1. Roswell PS No 0051 purpose

2. Learning Intention: To develop our understanding of how children learn. Success Criteria What will we know, be able to do, believe and feel as a result of understanding how children learn. Outcomes Goals

3. Success Criteria What we are looking for is..… Explain what prior knowledge is and why it is important to the learner Explain what prior knowledge is and why it is important to the learner List what learners do when they are learning something new. List what learners do when they are learning something new. Outcomes Goals

4. What we know about how children learn comes from Abstract knowledge, e.g. university Experience Interaction with students, colleagues, community Think of a child with whom you have had a powerful learning experience. Share the experience with a partner. Prior knowledge

5. As a table group, list all the words you think of associated with learning. Write them on the sticker paper. Prior knowledge: what you know

6. Your beliefs about yourself as a learner How effective would these methods be for you to learn something new? Which one would be the best for you? Discuss at your table.  Reading about it on my own  Reading about it and talking with a colleague  Seeing someone do it and then trying it out myself  Listening to someone talk about it  Thinking about what I’m doing at the moment, and how this is different  Looking at results using different approaches  Trying it out, thinking about how it has gone, and getting feedback from a colleague  Working with a team who are all trying it out  Being given plans to follow  ______________________________(you make one up) Prior knowledge about you as a learner

7. Questions about how children learn What I’ve always wondered about how kids learn is why ………? Prior knowledge: What don’t you know?

8. How children learn Learners need to: Relate new information to prior knowledge Use effective strategies to help them understand, reason and solve problems Plan and monitor their learning and set learning goals. Restructure prior knowledge Aim for understanding rather than memorisation Transfer knowledge to new situations Allow time for practice Teachers need to provide: Active involvement Social participation Meaningful activities Learn new ideas, link with what you know

9. Munro, John (2003) How learners learn: What teachers need to know to be effective. University of Melbourne Vosniadou, Stella (2001) How children learn. International Academy of Education http://news.google.com.au/nwshp?sourceid=na vclient&ie=UTF-8

10. How children learn Choose one activity Learn new ideas, link with what you know Take the words you wrote about learning. Match them to the overview of how learners learn. (Sequential learners may prefer this) Or Take a mental snapshot of what may be happening in a class where these principles are followed. Sketch what is happening. Use labels, a mindmap or another graphic organiser. (Wholistic learners may prefer this)

11. Here is a classroom from Roswell PS. Which aspects of effective teaching for learning would you suggest? Deepen understanding

12. To Fountain Gate PS Your efforts have resulted in renewed success for our school Forever grateful, Roswell PS Positive emotions

13. If someone asked you “How do children learn?” would your answer be different? If your ideas changed, which activity helped this to happen? Monitor your progress as a learner Store in memory, identify how you learnt

14. On your table there is an envelope. As a team, you need to match the statements to the correct sections on the posters out the front. This will be sent to Roswell PS. This is urgent, so we can only send the first correct one finished. Ready, set, go! Automatise the learning

15. Why is it harder for children from disadvantaged backgrounds to learn? With a partner: Looking at our Success Criteria, how would you convince me that you have achieved these? Transfer and generalise Organise for assessment

16. If you have learned today, your brain will be physically different. If you retain this briefly, there will be a change in electrical activity If you have stored this in long term memory, there will have been a change in proteins and synaptic links in your temporal area, (the front of your brain) If you are interested in whether you have achieved temporal brain activity, use the N.U.T.S (neural uplink temporal-activity scanner) to find out! Enjoy dinner!