Super Learning DaysSuper Learning Days

Welcome

Please make a UFA T-shirt

UFA Fellowship TrainingManjit Shellis

Imagine a day….  

That’s all about learning to learnThat’s all about learning to learn    

Where staff try out new thingsWhere staff try out new things    

Where students realise they are intelligentWhere students realise they are intelligent    

Where there is a tangible sense of funWhere there is a tangible sense of fun    

That has an impact a week, a month, That has an impact a week, a month, a year down the linea year down the line

  

Imagine a Super Learning Day!

Super Learning Days: What the students say………."Can we have a day like this everyday?"

"Our class doesn't usually get on with the other class, and today we have!"

"Everyone was talking about it and it was nice"

"I couldn't sleep because I was excited - it was better than I thought."

"I thought it was going to be boring but it wasn't"

"This morning I felt funny….now I feel great!"

"This is the best day ever!"

"I didn't know I brainy"

"Mind mapping is really going to help me"

"Why can't school be like this?"

Today we will…

Be introduced to the UFA Super Learning day model

Explore how we might plan and evaluate a SLD

Think about the curriculum of a “Learning to Learn” SLD.

Share some case studies of SLDs

Have some individual thinking and planning time

Raccoon Circles• Page 7-9• What is a Raccoon Circle?• Why use Raccoon circles?• What can I do with a Raccoon

Circle?

Raccoon Circles• Pass the knot• Truth or knot• Step outside – going underneath-

without using arms, shoulders or hands. Plan action, then try it out.

• Photo finish• Throw in the air

Why Super Learning Days?Why Super Learning Days?

Give students an intensive learning experience 

Develop UFA activity in the school / partnership area.

Opportunity for staff development

School improvement

Why do you want one?

Pair and share

What are the benefits

?

Super Learning Days are most effective when…

closely matched to the needs of the school/students

part of an ongoing process of change

embedded in the life of the school

involve diverse, trained learning teams

as active as possible

A day full of learning opportunities!

Adults• Receive training• Experiment• Explore• Re-examine

expectations• Take part in

something different

• Have fun!• Find out about the

UFA

Young people • New skills• I am intelligent!• More effective

learners• Take part in

something different

• Become more empowered as learners

• Find out about the UFA

'Educational change depends on what teachers do and think- it's as simple and as complex as

that."

 

Michael Fullen

The New Meaning of Educational Change,1991

Staffing: A B C Extending Learning

Team Year Team Volunteers teachers Fellows Sixth Form peer

tutors Parents Support assistants

Your learning team…..Your learning team…..

Plan for the day: Plenary Workshop 1and 2 Lunch Workshop 3 Closing address Staff review

session

Breakfast Plenary Team building Workshop 1, 2

and 3 Lunch Workshop 4 Review session Closing address Staff review

session

Breakfast Plenary Workshop1,2 and

3 Lunch Whole group brain

gym Small group

presentation preparation

Presentations assembly

Staff review session

What might the day look like?What might the day look like?

Think about………………… 

 How can the structure of the day minimise the 'afternoon dip'?

What issues would a whole school SLD raise? 

What are the issues around vertical grouping?

 

 

Rena’s storyRena’s story

Page 23- 26

What other people have done…

Case studies

Each table to read a case study and report back to the

rest of the group.

Write any questions that still need answering.

Thinking about the workshops

Hallmark of UFA activity 

 

Environment

        Emotional - safe yet challenging

        Physical - enriched with music, colour and language

        Positive talk

        Belief in potential

Content

        Enabling

        Enriching

        Extending

        Challenging

        Open ended

 

Process

        Accelerated learning

        Multi-sensory

        Enjoyable

        Thinking time

        Movement

Possible workshops for a “Learning to Possible workshops for a “Learning to Learn” Learn”

Super Learning Day:Super Learning Day:

My Amazing Brain

My Amazing Intelligence

My Amazing Memory

Mindmapping

Physical Learning

 

 

Background Activities Resources

 

Core workshopsMy amazing brainMy amazing intelligenceGetting ready to revise 

Extension workshopsMindmappingMy amazing memoryLearning styles – using themVisualisationPreparing for exams

The Brain Friendly Revision Book

For key stages 2 and 3

Workshops in 2 parts for:

1. My amazing brain

2. The power of positive thinking

3. Learning in different ways

4. My mega memory

5. Mind mapping magic!

Plus family challenges to do at home!

activity via the Multiple Intelligences

demonstrate the new knowledge

create the supportive learning environment

Accelerated Learning Cycle

Alistair Smith: Accelerated Learning in the Classroom

An update…

Connecting the learning Make links to previous learning and future

learning Describe what is going to happen and the

processes to be used Goal set

VAK input Input is fast and multi-sensory.

