awkwardg• Great variability in physiological development

13/14yr old – difference between peers• Sexual growth – before emotional & social

maturity• Fluctuations in basal metabolism – tired to

restless

CognitiveCognitive• Metacognition • Ability to project ideas g• Move from concrete

stage to more b h h

y p jinto future -anticipate

• Ego-centric and iabstract thought

• Consideration for ideas contrary to fact

argumentative• Exhibit independent

critical thoughtideas contrary to fact• Intellectually at risk• Analysis of the power

critical thought• Consider academic

goals as secondary to • Analysis of the power of political ideals

goa s as seco da y topersonal and social concerns

Moral and Ethical DevelopmentMoral and Ethical Development• IdealisticIdealistic • Ask the big questions• Are reflective, ,

introspective, analytical about thoughts

• Seek to explore the moral and ethical issues exposed throughissues exposed through media/ friends

Psychological Development - at no other point in h man de elopment are the most likel to enco nter so m chpoint in human development are they most likely to encounter so much

diversity – in relation to self and others

• Erratic inconsistentErratic inconsistent behaviours –anxiety and fear

• Emotive- sensitive, easily offended

• Moody, restless, vulnerable

• Searching for identity –”who am I?”

Seamless Transition Workshop PYP MYPPYP-MYP

Where To From Here? PYP - MYPWhere To From Here? PYP MYP

• Shift in structure requires a shift in thinkingShift in structure requires a shift in thinking• Students in MYP may see up to five

teachers a dayteachers a day• Subjects often operate in isolation• Students need to organise books,

equipment and compartmentalise time• Need to adopt some good organisation

practicesp

The basis of the three IB programmes

The broad nature of study including more than one languageThe broad nature of study, including more than one language

The flexibility of delivery of the curriculum –

It is a coherent broad-based international curriculum

Underpinned by foundation of values known as the Learner Profile

A Coherent Sequence

• IBO offer three self contained but coherent programmes PYP• IBO offer three self contained but coherent programmes

• Each sub school challenges and encourages the students to embrace and understand

PYP

MYP

DPthe students to embrace and understand connections between subjects and the interconnection to the real world

• The programmes encourages international mindedness to prepare students for a global world

It i d i d f th “M bil St d t”•It is designed for the “Mobile Student”

All of the IB programmes have a common context - create Global, critical and reflective thinkers

Middle school- What Students Say:Middle school What Students Say:• “ I had to organise myself more, I was

pretty disorganised”• “you are treated more like an adult”y• “you have to be a bit more responsible, as

you have so many classes and teachers”you have so many classes and teachers• “It was pretty hard at first, and I kept on

forgetting things and losing things”forgetting things and losing things

Middle School – What Students SSay:

• “Cool. I got a real locker”g• “the school work is harder”• “There are more classes and lots more• There are more classes and lots more

teachers”“L t f diff t t h th t h d”• “Lots of different teachers, that was hard”

• “So many books and teachers”• “high school rocks”

Decoding the IB LanguageDecoding the IB Language

The Learner Profile LanguageThe Learner Profile Language

The IB Learner Profile- the mortar for the building

blocks• The Learner Profile is the mission statement

translated into a set of values and tenets

• The Learner profile – creates what the IB views as values or principles that are i d i ll th IBimmersed in all the IB programmesThe Learner Profile is about the whole

person – emphasising intellectual personalperson – emphasising, intellectual, personal, emotional and social growth

PYP to DP – Learner Profile transcends All Curriculumt a sce ds Cu cu u

• All programmes promote the values, in essentially the same way

• For each student, they therefore form a continuum of learning for a life of active global responsibility

Th L P fil i i t f d i ll th IB• The Learner Profile is interfaced in all three IB programmes

• Transition from one programme to the other can be seamless

Explain the Language of the P li iProgrammes -commonalities

Trans disciplinary Curriculum -Describing a study which runs across traditional subject boundaries such as

arts and science.

