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+ Supporting Positive Futures and Transition Dr Joan Mowat, School of Education, University of Strathclyde © Dr Joan Mowat.

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Presentation on theme: "+ Supporting Positive Futures and Transition Dr Joan Mowat, School of Education, University of Strathclyde © Dr Joan Mowat."— Presentation transcript:

1 + Supporting Positive Futures and Transition Dr Joan Mowat, School of Education, University of Strathclyde © Dr Joan Mowat

2 + The Support Group Approach  Why support groups?  What are support groups? Who are they for?  What are the aims of support groups?  What are the influences underlying the approach?  How do they work in practice?  What do pupils do?  Measuring pupil progress 2

3 + Why Support Groups?  An evidence-based approach  Built upon a strong theoretical foundation based upon how children learn  Focusses upon behaviour, learning, thinking skills and metacognition  Fully in line with CfE, GIRFEC, nurturing approaches, restorative practice, solution-oriented approaches, Rights Respecting Schools and ‘Better Relationships, Better Learning, Better Behaviour’ 3

4 + What are Support Groups?  groups of 4 pupils meet weekly with a Support Group Leader for a period a week [50-60 mins]  group may also be supported by other adults or senior pupils  groups will meet for a minimum of 20 sessions  pupils engage in activities to promote reflection, thinking skills and understanding  pupils are involved in individually negotiated target-setting 4

5 + Who are they for?  Pupils in upper Primary/lower Secondary who:  are experiencing difficulty in coping with the norms of school life  are showing early signs of failing to cope with the norms of school life  need additional support to enable them to cope effectively with transition 5

6 + The aims of Support Groups  Support Groups aim to develop in pupils:  Understanding of themselves [intrapersonal intelligence]  Understanding of others [interpersonal intelligence]  Understanding of their interpersonal relationships 6

7 + The Aims of Support Groups 7 Attitudes Beliefs Values Feelings Motivations

8 + The aims of Support Groups  Through developing intrapersonal and interpersonal intelligence, pupils will develop:  Self-regulation  Positive relationships  Empathy  Self-esteem and confidence  More positive dispositions towards learning. 8

9 + Principal theories underlying the approach 9

10 + Teaching for Understanding 10 Teaching for Understanding Framework David Perkins and his colleagues Project Zero, Harvard Graduate School of Education

11 + Teaching for Understanding Framework 11 Generative Topics What do I want my learners to understand? Understanding Performances What will they have to do to come to an understanding of the topic? Ongoing Assessment How will they gain feedback to inform future learning? Understanding Goals What do I want my learners to understand about the topic?

12 + Thinking Skills 12 Activating Children’s Thinking Skills [ACTS] Carol McGuinness and her colleagues Teaching and Learning Research Project [TLRP]

13 13 Searching for Meaning sequencing, ordering, ranking sorting, grouping, classifying analysing, identifying parts and wholes noting similarities and differences finding patterns and relationships comparing and contrasting Creative Thinking generating ideas and possibilities building and combining ideas formulating own points of view taking multiple perspectives and seeing other points of view. identifying why a decision is necessary generating options predicting the likely consequences weighing up the pros and cons deciding on a course of action reviewing the consequences Decision MakingCritical Thinking making predictions and formulating hypothesis drawing conclusions, giving reasons distinguishing fact from opinion determining bias, reliability of evidence relating cause and effects designing a fair test Metacognition planning monitoring reflecting evaluating Problem-Solving analysing and clarifying solutions generating alternative solutions selecting and implementing a solution strategy evaluating and checking how well a solution solves a problem With kind permission of Carol McGuinness Teaching and Learning Research Briefing no. 18, ESRC

14 + Multiple Intelligence Theory 14 Intrapersonal Intelligence The capacity to understand oneself, to have an effective working model of oneself … and to use such information effectively in regulating one ’ s own life. Interpersonal Intelligence The capacity to understand the intentions, motivations, and desires of other people, and, consequently, to work effectively with others. (Gardner, 1999, p43)

15 + Emotional Intelligence (Goleman) 15 Emotional Intelligence 4 Domains of Ability Self-Awareness of EmotionsSocial Skills Self-Management Social Awareness Empathy ‘ Emotional Intelligence ’ Conference Report, Scottish Health Promoting Schools Unit and the Scottish Network for Able Pupils, 2003

