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WHY AREN’T THEY LEARNING? Introduction Maximising Potential – a resource to support inclusion in modern languages
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
© Hilary McColl 2006 Illustrations by Heather Clarke courtesy of MLG Publishing
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First Grade Sight Words a in I and is it for.
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High Frequency Words List A Group 1. the of and.
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Practice saying your sight words. Read and spell each word. Click on the down arrow to go to the next word.
CHILDREN’S UNDERSTANDINGS OF THEIR RIGHTS IN DECISIONS ABOUT THEM DR ALAN CAMPBELL, UNIVERSITY OF SOUTH AUSTRALIA “Cos if a child was fairly strong on.
Habit Learning Lite. Habit We all have habits. Some good and some bad. It’s the way we have learned to do things based on repeating a task, or sequence.
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