The shared features• Internationalism and global thinking

• Special emphasis i iti f

• Opportunity for holistic

transdisciplinaryon acquisition of language

transdisciplinary learning

• Focuses onFocuses on developing range

of values and skills

• Also allows study of individual subjects and

interests• Opportunities for individual and

collaborative work

• Community service which requires action and reflection

Common elements

Learner Profile

Assessment styles

Working stylesWorking styles

Students as independent learners

PYP and MYP How to achieve the goal

Citizens of the world

International mindedness is key

PYPTrans disciplinary

f l

MYPHolistic learning

L P fil DPLearner Profile

Inquiry based through subject

Learner Profile

Areas of Interaction

Subject specific

DP

g j Subject specific aims

How does this programme connect with th PYP d DPthe PYP and DP

Connections in the ProgrammeConnections in the Programme

PYP MYP DP Curriculum

Programme Inquiry Areas Interaction

Th K l dTheory Knowledge

Connections in the ProgrammeConnections in the Programme

Exhibition Personal Project

Extended EssayExtended Essay

Approaches to Learning in Programmes

PYP

•Eclectic creative and

MYP

•Eclectic, creative and •Eclectic, creative and independent approach

•Transdisciplinary

independent approach•Transdisciplinary

ia sd sc p a y

units

•Broad range of

units

•Broad range of knowledge domainsknowledge domains knowledge domains –critical thinking, analytical thinking

•Exhibition •Personal project

Ways to Make Meaning WorkshopWays to Make Meaning Workshop

Parents Want to Learn too!Parents Want to Learn too!

Immerse parents in Learning Models if you want them to understand the learning processto understand the learning process

How Do People Learn? Students Learn By…o o eop e ea Stude ts ea y

• Making mistakes• Talking to others

Memorising Watching others Making M ili• Competing

• Creating• Telling others• Drilling

Mailing Revising Being punished Asking for advice Trial and error Listening• Being confused

• Exploring• Predicting• Guessing

Listening Imitating Collecting Being tested Being shown Experimentingg

• Copying• Observation• Estimating• Practising

Experimenting Paying attention Constructing Reciting Being praised Sharing ideas and discoveriesPractising

• Playing• Interacting• Asking questions

Sharing ideas and discoveries

We Remember:We Remember:

10% of what we READ

20% f h t HEAR20% of what we HEAR

30% of what we SEE

50% of what we both SEE and HEAR

70% of what we DISCUSS WITH OTHERS

80% of what we EXPERIENCE PERSONALLY

95% of what we TEACH TO SOMEONE ELSE

Ref: Stepping Out 2003

Intelligence – How Do We Learn?Intelligence How Do We Learn?

• Research is showing Genes are constantlyResearch is showing Genes are constantly activated and deactivated by stimuli –The Genius in All of US David Shenk)Genius in All of US David Shenk)

• Talent is not always gift bestowed – but a product of highly concentrated effortproduct of highly concentrated effort

• Deliberate practice – can actually d h i th b i ttproduce changes in the brain patterns –

Outliers - Malcolm Gladwell supports this theory

Gardner’s 8 Multiple IntelligencesLogical-Mathematical Intelligence Hard sciences and maths

Emphasis on the rational Good at finding patterns

Gardner s 8 Multiple Intelligences

g pCause and effectConcepts and sequencing of ideasThink Albert Einstein

Spatial- Intelligence Creating and re-creating picturesOften engineers, architects, artistsCan often convert words into

t l i t hmental pictures, graphs, process modelsKeen sense of location and direction

Bodily-Kinesthetic Intelligence Relates to the physical self and manipulation of one’s own bodyMake precise body movements with easewith easeTactile sense is well developedLearn best by moving and acting out

Naturalist Intelligence Highly attuned to the natural worldNatural objects and living animals j gincluding the elementsTend to notice patterns, features and anomalies in the environmentShow a deep understanding andShow a deep understanding and appreciation of the environmentThink Charles Darwin

Spiritual Intelligence Need for it to be included because of its effect on people –truth value

Bloom’s Taxonomy of Cognitive Processes (thi ki )(thinking)

Blooms taxonomy consists of six levels ofBlooms taxonomy consists of six levels of Thinking:

• KnowledgeKnowledge• Comprehension• Application• Application• Analysis

S th i• Synthesis• Evaluation

Bloom’s Knowledge Dimensions

Cognitive ProcessesThe The Knowledge Dimensions

1.Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

Factual

Conceptual

Procedural

Metacognitive Metacognitive

Blooms Knowledge Dimensions D fi dDefined

F t l K l d i• Procedural Knowledge

• Factual Knowledge is knowledge that is basic to specific disciplines. Refers to essential facts

refers to information or knowledge, helps students to do somethingRefers to essential facts,

terminology, details or elements students must know to understand a

students to do something specific to a subject, It also refers to methods of inquiry very specificsubject

• Conceptual Knowledgeclassifications,

inquiry, very specific skills, techniques, and particular

principles, generalizations, theories, models, or structures important to a

methodologies.

