Every lesson, children embark on a journey' The fact that they begin their journey from different pl

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• Every lesson, children embark on a journey. The
  fact that they begin their journey from different
  places, travel at different speeds, in different
  directions and on different modes of transport
  presents a considerable challenge for their guide
  not least because the system demands that they
  all arrive at the same destination at the
  appointed time

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The test of a successful education is not the
amount of knowledge that a pupils takes away from
a school, but his/her appetite to know and his
capacity to learn. If the school sends out
children with the desire for knowledge and some
idea of how to acquire and use it, it will have
done its work. Too many leave school with the
appetite killed And the mind loaded with
undigested lumps of information.
The future of education 1941
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Changing Classrooms

• The main point of argument is that standards are
  raised ONLY by changes which are put into direct
  effect by teachers and pupils in classrooms
• Black and William - Inside the Black Box

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• If you always do what
• youve always done,
• youll always get what
• youve always got!

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What is more important?

• Spending time thinking about what the pupils are
  going to learn and how they are going to learn it

• Spending lots of time thinking about what to teach

OR
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Activity AWhat do you mean by the term learning?

• How is this different to teaching?
• What do you do to bridge the gap?

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When we were young

• According to today's regulators and bureaucrats,
  those of us who were kids in the 50's, 60's, and
  70's probably shouldn't have survived, because...

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• Our baby cots were covered with brightly
  coloured lead-based paint which was
  promptly chewed and licked.
• We had no childproof lids on medicine bottles, or
  latches on doors or cabinets and it was fine to
  play with pans
• When we rode our bikes, we wore no helmets, just
  flip flops and fluorescent 'clackers' on our
  wheels.

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• We drank water from the garden hose and not from
  a bottle - tasted the same We would spend hours
  building
• go-carts out of scraps and then went top speed
  down the hill, only to find out we forgot the
  brakes. After running into stinging nettles a few
  times, we learned to solve the problem.

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To
BECOME
rave
A good learner
nergy
reative
pen
otivated
steem
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The three most important factors in learning
are motivation, motivation and motivation.
Sir Christopher Ball
Motivation
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Does your school have a Head of Motivation?
If the answer is no, what made you decide that
you didnt need one?
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• Do you have a motivation policy and/or a
  self-esteem recovery programme?
• Few schools nationally have a Head of Motivation.
  Few teachers have received specialist motivation
  training.
• As a nation, we are effectively leaving the most
  significant factor in learning to chance.

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Activity B

• When was the last time you modelled
• creativity SO we can show children what
  creativity looks like?
• Taking a risk in terms of learning?
• how to learn rather than teach?
• trial and improvement rather than trial and
  error?
• high levels of motivation?

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Upward spiral
Success is experience by the learner
Reinforcement occurs, including praise,
self-praise and peer praise
Motivation increases as does persistence and
effort - work improves!
Self-belief children believe I can do it and
self-esteem improves
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Downward spiral
Criticism or lack of
reinforcement occurs, including lack of personal
satisfaction
Failure is experienced by
the learner
Self-belief falls Child believes I cant do
it. Self-confidence self-esteem falls.
Motivation falls as does effort. Work
deteriorates
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Activity C

• Note down one issue from the first input that
  will impact on your work on enhancing learning in
  your school
• Demonstrate how to teach or how to learn
• Trial and error or trial and improvement
• Taking risks and creativity V doing what you are
  told and sticking to what you have always done
• Success V failure

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a glance into you as a personality

• Shapes and people

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Team players talkers

• Right brain orientated
• Lets sit down and talk
• Lots of love
• Im snowed under but Ill lend you a hand
• Peacekeepers
• Genuine concern
• Commitment
• Trust
• Generosity
• Nurturing loves to be needed
• Compromise
• Generosity

• Guilt
• Self-denigration
• Talks too much
• Gossipy
• Over emotional
• Gullible
• Over emotional

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Goal setters

• Left brain orientated
• Problem solvers
• Quick thinking
• Decision making fast pace
• High energy
• Can do attitude
• Strong traditional values
• Works and plays hard
• Successful
• Voracious readers
• Firm commitments to others
• Movers and shakers
• Risk takers

• Must be in control
• Inability to admit mistakes
• Impulsive decision maker
• Temper!
• Too much (smoke, drink )
• Not openly affectionate in public
• Manipulative

Movers shakers
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• Left brain dominant
• Disciplined, hard workers
• Consistent and predictable
• Stable and calm
• Commitment
• Hard worker
• Respected for knowledge
• Traditional, strong sense of values
• Love to do lists
• Plan before acting
• Neat
• Like predictability

Workers Analytical thinkers

• Can be anti social in large groups
• Tunnel vision
• Resistant to change
• Low risk taking
• Perfectionism
• Compulsive behaviour same basic values in all
  situations

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Free spirits creators MOTIVATORS

• Right brain dominant
• Constant unpredictable change
• Stimulating and exciting
• High energy
• Sense of humour
• Sudden unexpected success
• Direct and honest
• Full of surprises (good and bad)
• Creative intelligence
• Fast mover
• Paper work is a waste of time
• What if we did it like this?
• Interrupts lots
• Rebellious

• Fickle in relationships
• Erratic shifts (boredom to flamboyance)
• Disorganisation
• Sloppy personal habits
• Impatience with slow thinkers
• Moves from one place to the next

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Experimenters Change artists

• Left brain dominant
• Excitement
• Experimenter
• Unexpected spurts of energy
• Humour
• Playful
• Surprises
• Questions everything
• Empathy and support
• Theres a pot of gold at the end of the rainbow
  if I could only find it!

