We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byAdrien Aldis
Modified about 1 year ago
WHY AREN’T THEY LEARNING? Introduction Maximising Potential – a resource to support inclusion in modern languages http://www.ltscotland.org.uk/maximisingpotential
Have you come across pupils like these...? >>
I hate French!
I’m not very good at French!
Er…what are we supposed to be doing...?
Trade you Beckham for Rooney...
What have you done with my pencil?!
- Sir! Sir! Please, Sir...? - What is it now, John?
Hey, guys! You won’t believe who I saw last night...
Do we look bovvered?
Got to go to the dentist’s... Er, feel sick... Um, can I go to the toilet...?
Did you recognise any of them...?
Why do they behave like that?
Are they just bad... ?
Or could there be some other reason? Discuss briefly, then go on to the next slide >>
Another way of looking at what might be happening… >>
Imagine a learning activity as… a RACE!
This is how we’d like them all to finish...
So, we give them clear instructions; they know exactly what to do; we set them off...
Of course, we need to stretch them a bit...
But not too much...
Otherwise... (Recognise them...?)
...if some of them can’t do what we’ve asked them to do...
They may lose interest...
One or two might think of asking for help...
Others might try and work it out for themselves...
(though they may not care to admit it) But other pupils will be upset...
I’m no good at French! Some will be ashamed...
Some will take refuge in rage... I hate French anyway!
Some will find better things to do...
Some will carry on where they left off at the end of break...
Some may decide to give up altogether...
One or two may not even notice there’s a problem!
Are these pupils simply bad? Or could there be something else that’s stopping them from learning?
Is there a barrier of some sort?
And if so, what can we do about it...? Discuss briefly, then go to the next slide >>
THE TROUBLE WITH BARRIERS TO LEARNING...
...as opposed to real ones...
...is that you can’t actually see them.
And if you can’t see a barrier, how can you know that it’s there? How can you deal with it? How can you know what it is?
Well, you can start by looking for clues in pupils’ behaviour...
But then, of course, how we interpret their behaviour is crucial...
For example, is this one just trying to wind us up? Or could there be some other explanation? And if so, what?
And what about these ones?
Pause briefly for discussion/reflection Now read... Barriers to learning http://www.ltscotland.org.uk/maximisingpotential/unit1/gettingstarted.asp
© Hilary McColl 2006 Illustrations by Heather Clarke courtesy of MLG Publishing
WHY AREN’T THEY LEARNING? Introduction PowerPoint 1.
Do you sometimes get stuck?. How does that make you feel?
Counselling Psychology Mindfulness treatment of eating disorders: A qualitative analysis of therapists’ experiences Nadia Mysliwiec & Dr. Mark Thorpe and.
For the best image, click on the BROWSE menu above and select FULL SCREEN. Pressing your ESCAPE button will return you to normal view. Pressing ESCAPE.
Sunny’s First Day of School And A Hard Lesson Learned! Written and Illustrated by: Allison Griffies Narrated by: Marie Griffies.
Glitches and Big Deals A Social Story for Students.
I’m So Mad. Sometimes I feel mad or upset. I might feel mad or upset if I don’t want to do my work or clean up at center time. It’s okay to not want.
Do Not Click This Button. I said don’t click it Don’t click the button.
Recognising Risks and Riding Safely We acknowledge Dr Julie Hatfield, Transport and Road Safety (TARS) Research, University of NSW for her contribution.
DEALING WITH FEELINGS. Dealing with feelings TALKING ABOUT DEPRESSION.
Should I ? Or Shouldn’t I? A Mock Election Primer Utah State Office of Education, 250 E. 500 S., P.O. Box , Salt Lake City, UT Patti Harrington,
Moving Around in Scratch The Basics… -You do want to have Scratch open as you will be creating a program. -Follow the instructions and if you have questions.
Writing an 1st Year Intermediate
Leading by Example Learning Lite. Leading By Example Setting examples as a leader isn't a hard task to do, and you just have to remember one thing...
Secrecy and silence in Huntington’s disease Eleanor Wilson PhD Student Supervisors: Dr. Kristian Pollock & Dr. Aimee Aubeeluck Funding: The Sue Ryder Care.