structures important to a discipline

Knowledge Dimensions (Blooms)Cognitive Processes - thinking

• awareness of one’s own cognition (thinking) and particular cognitive processes. It is

t t i fl tistrategic or reflective knowledge about how to go about solving

bl itiproblems, cognitive tasks, include contextual (situation/experiences)(situation/experiences) and conditional knowledge

Krathwol’s Taxonomy of The Affective Domain

This framework, although related to “thinking and feeling” f ll t t l t i j ti ithforms an excellent tool to use in conjunction with Bloom’s Taxonomy

Krathwol’s Taxonomy consists of five levels:• Receiving• RespondingResponding• Valuing• Organising• Characterising by a value evaluate its meaning self• Characterising by a value – evaluate its meaning -self

Boys In Education WorkshopBoys In Education Workshop

• Media Headlines:Media Headlines: • The Lost Boys: where the education

system is failingsystem is failing• War on Boys?• Boys Take Back Seat at School

Boys In Education WorkshopBoys In Education Workshop

• There is no doubt that the majority of theThere is no doubt that the majority of the parents who come to these workshops are those who are struggling with disengagedthose who are struggling with disengaged boys…..

A glimpse at the social, psychological and cultural elements which embody a boy’s sense of self and his educationalwhich embody a boy’s sense of self and his educational

needs

Boys in Education- Is a Global PhPhenomena

The Global Concern- why worry?The Global Concern why worry?

• Lowered male life expectancy, health and well being (worldwide)

Increased substance use by Year 9 40 70%• Increased substance use, by Year 9, 40-70% light-moderate drinkers (Australian/American stats correspond)

• High rates of suicide, mainly among young men, ti 5 1 ( )ratio 5:1 (in Japan this figure is higher 6/7:1)

• Aggression violence and crime, ratio 9:1• High risk behaviour-biggest category of headHigh risk behaviour biggest category of head

injuries presentations (Australian Bureau Stats 2008)

• Marked increase in juvenile justice presentationBoys do not read (N t U i it A t li )• Boys do not read (Newcaste University, Australia)

Gender Perceptions

The swinging pendulum f d tiof education

Girls limitations wereGirls limitations were placed on them

Boys enforce their own limitations –Lillico/Browne

Views of Gender

Men are but children of a larger growthg g

John Dryden.

God created man andGod created man and finding he was not

sufficiently alone, gave him a companion to

make him feel hismake him feel his solitude more keenly

Paul ValeryPaul Valery

O i t i h i !!!Our society is changing!!!

Some Statistics on the ages that males make life changes:Australian Bureau of Statistics 2007

1958 1998 2010Leave School 16 18 20Leave Home 18 24 29Leave Home 18 24 29Marry 20 27 33Fatherhood 21 28 34

95% of prisoners are men33% men who retire at retiring age (65yrs) - die within 2

years of retiringyears of retiring

Boys’ Rule -OK

Compared to girls, the average boy:average boy:

• Has a shorter concentration spanp

• Is more easily bored and hence more likely to be disruptiveto be disruptive

• Has less developed verbal and literacy skills y

• Has fewer social skills and• Has fewer social skills and collaborative competencies

• Is poor at conflict resolution unless• Is poor at conflict- resolution – unless violence is viewed as resolution

• More frequently alienated from school• More frequently alienated from school• Has poorer listening skills and

reflective thinking abilityreflective thinking ability• Is poorly organised and lacks

planning time management skillsplanning, time-management skills• Is differently and highly influenced by

hihis peer groups

Girls are reflective, step by step (sequential) learnersBoys are speculative trial and error / experiential learners

A girl is a natural student – a boy is a boy first and a student (sometimes a poor one) second ( )second (Lillico/Browne)

Types of LearnersTypes of Learners

• Girls are reflective sequential learners

• Boys are often visual-spatial learners with a lot of kinetic energylot of kinetic energy

• Speculative, trial and error

• Experiential learners• But what if you….?y

Bo s likeBoys like boundariesAnd territories

The TeacherThe TeacherA teacher affects eternity: he can never tell

h hi i fl twhere his influence stopsHenry Adams

Biddulph “boys learn teachers, and not subjects”subjects

• If the student/teacher relationship is poor or;• If the boy perceives his teacher doesn’t care• If the boy perceives his teacher doesn t care

for him

LEARNING IS GREATLY COMPROMISED

What boys say a GOOD TEACHER is…The University of Newcastle, Australia

• Welcoming and friendly• Talks to students as a person, another adult – not

as a child• Has a sense of humour

H ti t l i h t d t d ’t• Has patience to explain when students don’t understand

• Gives clear explanationsp• Demonstrates that he / she respects the students• Gives praise• Has high expectations

