ACTIVE TEACHING

CELIA AND ANGELA

AGENDA

Review current practices in relation to whole-brain teaching

Consider the learning journey for the Magilligan Learner

Group task to critique and choose appropriate trial methods

for whole-brain teaching
TODAYS TRAINING

Afternoon:
Morning:
Review the
Consider thelearning cycle
review and and prisoner
pastoral journey
care process in line withstrategy
as a whole-brain good for
guidanceadvice.
practice and support.

Develop
Work witha individuals
strategy for whole-brain
in the active
advancement of ateaching to suit
pastoral care your
plan stylefor
suitable
Magilligans
and learners.
the learner needs.
Construct
Role play possible scenarios
a plan for using a whole
the development ofbrain pastoral
active strategy
learning trialstoover
support
the
and/or motivate learners to advance/progress.
next fortnight.
Maintain a reflective diary of learning and engage in a blog of learning
experiences/sharing good practice online.
 Learner Journey

1 3 5 7
Recruitment Induction Learner 9
Progress
Support Achievement
Review

2 4 6 8
Assessment Retention 10
Initial Teaching
Progression
Assessment /Learning on
and off the
job
The Learning Cycle -
Planning Training followed by ongoing
review
THINKING-WALL ACTIVITY

List all the right brain things you currently do to

advance learning and the learner journey.

List all the left brain things you do to advance

learning and the learner journey.
LEFT-BRAIN EXAMPLES

Planning with lists

Completing individual learning agreements/plans
Advice and Guidance Profiling
Diagnostic Assessments of Need
Computer based assessments/controlled assessments
Worksheets
RIGHT-BRAIN

Creating an identity poster to career plan and self assess

Taking a visual test to support training plans
Creating a blog using the computer in support of teaching
topics/vocational knowledge
Developing the lyrics for a rap to promote drug awareness for children
in schools
Developing a prison magazine to promote events and stories
Developing a family learning resource to help children/young people
improve skills for employment
WHAT IS ACTIVE TEACHING AND LEARNING?

Application of Learning or Making Connections through

Experiences.
Understanding the Brain
Capacity to learn is amazing
Needs fuel oxygen, water, protein, rest
Uses 2% of power, 98% unused
Left side and right side functioning
High challenge, low stress ideal
Max. time we concentrate is 2/3 mins plus age. Adults
no more than 20-25 mins.
Learn more at beginning & end
Engaging whole brain is best
Memory is increased when subjected to regular recall
We learn when we want to learn motivation is
important.
 Teacher Talk - when would you use TT?

Students
recall rate

Listeni 5% Students Receive

ng
information
Reading

Students are Increasingly

10 %
active, and challenged.
Audio -Visual
Experience is increasingly
practical and 20 %
multi-sensory
Demonstration
30 %

Discussion groups
50 %

Practice by doing Students Apply

75 % their
Learning
Teach others/immediate use of learning
90 %

References
 100%
Lesson Planning: PAR/Stages/
Recall
Multiple Intelligence Theory or Whole-Brain

Lesson
Time
 A QUESTION TO REFLECT UPON:

HOW INTELLIGENT ARE YOU?

OR

IN WHAT WAYS ARE YOU INTELLIGENT?

 Gardners Theory

Logical Creativity
Reading Intuitive
Writing Images
Listening Colour
Sequencing Random
Music
Left
Components
Whole Right
Hemisphere
Hemisphere

We now know that when both sides are involved a learning

activity is much more effective.
LEFT HEMISPHERE

Processes information
Breaks things into component parts
Enhances our ability to take in information
The side of the brain that feeds off information
Is multi-sensory reading, writing, listening
RIGHT HEMISPHERE

Likes to be fed through multiple sources

Sees things in whole pictures
Prefers to work randomly and intuitively
Responds to colour, music/sound, pictures
CONNECTING THE HEMISPHERES

Describe (left) a picture or diagram (right)

Rewrite (left) the message in the poem using pictures (right)
Describe (left) what is going on in this operation (right) using a mind-
map (right) and explain (left) the functions to your peer (right)
TEACHING STYLES

osstons unique contribution

A - COMMAND E INCLUSION
B PRACTICE (TASK) F GUIDED
DISCOVERY
C RECIPROCAL G- DIVERGENT
D SELF-CHECK H INDIVIDUAL
PROGRAM

I Learner Negotiated J - Autonomous

WAYS PEOPLE LEARN

Visual

Auditory

Kinaesthetic
MEMORY
Reflect upon your own lesson:

How much of your lessons do your students remember?

