The Falkirk Teaching for Deep Learning Programme

Facilitator Training Session 5

29th August 2013

Format for tonight:

• Update – programme news – yours and ours• How the programme supports your ERD –

sharing the follow up task• Getting to know the content – Session 15• Getting to know the content – Planning your

session• Next meeting 3.10.13 – any items?

Tonight’s learning:

• Developing our knowledge of programme content

• Extending our collaboration and communication skills

• Planning how to apply pedagogical skills to collegiate learning

Programme News• Sessions delivered – by us? And you?• Programme developments – procedures &

support• Programme evaluation – CPD Manager• Sharon working with Denny HS Literacy focus• Falkirk HS, St Mungo’s RC HS, Bo’ness

Academy, Carron PS, Carmuirs PS all beginning own TLCs using programme

• SW & YMcB will trial professional recognition process

How the programme supports your ERD

• Form pairs – random or existing

• How does this facilitator training/role contribute

to your self-evaluation? Share one way.

• Give your partner some feedback on their

active listening skills & effective questioning

• 2 mins each to share

• Add summary note to document

Getting to know the content

• Session 15 – EXPLORING HOW BRAIN SCIENCE CAN HELP US TEACH FOR DEEP LEARNING

• Mentioned by a significant number of you, very topical at the moment and quite contentious in the media – very fast-moving area of research which has been a bit of a mine-field for educators

EXPLORING HOW BRAIN SCIENCE CAN HELP US TEACH

FOR DEEP LEARNING

Session 15

Reflective Questions• As educators, why is it important that we know about brain

evolution and development?

• How is brain research impacting on our understanding – particularly on the need for personalisation in the curriculum?

• What are the implications for learning and teaching?

• What nutrition does the brain need for optimum development?• How are neural pathways formed?

• How much of this knowledge do pupils need? Would this knowledge make any difference to your pupils’ learning?

Learning Intention

• We are learning how the development of the brain impacts on understanding

Success CriteriaI can:• Describe how learning results from the

formation and consolidation of neural pathways • Show understanding of how environmental

factors can impact on individual pupil understanding

• Identify examples of planning and practice which demonstrate awareness of how the brain develops and operates

Impact

• Where would you rate your understanding of brain theory on a scale of 1 – 6?

• 1 being low understanding• 6 being high understanding

Format :• Welcome • Individual task using video• Group task – exploring your practice• Whole group video – brain theory for pupils?• Pair task – reaching consensus • Plenary discussion – using display• Evaluation/next steps• Extension tasks available

Pre-task• None

Whole Group & Individual Task

• Watch video clip 15.1 – Brain development and learning

• As you watch, use Hand out 1 to note ways in which brain theory (neuroscience research) might impact on the development of understanding in your classroom

Group Task• Form appropriate groups• Use Hand out 2 to discuss and record specific

examples of ways in which neuroscience is embedded into your practice.

• Think about then note your strengths and areas for development in promoting “brain friendly” learning.

• Display these sheets and take time to read those from other groups

• Discuss briefly as a whole group

Whole Group Task

• Watch video clip 15.2 – Pupil-friendly animation

Pair Task• Form random pairs. • Consider the 2 reflective questions below • Come to consensus over whether or not you might use this

video (or a different version) with pupils:

• How much of this knowledge do pupils need?  • Would this knowledge make any difference to your

pupils’ learning?

• Make a YES or NO statement card with your main reasons recorded – add to the display

Plenary Task & Evaluation

• Sharing of reflections from session using display and discussion.

• Further information is available in the extension reading and alternative videos.

• Are there any collective next steps for us?• Time for evaluation and defining any individual

next steps.

Teacher Action Plan• Implement ideas identified with your class to

make it more ‘brain friendly’ and prepare to share any impact you think this has made – bringing or noting relevant evidence of impact where possible

• This is an alternative clip to show pupils how neural pathways are formed:

• http://www.bbc.co.uk/learningzone/clips/brainsmart-animation-the-human-brain/10034.html 2.07m

Evaluation

• Where would you rate your knowledge of the influence of brain theory on your practice now?

• Impact – rating 1 – 6

Your comments on this session?

• Complete ladder of feedback in your pairs• Look out for useful examples• Think about how the content relates to your

practice • Think about the kind of questions people might

ask and prepare yourself as far as possible for answering

Getting to know the content – Planning your session

• Form session groups – 3, 11, 12, 14, 17• Read session materials

• Share your thinking on how you would prepare for and deliver this session. Add to the power point notes and/or facilitator agenda if required.

• Allocate tasks and choose your delivery slot – share contact details for future liaison

(Record in Smart Doc)

How will we peer assess & feedback?

• Success criteria?

• Ladder of Feedback?

• Other ideas?

Next Meeting

• 3rd October 2013 (next one 5/12/13 )

• 2 sessions will be delivered

• Any other items for the agenda?

• Dates for 2014?

Follow on tasks

• Read session 15 materials• Read your session materials• Liaise with your session delivery colleagues to

prepare for your delivery if required• Take some time to update your learning journal

– recording how the training and role are supporting your professional learning and your work in the classroom.