A id f i t k f bA guide for preparing tasks for boysMost boys perform better when tasks are:Most boys perform better when tasks are:Shorter single concept task based

experientialStructured action based closed

information dense

Most boys perform less well when tasks are:Extended multi-concept text based

interpersonalOpen endedreflective group basedOpen endedreflective group based

We Fancy men are individuals; so are pumpkins, but every pumpkin in the field, goes through every point ofevery pumpkin in the field, goes through every point of

pumpkin history Ralph Waldo Emerson

Workshop on Reading Skills forWorkshop on Reading Skills for Parents to use at home

Reluctant Readers

Reluctant Readers Laraine Reason and Eileen Love

Miras International School

What is Reading ‐ Purpose Text information is represented at several levels –word, sentence, concept and themeR d     h i  k l d   f  h   ld   b ild    Readers use their knowledge of the world to build a personal representation of the world

Use a range of comprehension and building strategies Use a range of comprehension and building strategies

Four Roles of A Reader –A response toFour Roles of A Reader –A response to the complex Art of ReadingWhat Successful Readers Know and Do

Roles/Resources What Successful Readers Do

Code Breaker –decoding the codes/conventions of written, spoken and  isual

Understand•The relationships between spoken sounds and grammarspoken and visual spoken sounds and grammar•The structure and rules of texts

Text User Know thatText UserUnderstands purpose of different written, spoken, for different cultural and social 

Know that•Different texts/ different purpose•Purpose (intention) shapes h       d  d purpose the way text structured and formed

Four Roles of A Reader –What Successful dReaders Do

Roles/Resources What Successful Readers DoRoles/Resources What Successful Readers Do

Text Participant Make meaning by drawing onpComprehending written, spoken and visual texts

g y g• own experiences and prior knowledge•Knowledge of similar texts

Text AnalystUnderstands how texts 

Is aware and can indentify how•Texts are not natural  or Understands how texts 

position readers, listeners –purpose to influence

Texts are not natural  or neutral, but crafted and show views•Information, ideas and l  i  t t  i fl  language in texts influence readers•Texts empower/disempower

Making Meaning Some children have difficulty in making meaningmeaning

They cannot monitor for meaning at the sentence, meaning at the sentence, conceptual theme level

Decoding and Making MeaningDecoding and Making Meaning –These skills can be taught from home

ReadingReadingWhat problems do you think a student faces in the classroom if they are not a good reader? 

Reading is more than just recognising and understanding symbols on a page – it is an active meaning‐making activity and involves thinking and meaning making activity and involves thinking and questioning the text

We learn by reading. It is vital to make time to read, encourage reading and model reading to our children. Generally, good readers are good writers and children. Generally, good readers are good writers and speakers

hWhat Goes Wrong?

Children seem to get “bogged down” at word levellevel

Others recognise words accurately, but do not accurately, but do not work well at sentence level

Others – conceptual and themes

Reading StrategiesBEFOREPredict PreviewSkim ScanStudent Generated Questions(Focus Questions)

DURINGNote takingVocabulary ListVocabulary List

AFTERPut in own words

Reading – Word Attack SkillsWhen you find a difficult word you should: Miss it out Read around it Read around it Have a guess Replace it with one that make sense

As a last resort you should: A k  Ask someone Use a dictionary

Skimming & ScanningSkimming & Scanning

What is its purpose?To improve students’ comprehension skillsTo give the reader a framework in which to organise their informationTo improve recall

First Sentence ////////////////////////////////////////////////////////////// :::::::::::::::::::::::::::::::88888888888888888

Heading

Introduction (Topic Sentence)8888888888888888888888888888888888

8888888888888888888888888888888888

:::::::::::::::::::::::::::::::88888888888888888

:::::::::::::::::::::::::::::::8888888888888888888888888888888888

Sub-Headings Figure

Caption

88888888888888888

:::::::::::::::::::::::::::::::8888888888888888888888888888888888

\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Caption

Conclusion:::::::::::::::::::::::::::::::8888888888888888888888888888888888

888888888888888888888888888888888888888888888888888

\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\

Skimming & ScanningSkimming & Scanning

What is its purpose?To teach students how to gain a general impression of the main text (skimming)To teach students how to quickly find a specific detail