• Confusion
• Erratic
• Fatigue/minor illness
• Accident prone
• Mood swings
• Criticism of others dissatisfaction of self
• Forgetfulness
• Preoccupation with self

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The brain and learning

• Knowing how the brain works can help us make
  learning more likely

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Right and left
My brain and how it works
Emotions and learning
Taking it all in
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Playing and stress

• Playing and learning

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Designed for learning not really!!
high challenge
low stress
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There is a massive difference between challenge
and stress, but, only a thin dividing line The
problem for the teacher is that each child will
draw it in a different place
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Play and your brain

• Young children use 15 of their total energy on
  play
• Not only does it make them fitter, prepares them
  for the rigours of life but it gives them bigger
  brains!
• Research published recently suggests that the
  amount the brain grows between birth an maturity
  reflects the amount of play carried out
• Your brain produces more connections than it
  needs in a very short period of time
• Based on research by Dr. Steven Siviy

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Play and imagination

• Make-believe play results in children better able
  to cope with stress in later life
• Creative 5 6 year olds often end up better
  problems solvers at the age of 9 10
• Conclusion play and use of imagination is not
  just good its vital!
• based on research carried out at Case Western
  University by Prof. Sandra Russ

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To make creativity more likely ..

• Allow time for play
• Play with the children as they play
• Praise and reward children for their creativity
  and imagination
• Model what creative play is like use your
  imagination to show children what its like

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Problems at play .

• Play is not something the Western child is given
  the opportunity for or learns as of right
• Play once learned by grandparents is being
  replaced by TV, computer games and many children
  are loosing the skills of cooperative play
• Is it time to teach the pupils how to play?

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How do we learn - impact on teaching

• Basic structure of the brain
• how can this knowledge can help us learn?

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Neo-cortex our uniqueness!
Mammalian brain emotional centre memory sex
Reptilian brain instinctive responses
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Reptilian brain
Survival - fight or flight
Breathing, balance, instincts
Defensiveness - space, friends, things
Mating rituals - showing off!
Hierarchies - gangs!
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A song for learning

• Singing can produce physical and emotional
  benefits
• When we sing immunoglobulin A levels go up we
  fight disease better!
• IgA is associated with mood, emotional arousal,
  relaxation and our sense of humour
• Singing releases endorphins, alters breathing,
  stimulates nerves behind the stomach
• Leads to team building
• Helps children remember through chanting
• Research from University of California at Irvine

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Mammalian brain
The brain values emotional learning rather than
higher thinking
Emotions memory
Immune system
sleeping
eating
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Neo-cortex

• The thinking cap!
• in 2 halves
• joined by bundle of nerves (larger in womens
  brains)
• sorts out patterns, solves problems
• deals with relationships
• makes connections

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Activity D

• What will you do to enhance learning in your
  classrooms as a result of what you have learned?
• Asking questions to enhance learning
• Cage your monster
• Memory and emotions
• Laughing and singing
• High challenge low stress
• Health stress

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Rivers of the mind

• How is learning effected by mood

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Dopamine
Stimulates movement

• too much causes
• Tourettes Syndrome
• Over excitement

• Too little causes
• Lack of attention
• (Attention deficit disorder!)
• lethargy

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• High levels cause
• a feeling of serenity
• optimism

serotonin
Our reward system

• Low levels cause
• anxiety

Also associated with pain, blood
pressure, sleep and appetite
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When we get stressed
physical and mental arousal
norepepherine
Norepepherine is released
The learner wants to repeat the action that made
them feel good
mental activity increases
If its not too stressful the body enjoys this
feeling and craves more
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Enkephalins endorphins
Modulate pain
Reduce stress
Make you feel calm
Produce physical dependence
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Summary to help you .

• Structure of the brain
• Reptile
• Mammalian
• Neo-cortex
• Dopamine stimulates movement
• Serotonin reward system
• Norepepherine heightens mental alertness/stress
• Enkephalins and endorphins - reduces stress

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Right left brain thinking

• Keeping a balanced diet!

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Left right

• Spatial
• rhythm
• pictures
• dimension
• imagination
• tunes
• whole then part

• Language
• logic
• number
• sequence
• words of songs
• part to whole
• phonetic

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Relationships learning

• The BASIS of learning

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Taking it all in

• Watch the eyes!

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BASIS

• Belonging
• Aspirations
• Safe
• Individual
• Success

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There arent any great people out there any more
- theres only us.