During Circle Work One Person speaks at a time Right to Pass No Put-downs.
BY ZOTTULA. Yahoooooo Pong! What’s all this noise about? Er….. Nothing, Stinky. I was wondering if you’d like to come swimming with me. Sounds wet to.
Have a Go at Public Speaking. How does the thought of speaking in public make you feel? Do you feel like......
Exactly what you ordered. Terry created a key to change her husband’s personality. She thought she was doing the best for both of them, but it might open.
Hey Guys! My group and others have been set a challenge to go to city's and country's all over the world. I decided to do the Paris leg because it was.
Strebler’s “Do”s and “Don’t”s How to succeed in my classes.
Symbolic Logic Lesson CS1313 Spring Symbolic Logic Outline 1.Symbolic Logic Outline 2.What is Logic? 3.How Do We Use Logic? 4.Logical Inferences.
Can’t Take My Eyes Off You You’re just too good to be true can’t take my eyes off you You’d be like heaven to touch, I wanna hold you so much At long last.
“Done with Bullying”. Session 2: What to Do When You See Others Being Bullied.
1.5 Interpersonal Skills Demonstrate interpersonal skills and describe there effect on a group/team.
Understanding the older person with cancer: a qualitative study of two wards- Tentative findings Antonia Lannie, PhD student, Supervisors Prof. R. Barbour.
The Year of the Curriculum: Life Without Levels The programme consists of a bridging unit and five further units: © Curriculum Foundation1 Bridging Unit.
Action points. The Five Key Questions for Action Points 1. What exactly does the action point involve? 2. Who is responsible for performing the action.
What children in my school think about first-aid Ellie Leather aged 10.
KCBN Conference 2013 Workshop - Leadership styles and supporting staff Facilitators - Roy Deveau, Tizard centre, University of Kent Emily Fairless, Support.
The art of reflection. Overview Writing reflective journals Deepening your reflection Writing reflective assignments.
Following Directions  A: Excuse me. Do you speak English? B: A little bit. A: Where’s the nearest underground station - do you know? B: Over there,
Listening so Teens will Talk Keith Orchard – LCSW November 9th, 2013.
Modal verbs are unusual verbs that express modality.
Points of friction, points of dispute Presentation at Leeds University UCU GM November 9 th 2010 Malcolm Povey.
Emotions! How do you feel today? By Becca Monroe.
Figurative Language Grades 4-5 Start activity!. This person is making ice cubes. The person is really cold. The person’s hands are hardening like ice.
I’VE LEARNED… A Collection of Precious Thoughts. I’VE LEARNED… that you should always leave loved ones with loving words. It may be the last time you.
Ever wondered what you can do in Paris well I am going to show you.
Young people from Merseyside talk about gun and knife crime “The 11 MILLION children and young people in England have a voice” Children’s.
Reading Between the Lines. By the end of the session Understand what inference and deduction are. Know why inference and deduction are important skills.
I need volunteers who can read nice and loud for us. Each volunteer will read a different slide. These slides will explain what we’re going to do today.
Tom Longdon; Suzie Capps; Rachael James. Stanhope: “Damn the soup! Bring some Whisky!” Page 17 This shows that Stanhope doesn’t care about being nice.
Support For Morality As A Social Contract. The Prisoner’s Dilemma You and another person have been arrested. You are accused of having committed a crime.
“The changing experience of learning for undergraduates” Charles Crook Learning Sciences Research Institute University of Nottingham.
The Philosophy of Exotischism Listening To Your Heart 191 As described above, there is something special that happens when a woman with normal spiritual.
Election Special!. Learning Objective: To understand the process of an election.
The Conditionals By Mark. Introduction What are the conditionals, and why the gobbledygook? First Conditional Your turn! Second Conditional Have a.
A TEACHER TRAINING MAZE Gao Yue-qin Jiangsu Yangzhong Senior Middle School.
Jayne Milak-Dempsey. Published by Peace Zone Enterprises 22 Yarmouth Way Gibbsboro, NJ © Peace Zone Enterprises: August, 2007 All Rights.
© 2017 SlidePlayer.com Inc. All rights reserved.