Spend no more than 20-30% of the session time On inputting new information

Making meaning through Multiple Intelligences Learner explores the input through multiple intelligence activity Learner demonstrates their understanding in a variety of ways

60-70 % of the session time is spent on developing and showing new understanding

Reviewing and Reflecting Review and reflect on the learning and the processes used Use memory aids Make explicit links to knowledge transfer Reflect on achievement of goals/learning outcomes

ACCELERATING THE LEARNING

The Accelerated Learning Cycle has six stages and a pre-stage. How does the ALC compare to what you

currently do in your classroom? What stages do you follow? What stages may be missing? How useful is this model for planning brain friendly learning experiences?

Have a think……

Opening up success

Giving students the chance to show what they

know in a range of ways:

Production

Performance

Presentation

Outcome specification

•Include …..

•Show you know the difference between …………

•Use at least ………

Thinking about my workshop………………Thinking about my workshop………………

The Environment

Physical

Emotional

Movement

Brain Gym

Music

Variety of learning styles 

Reviewing the learning

'A traditional teacher hopes that students come to them motivated

and ready to learn. An accelerated learning teacher assumes that

students come with many barriers to learning and artfully plans an assault

on those barriers.'

(Jensen, Super Teaching,1995: p85)

One way to start the One way to start the day..day..

The learning rucksack

Planning our SLD

SLD EssentialsSLD Essentials

ActivitySort the statements into two

piles:1. SLD essentials2. SLD desirables

Extending the impact of Extending the impact of the daythe day

How can we do this?

A really important A really important question…question…

How will we know the day has been

a success?

 Useful questions: 

What are the specific needs of the target group? What would we like the focus of the day to be? How many staff do we need? Where will the venue be? How will we “sell” the day to the students and other staff? How else could the profile of the day be raised? How will we organise the time in the day? How are going to make the day different? In what ways will the day be followed up? How will we know the day has been a success?

Planning a Super Learning dayPlanning a Super Learning day

What other questions need addressing next time?What other questions need addressing next time?

Next steps?Next steps?

• Sort term

• Medium term

• Long term

Some examples

How does this inform your How does this inform your thinking?thinking?Some other ideas:Some other ideas:

• A Family SLD at a community venue?

• A whole school SLD

• Involving other partners to facilitate activities

• Linking to OOHL activities

Homework!

o Go and talk to your SMT/line manager – and any other relevant groups (HODs, Governors etc)

o Where does the UFA fit for you and your organisation?

o How will it contribute to your development plan?

Let’s Review: News at 10

Work on your own or in pairs.

You have 2 minutes to:

•present the headlines of the day for you

•give a very small amount of information about each

•say something about what next?

•summarise

News at 10

Format:

•Preview

•Chunked

•Consolidation

•Review

UFA Super learning day

Colour MadnessSay the colour NOT the word!

Level 1

blue

green

red

black

purple

orange

pink

brown

yellow

grey

Level 2

pink

green

blue

red

orange

purple

brown

yellow

black

grey

Level 3

pink

green

blue

red

orange

purple

brown

yellow

black

grey

Alphabet Madness

Alphabet edit

• Your brain can process 7 + or – 2 items of information at the same time.

• Theory behind alphabet edit- it consumes all of your conscious processing facilities, thus enabling your unconscious mind to get on with solving any issues.

• Good to use at the start of a lesson to clear away any other issues e.g. playtime etc.

Alphabet Edit

• Speak aloud the blue letters on the chart, and at the same time perform the following actions:

• RH: Lift your right arm• LH: Raise your left arm• Clap: clap• Space: no action• Jump: jump• Hop: hop

LH RH Clap

LH RH LH Clap

A B C D E F G H IRH Cla

pRH Cla

pRH

J K L M N O P QLH RH Clap

RH LH Clap

R S T U V W X Y Z

Level 4:

LH RH Jump Clap

LH RH LH Clap

A B C D E F G H IRH Jum

pClap

RH Clap

Jump

RH

J K L M N O P QLH Jump RH Clap

RH LH Clap

Jump

R S T U V W X Y Z

Level 5:

Hop RH Jump Clap

LH Hop LH Clap

A B C D E F G H IRH Ho

pLH Cla

pHop LH RH

J K L M N O P QLH Hop RH Hop LH Clap

Jump

R S T U V W X Y Z

Level 6:

Have a safe Have a safe journey homejourney home