Revised Curriculum Thinking Skills and Personal Capabilities
description
Transcript of Revised Curriculum Thinking Skills and Personal Capabilities
1
Revised Curriculum
Thinking Skills and Personal Capabilities
Nursery Teachers
2
Programme 9.30am – 10.00am Welcome, Introductions
Background to Northern Ireland Curriculum
10.00am – 10.30am Workshop
10.30am – 11.00am Coffee
11.00am – 11.30pm Examining the Stands of TS&PC
11.30am – 12.15pm Ethos, strategies and the environment 12.15am- 13.00pm Incorporating TS &PC
1.00pm – 2.00pm Lunch
2.00pm – 3.00pm Questioning
3.00pm - 3.15pm Review and Looking Ahead EvaluationEvaluation
3
The big pictureThe Big Picture
4
The Big PictureThe DE Vision
The vision of the Department of Education is to educate and develop the young people of Northern Ireland to the highest possible standards providing equality of access to all
5
Workshop
The Nursery Child
6
CoffeeCoffee
breakbreak
7
Why thinking Skills and Personal Capabilities
Thinking Skills and Personal Capabilities enable pupils to learn
how to learn
8
‘Thinking skills are the tools that help children to go beyond the acquisition of knowledge to search for meaning,applying ideas analyse patterns and relationships, create and design something new and monitor and evaluate their progress’
Northern Ireland Curriculum Primary
9
&
Managing Information
Thinking, Problem Solving Decision Making
Being Creative
Working with Others
Self Management
10
Managing Information
• Work with a focus, ask and respond to questions to clarify the task
• Select with help, information from materials and resources provided and suggest ways to obtain information
• Follow directions in relation to a task
• Begin to plan
• Identify and record simple methods to record information
11
Thinking Problem –Solving and Decision Making
• Show their ability to memorise by recalling restructuring experiences and stories
• Make close observation and provide descriptions of what hey notice
• Show the ability to sequence and order events and information and to see wholes and pars
• Identify and name objects and events as same / different, sort and put objects into groups
• Give opinions and reasons• Ask different types of questions
Thinking, Problem Solving
Decision Making
12
Being Creative
Being Creative
• Be curious and ask questions about the world around them, using all the senses to explore and respond to stimuli
• Talk about their memories and experiences
• Play for pleasure and as a form of creative expression
• Show excitement, enjoyment and surprise in learning
• Be willing to take on new challenges• Experiment with ideas through writing,
drawing, mark making and model making
13
Working with OthersWorking with Others
• Be wiling to join in• Learn to work and play cooperatively• Develop routines of listening, turn taking, sharing, co-operating and reaching agreement• Be able to learn from demonstrating and
modelling • Be aware of how their actions can affect others• Learn to behave and use words to suit different purposes• Develop a confidence at being with adults and
other children in a variety of contexts
14
Self - Management
Self Management
• Talk about what they are doing and what they have learnt
• Develop the ability to focus, sustain attention and persist with tasks
• Develop awareness of emotions about learning, their likes and dislikes
• Be able to make choices and decisions • Ask a friend for help
15
• Active engagement
• Deepening understanding
• Habits and dispositions
• Greater independence
• Ability to transfer skills and capabilities
What are the benefits to the children?
16
TEACHING STRATEGIES
Add a Comment
Model
Question
Scaffold
FosterCreativity
Encourage
Listen
Promote Reflection Introduce
Critical Thinking
ProvideChallenge
IntroduceAmbiguity
Observing
Offer Alternatives
Allow time
Make Links
Provide Open Tasks
Accept Mistakes
17
PHYSICAL ENVIRONMENT
Thinking aids on display
Well-organised
Attractive Displays
Outdoor facilities available
Child’sownership
Stimulating
Children’s own work evident
Colourful and Spacious
18
LEARNING ETHOS
Friendly
Caring
Relaxed
Welcoming
Supportive
Challenging
Encouraging
19
Workshop
Putting it into practice
20
LunchLunch
21
Effective Questioning Workshop
Shauna McCrea and Emma Brown, Advisory Speech and Language
Therapists WELB/WHSCT
The Speech and Language Project
22
Aims for session are
• To empower teachers to use the Language for Learning Model in context of questioning.
• Use the Language for Learning Model to explore TS +PC
• Ask quality questions pitched at child’s level
Aims for session
23
We will……..