16 + How do support groups work in practice?  Nomination to a Support Group  Consulting with parents and pupils  A whole school approach  What pupils do in groups  Evaluating pupil progress 16

17 + Nomination Criteria  The pupil is experiencing difficulty in coping with the norms of school life (or showing signs of such)  It is felt that the intervention could be potentially of benefit to the child 17

18 + Nomination Process  pupils are nominated by their Pastoral Care teachers or class teachers on the basis of identified criteria  a referral form is completed in which reasons for the referral and hoped for gains are clearly stated  the Support Group Leader, in consultation with the Senior Management Team and Pastoral Care Team, selects the pupils to take part in the approach and seeks the permission of both pupils and parents 18

19 + Consulting with parents and pupils  It is very important that pupils and parents are fully consulted and understand the basis of the nomination and the hoped for gains  information leaflets are sent to parents and pupils along with letters of consent and an invitation to an information event [if this is the desired option] or a meeting with the Support Group Leader 19

20 + A whole school approach After consultation with senior management and staff, timetabling arrangements are made for the group and communicated to all parties It is imperative that all staff (including support staff) are informed about the approach and understand its rationale 20

21 + What pupils do Participate within discussion/activity-based activities which are designed to promote reflection and develop thinking skills Complete (aurally) a Support Group Diary which enables them to reflect upon their experiences Set individual targets for improvement, negotiated with and monitored by the Support Group Leader 21

22 + Support Group Diary 22 Choose a situation from which you think that you can learn. Describe the situation How did other people react to you at the time? How did you feel at the time? What happened as a result? How did you feel after the event? What have you learned from the experience? If the situation did not work out for you, what could you do differently another time to lead to a better result?

23 Showing Consideration Put up my hand when I want to speak Keep still in class - don ’ t fidgit Keep quiet in class - don ’ t talk Do what the teacher is asking me to do Developing Learning Habits Bring the correct equipment to class Do homework as well as I can Try to concentrate upon my work Listen carefully to the teacher Ask for help if I get stuck Developing good relationships Listen to other people - don ’ t interrupt Avoid getting into arguments - walk away or visualise traffic lights Be polite to teachers Treat others the way I want to be treated Developing self-responsibility Try to be calm in class Think before I act Say sorry when I have done something wrong Keep calm if I get into trouble Behave responsibly around the school 23 Target-Setting [exemplifications]

24 + Exemplars of Pupil Activities 24

25 25 The beliefs and desires which make me want to behave in certain ways Introductory Activity 1a

26 26 You work harder if you like the teacher Introductory Activity 1b

27 + Exemplar of Pupil Activity 27 The beliefs and desires which make me want to behave in certain ways My actions. What I do. Introductory Activity 1c

28 28 Disagree Not Certain Agree Activity 1c

29 29 I don ’ t think that my behaviour makes any difference to how I learn Activity 1c

30 30 You ’ ve got an important test coming up. Your Mum wants you to study but you want to go to the match. Activity 4a Agony Kids Promise that you’ll put time aside to study if you can go to the match No contest! …go to the match Stay at Home to Study

31 + Evaluating pupil progress  informal observation of pupil participation within group  Informal observation of how pupils behave around the school  scrutiny of pupil target-cards/booklets and work  Pre- and post-attitudinal questionnaires  Interview with pupils at the end of intervention 31

32 + References 32 Gardner, H. (1993) (2nd ed.) Frames of Mind: The Theory of Multiple Intelligences, London: Fontana Press Gardner, H. (1999) Intelligence Reframed: Multiple Intelligences for the 21st Century, Basic USA: Basic Books Goleman, D. (1996) Emotional Intelligence: Why it can matter more than IQ, London: Bloomsbury Goleman, D. (2003) ‘Emotional Intelligence’ Conference Report, Scottish Health Promoting Schools Unit and the Scottish Network for Able Pupils Perkins, D. (1998) ‘The Teaching for Understanding Framework’ in Blythe, T. et al., The Teaching for Understanding Guide, San Fransisco: Jossey Bass

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