How do you encourage them to remember your lessons?

What memory tricks do you use?

 REMEMBERING & REVIEWING
Teacher Activity How much can you
remember?

What does this show us?

Content (low recall)

Context (high recall)
IMPLICATIONS FOR LEARNING

Reduce content memory & increase context

memory activities

Stimulate through emotional, dramatic and

unexpected experiences to aid natural
recall
 THE BEGINNINGS AND ENDS OF LESSONS
SHOULD NOT BE WASTED

Start within first minute of lesson timetable.

10 minutes at start is high potential - the primacy effect.
Keep the middle to a minimum.
Think about when you deliver, the main learning points !! Is it
in the middle?
Lessons should be hard to forget!
https://www.scribd.com
/document/344621821/Thinking-Wall-whole-Brain-Teaching-adap
ted-from-O-Hagan-and-Irwin-2013

Teaching
Gallery
Pick three
methods
 MOBILE APP. ACTIVITY

Select three methods

or tools that you Whole-Brain Evaluation:
would like to trial over
In groups, discuss each of your th
the coming weeks. Ideas by categorising them.
Reflect on why you
feel this would Select the top three for the team.
support your learners
Be prepared to report back on you
and the development
top three methods.
of their
journey/pathway.
EVALUATING AND REFLECTING IS PART OF
EFFECTIVE TEACHING/LEARNING
Survey learners one minute papers.
Traffic Lights Stop, Start, Continue.
Evaluate through observation: record how much you feel they are
engaging (more or less each class and why). Keep a diary.
Focus Groups ask the learners: how do you feel about this
method/that method? What is your preference? Why? What do you
feel you have learned? Ask them specific questions from the
topic/knowledge pool to see if recall has deepened.
REFLECTIVE BLOG FOR CLASS

https://todaysmeet.com/ActiveTeaching
Each group commence blogging. What have you learned?
Note the blog page for the next three to four weeks. Starting today.
All please report back on your experience with a review of the whole-brain outcomes.

One-minute blog/reflection:
1. What is active teaching?
2. What strategies will you trial and why?
3. What do you hope to achieve for yourself, for your learners?
4. How will you evaluate your learning?
5. How will you evaluate the learning outcomes for the learners?
AFTERNOON

What is facilitation?
BEM model
Case Studies to Support Thinking Skills and Pathway Planning
WHAT IS PASTORAL CARE AND FACILITATION?

Beginni
ng

Facilitati
on

Endi Middl
ng e
THOUGHT EXPERIMENT
WHAT IS A PASTORAL CARE PLAN?

FE and Training requires us to work with the hardest to reach learners.

Motivation and Moral can be low.
Younger students are now entering our courses.
Duty of Care is hard to achieve in larger classes.
Knowing our students is getting harder
A positive behavioural strategy is difficult without an individualised approach to
teaching, learning and assessment.
Social problems take a lot of time and energy, behaviour management skills are
challenged.
THE PASTORAL CLASSROOM

Makes time for social learning.

Encourages peer work.
Promotes out-of-class cooperation.
Shows empathy for real issues, student needs, interests, problems
(social and subject).
Involves a teacher who will expect but who cares.
Finds the WIIFM factor for all learners.
PASTORAL SKILLS

Beginning, Middle & End Model (Culley & Bond)

Beginning contracting and planning

Middle connecting and challenging
End consolidating and target setting

Ethics are important.