• Place responding to questions in the context of communication processes
• Relate LfL to other systems of questioning• Introduce the Language for Learning Model as a tool
for developing more effective questioning• Provide opportunity to apply the Model in a practical
session• Introduce screening tool• Respond to questions
24
The Communication Chain
Self monitor
Ideas
Decide
Choose words
Choose appropriate sentence structure
Select the sounds = phonology
Co-ordinate instructions to the speech muscles
Articulate sounds
Produce voice
Speak fluentlySpeak appropriately
Look/Attend
Listen
Hear
Remember = auditory memory
Understand: individual words = semantics and meaning of sentence, literal & underlying
25
The focus of this model is…
• Your expressive language and the children’s receptive language
• A qualitative approach to receptive language• This broad focus may well indicate difficulties in
receptive language that will require a narrowing of the analysis of children’s responses
26
The Language For Learning Model
Blank, Rose, and Berlin(1978)
Materials produced by Liz Elks and Henrietta McLachlan of Elklan Training
27
Elklan
Speech and Language Support for under 5s
Session 5
28
Language for Learning Model
Teaching materials
Languagedemands
Language matches the materials. Looking at the whole object
I
29
Level 1 Questions
• What’s this?
• Where are the plant pots?
• Find another one like this (show a bulb).
• Where’s the ……?
• What did you see on the table?
30
Language for Learning Model
Teaching materials
Languagedemands
Language matches materials, looking at the whole object
Language relates to the materials but child focuses selectively on parts of the object.
I II
31
Level 2 Questions
• Which one do we dig with?• You can water the garden with a ………• Find me something that is big• Find a big black pot• What else can you find here that we put in the
ground?• What is different about the fork and the trowel?
32
Level 2 Questions
• What goes with a fork?• Name something that is a plant.• Mum planted the bulbs in the garden. Who planted the
bulbs?• Where was she?• What did she plant?• Show a planting bulb picture. What is happening in the
picture?
33
Language for Learning Model
Teaching materials
Languagedemands
Language matches materials, seeing the whole object
Language relates to the materials but child focuses selectively on parts of the object
Language does not map directly to materials. Use language & materials to organise response. See the object in its context
I II III
34
Level 3 Questions
• I want you to, put the bulb in the top, add soil with the trowel then tap it down
• Find me something else you can put plants in which is not made of plastic
• How are these the same?
• What does ‘sow’ mean?
35
Level 3 Questions
• Arrange pictures in a sequence • Tell me how to plant the bulb• The flower looks lovely, what does Mum say?• Tell the story• What might happen next?• Summarise the story in one sentence
36
Language for Learning Model
Teaching materials
Languagedemands
Language matches materials, looking at the whole object
Language relates to the materials but child focuses selectively on parts of the object
Language does not map directly to materials. Use language & materials to organise response. See object in it’s context
Demands go beyond materials. Have to use language to justify & solve problems
I II III IV
37
Level 4 Questions
• Why will the bulb grow?• Why did you use a watering can to water the
flowers?• What made the plant grow?• What could you do if the plant doesn’t grow?• What could Mum do if the plant doesn’t grow?
38
Level 4 Questions
• How can we tell that this trowel is old?
• How could we grow a plant without soil?
• Why do we plant the bulbs in a pot?
• Why is this called a flower pot?
39
Percentage of Children Able to Respond at Different Language for Learning Levels
Level I Naming things60% of 3 year olds
understand at level I and level II
Level IIDescribing things
Who? What? Where?
Level III Talking about stories and events65% of 5 year olds
understand at level III and level IV
Level IVSolving problems and answering Why?
40
Language for LearningPractical
41
To Conclude
• Implications of the range of LfL levels presenting in your class
• The 80/20 rule• Self reflection sheet• The LfL levels and behaviour• The TALC screening tool• Keep within context of overall language development
levels.
42
Questions
(effective ones of course!)
43
Objectives:
• To increase participants’ knowledge and understanding of the Thinking Skills and Personal Capabilities framework
• To identify practical opportunities for the infusion of Thinking Skills and Personal Capabilities
44
‘Thinking skills are the tools that help children to go beyond the acquisition of knowledge to search for meaning,applying ideas analyse patterns and relationships, create and design something new and monitor and evaluate their progress’
Northern Ireland Curriculum Primary