////////////////////////////////////////////////////////////// 88888888888888888

88888888888888888:::::::::::::::::::::::::::::::88888888888888888

////////////////////////////////////////////////////////////// 88888888888888888

88888888888888888:::::::::::::::::::::::::::::::88888888888888888

88888888888888888 88888888888888888

:::::::::::::::::::::::::::::::8888888888888888888888888888888888

:::::::::::::::::::::::::::::::8888888888888888888888888888888888

88888888888888888 88888888888888888

//////////////////////////////////// :::::::::::::::::::::::::::::::

8888888888888888888888888888888888

:::::::::::::::::::::::::::::::888888888888888888888888888888888888888888888888888

:::::::::::::::::::::::::::::::8888888888888888888888888888888888

/////////////////////////////////// \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\

88888888888888888

:::::::::::::::::::::::::::::::8888888888888888888888888888888888

//////////////////////////////////// :::::::::::::::::::::::::::::::8888888888888888888888888888888888

\ 888888888888888888888888888888888888888888888888888

////////////////////////////////////:::::::::::::::::::::::::::::::

8888888888888888888888888888888888

888888888888888888888888888888888888888888888888888

Simple Writing Skills for Parents to T h HTeach at Home

WritingWriting

When students write they need to think of four things:

Purpose…

Audience…

LLanguage…

Form…Form…

How To Help Your Child To Become A Better W itWriter

• Model writing to your child

• Discuss assignments with your child

• Help edit work (conferencing)• Help edit work (conferencing)

• Use mind map technique, note taking frameworks

• Make a list of spelling words that your child has difficulties in spelling

• Journal writing – daily if possibleg y p

How To Write A ParagraphHow To Write A ParagraphTopic Sentence – This introduces the subject you are going to discuss

Developing / Supporting Sentences – This develops your ideas on your topic, it may be by way of explanation, or arguing a point. This

ld b thi f 3 t 6 t d di thcould be anything from 3 to 6 sentences depending on the complexity of your topic sentence

Recap Point / Linking Sentence Revisit your topic sentenceRecap Point / Linking Sentence – Revisit your topic sentence, reinforce your point and move on to a link for your next point

Note takingNote taking There are many ways to take notes. Students need to know which one is the most

suitable for them and for the text they have to take notes fromsuitable for them and for the text they have to take notes from.

• Mind mapping• Main Ideas Sheet

Summary Sheet• Summary Sheet• Diagramming

flow chartstructured overviewretrieval charttimeline

The idea of note making is to make useful set of notes from a text and then gmake a summary of them

Teach Parents How to Access K l dKnowledge

• Introduce a few basic models of learningIntroduce a few basic models of learning to Parents

• Venn Diagram• Venn Diagram• Semantic Web• Brainstorming• Fishbone Mapp• Comparative Circle Map

Learning ModelsLearning Models

Semantic Web (Structured Overview)Semantic Web (Structured Overview)

Topic Sub-heading

FactsFacts

A FLOW CHART is an excellent replacement for notes. Arrows are used to link the important events and show their sequence and this helps to clarify

and illustrate the chronological pattern most effectivelyg y

Example: Production of woollen cloth under the domestic system

Raw wool

Washed Brushed with stiff brush (carding) Spun

Woven Washed Stretched and dried on frame

Bleached and/or d d

Cloth dressed (nap brushed up and cut smoothdyed and cut smooth

A Fishbone MapA Fishbone Map

This visually represents a variety of causes and their single effect

Wind Wind blowing over deserts, sand hills…

Ice Water trapped in rocks expands as it forms ice…

Erosion

Water TempWater running Rocks cooling at Water Temp Changes

Water running over soil not held by roots…

gnight and expanding in the heat of day…

Overlapping Circle MapOverlapping Circle Map

This visually represents ways in which two things are similar and different Monkees

Beatles

* 4 members

* American* English

4 members* All male band

* Formed in the 60’s

* Manufactured band

* Singers

*Formed own band

* Singers / Songwriters Singers / Songwriters

Similarities

In ConclusionIn Conclusion…….

What Does Not Work?What Does Not Work?

• Delivering your workshop to a bilingualDelivering your workshop to a bilingual group –need to separate groups

• Why? loses spontaneity• Why? – loses spontaneity • How to overcome -?????• Workshops that go beyond one hour

More Than A Bake SaleMore Than A Bake Sale

• So Parents Programmes are MoreSo…….Parents Programmes are More Than a Bake Sale….stole that line!

Thank You