Presentation on theme: "Characteristics of Effective Learning"— Presentation transcript:
1Characteristics of Effective Learning Andrea Sully, Justine Greenwood and Cathy Packwood (Lead Teachers)
2aims for the dayTo familiarise ourselves with the Characteristics of Effective LearningTo have more confidence in understanding how to develop the CofEL in our own settings, than when we arrivedTo plan how to share our learning today with others
5Six human needs in order to be able to learn CertaintyWe must growVarietyContributebeyondourselvesSignificanceConnectionand loveNeeds of the personalityNeeds of the spirit
6What do children need beyond having their physical needs satisfied? Agency: influence over what they do and some choicesBelonging: being cared for, part of a communityCompetence: the feeling of being successful
7Motivation and the brain Even if a learner is personally motivated to learn a topic, if the learning content itself isn't motivating, the learner's brain will do everything possible to look for something more interesting. This applies to both getting and keeping attention, as well as memory. Remember, you can't do anything until you get past the brain's ‘is this worthwhile’ filter! And to the brain, a dry, dull explanation is definitely not very worthy of attention (regardless of how much your mind cares about the topic or content).
8Children are sophisticated thinkers... Privileged Domains Physical conceptsBiological causalityEarly number conceptsEarly attention to Language
9They show us their thinking.... through their pre-occupation or schemes of thought which are seen most often in their self-chosen playin their questions (both verbal and non- verbal) which are based on their search for explanationsin their talk while they are ‘doing’ - pole bridging
10The Children we Teach - Susan Isaacs 1932 the love of bodily movement and perfecting bodily skillsthe interest in actual things and events, the discovery of the world withoutthe delight in make believe and the expression of the world within
11Playing and Exploring - Engagement Finding out and exploringPlaying with what they knowBeing willing to ‘have a go’What might it look like?
16Creating and Thinking Critically - thinking Having their own ideasMaking linksChoosing ways to do thingsWhat might it look like?
17Young children are highly complex thinkers, and they need to be equipped, and challenged,to play and to think as well as to know.No-one can teach effectively without professional knowledge about how children’s thinking andknowing develops...Knowing about schemas enables professional educators toextend their own thinking and further refine and develop their practice.’Cathy Nutbrown, 1994
18Named schemas dynamic vertical dynamic back and forth / side to side dynamic circulargoing over and underenveloping and containing spacetransportinggoing through a boundarygoing round a boundary
19What are schemas?Patterns pervade children’s play, their thinking and their languageThese patterns are described as ‘forms of thought’ (schemas)These ‘forms of thought’ can be nourished with worthwhile ‘content’The ‘content’ of a schema relates to the resources and experiences we offer
20Trajectory; vertical / horizontal / diagonal - a child may drop things from their cot, make arcs in their food, play with running water, climb up and down and jump off furniture, line up toys, build tall structures and knock them down, throw
21Transporting -a child may carry all the bricks from one place to another in a bag, the sand from the tray to the home corner in a bucket, push a friend around in a pram
22Containing / enclosure - a child may put their thumb in and out their mouth, fill up and empty containers of all kinds, climb into large boxes, sit inside tunnels, build enclosures with bricks, make dens
23Positioning -a child may put things on their head, place things side by side, prefer their custard next to their pudding not over it, lie on the floor or under the table, walk around the edge of the sandpit.
24And some more examples of schematic play... Enveloping - a child may cover themselves with their flannel when washing, wrap dolls up in blankets, sit in the same tray and cover their legs with sand, cover their whole painting with one colour, wrap toys up in sticky tapeRotation - a child may be fascinated by the spinning washing machine, love anything with wheels, roll down a hill, enjoy spinning aroundConnection - a child may distribute and collect objects to and from a practitioner, spend time joining the train trucks together, stick the masking tape from the table to the chair, like puzzlesTransforming - a child may add juice to their mashed potato, or sand to the water tray, enjoy adding colour to cornflour or dough, enjoy toys that change shape
25Tool Words Concepts similiar identical different Verbs remember commentquestioncreateNounsteamimaginationmystery
29Rich Tasks Is the task worth doing? Is it interesting enough to talk about?Will it develop and draw out the Characteristics of Effective Learning?Will it provoke questions (verbal or non- verbal) from the children?
30And at the end of the day... The practitioner is smiling... ...and the children are,quite rightly, more tired because they have worked harder.