 Establish working relationship
STAGES & STRATEGIES
Clarify and define problems/needs
Exploration
Makeand
Prioritising an focusing
assessment
Negotiatecore
Communicating a contract
values
Beginning

Challenge by confronting problem

Giving feedback
Reassess problems and concerns/fears
Providing information
Maintain working relationship
Middle Giving directives
Work to the contract
Self-disclosure
Immediacy here and now (be assertive
about what you observe, views, state what
you think is happening/needed and seek
views).Agree appropriate change or action
End Implement change or action
Goal setting
Transfer learning/promote ownership of
Action planinng
targets
Evaluating action and sustaining change
End/plan for review of helpful
Closure/SMART targets
relationship
SKILLS OF THE PASTORAL TUTOR

Establishing an appropriate relationship.

Constructing a work plan together to meet needs, including problems
or issues.
Discovering new perspectives of problems to empower the student.
Supporting any words-to-action aimed at progression.
Prepare for challenges that arise.
HOW?
LETS HAVE A GO AND SEE.
Three roles groups of 4/5
Each group has a student role, 1 or 2 observers (fishbowl) and 1 or 2 tutors/pastoral teachers.

Students you are uncertain of your choices of study, you lack motivation, have no real view on your potential career
& have a difficulty with authority. You feel school has failed you and this new tutor is no different.
Tutors take turns, you are keen to progress the learner, to follow Culley and Bonds model and to engage and
reinforce positive feelings about the future. You want to show you care and show a willingness to support the learner,
whilst ensuring they take responsibility for their targets for the future. The learner has been a challenge for you in
class and you consider it important to get to know them in order to promote engagement.
Observers sitting outside, you will consider the Culley 3Cs model and the stages Beginning, Middle and End. And
review the practice, noting skills observed.

20 minute task.
OBSERVER SHEET NOTE TOP 3 THINGS
OBSERVED & CHALLENGES
Beginning Skills and Strategies (Contracting, Planning)

Middle Skills and Strategies (Challenging/Connecting)

Ending Skills and Strategies (Consolidating/SMART Targets)

SKILLS CHECK

1. Attending & listening Contracting

2. Reflective: paraphrasing, summarising, restating.

Challenging
3. Probing: questioning and making statements (less intrusive and linked
to feelings)
4. Observation
5. Responding and Organising
Consolidatin
These skills must be supported by professional values and effective
verbal and non verbal skills.
PERSONAL TRAINING PLANS

A document to aid planning.

To support connecting.
To promote self challenge/reflecting and understanding self.
To record and review progress.
To develop a dialogue of responsibilities.
To reward positive achievements.
To show teacher cares.

http://www.online-stopwatch.com/large-stopwatch/
HOW MIGHT THE LEARNING PLAN AID
PASTORAL CARE PLANNING?
PTPs: Process &
Products

1. Diagnose & Plan.

2. Induct & Train.

3. Support, Record targets & Monitor.

4. Develop trainee confidence over time.

5. Assess for Learning.

 Social Educational Agenda
Agenda Identif
Remov
y
e Individ
Barrie ual
rs Build Trainin
Progress
Trust & Learner g
Respect PTP: by Needs
Building
Progress Skills
Plan for Profile
Learning Essential Skills
Employability
Vocational
Qualification

Outcomes Expected

Retention
Differentiat
& Employer-
ed
Achieveme buy in
Instruction
nt
CLOSURE ASSESSMENT FOR LEARNING

List what you feel you have learned today (3-5 things)
Define what you believe a pastoral classroom is.
What are your priorities for pastoral planning after today?
What skills do you feel you need to work on?
What makes a good pastoral teacher effective?
EVALUATION

Some new methods and topics were introduced today.

What methods/topics did you enjoy? Why?

What methods/topics would you prefer not to see/hear about? Why?

What other methods/topics would you like to see

trialed/introduced/advanced? Why?
THANK YOU ALL FOR YOUR ATTENTION.

Targets:
We would like you all to review at least three methods from the thinking
wall over the next fortnight with a view to us following up your
journey/visiting you to see how you have advanced the method and what
the success/challenges are.