Keeping them motivated

1
Keeping them motivatedusing the FS strand to
maintain pupil achievementPart Two

• Phil Smith
• FS Consultant
• Bury LEA

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The trouble today

• The trouble with pupils today is that they just
  dont want to learn.

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Activity 1

• In pairs, divide the statements into the best
  groups you can think of
• Then divide them into
• Things you feel you could do something about
• Things that are outside of your control
• Then share your responses to the statements about
  which you feel you have no control

4
The Foundation Strand does identify some of the
key features of successful teaching and learning

• A full classroom, with a sole-performer on stage
  before an audience sitting in rows looking and
  listening, is essentially theatre. Muriel Spark

5
We are not postal workers simply delivering the
History National Curriculum!

• The curriculum is like a script to be
  interpreted, performed and enacted, or like a
  musical theme from which to improvise. It cannot
  merely be delivered.
• Robin Richardson

6
Motivating them

• The highest challenge we face as classroom
  teachers is to motivate our pupils to love
  historyalthough our pupils may seem less well
  motivated or prepared these days, ultimately the
  responsibility for their motivation rests with
  us.
• P. Frederick

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Tackling motivation and engagement

• Schools and teachers can have a significant
  impact on pupils engagement and motivation.
• Some action can be implemented in the short term
  other action requires long-term implementation.
• All action needs to be planned, monitored and
  reviewed.

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When do you learn most effectively?

• Interest in whats being learnt

9
Video examples

• Year 8 mixed ability group of pupils (1/3 on SEN
  register)
• Intake is just below average for uptake of free
  school meals
• As you watch the video, record in the right hand
  column a symbol to indicate which approach is
  shown by each pf the teachers actions.
• These could be
• PSPhysical state
• ESEmotional state
• LSLearning style
• PKAPrior knowledge and attainment.

10
How do their brains work and stating of objectives
Three brains for the price of one!
1. The reptilian brain (brain stem) deals with
the 5 Fs (i) Fight (ii) Flight (iii)
Flock (iv) Freeze (v) Sex
Think of the intelligence of a newt..stay alive
and try to have sex.or an undergraduate!
11
How do their brains work?
2. The limbic system (emotional brain) deals
with emotions (i) Long-term memories (ii)
Experiences emotions
Three brains for the price of one!
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How do their brains work?
3. The neocortex (Thinking Cap) deals with (i)
Speech (ii) Processing new information (iii)
Abstract thought and reasoning
Three brains for the price of one!
13
Helping pupils improve their transfer skills

• Doctor, doctor, I cant remember
• When did this happen?
• When did what happen?

In a 1996 research study 85 of the sample of 12
year olds asked, did not know what the word
revise meant!
14
How do their brains work?
Children who are having a good time learn much
better than those who are miserable. Nowadays
life is hard, life is earnest its all pass
this test, reach that target, sit down, shut up
and check out todays dreary list of
objectives. Sue Palmer TES 6th Dec 2002
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What are some of the key features of teaching
that can raise pupils engagement?

• See card sort task
• Place the cards into groups of statements that
  are similar in some way.
• Decide on the headings for the groups and what
  the grouped statements have in common

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Pupils are more likely to be engaged in their
work when.
They are clear about why they are doing this
workbecause its been well explained
Work builds on previous work
They can see what they have achieved and how they
have made progress
They are emotionally, physically and
intellectually involved in the task
They get a feeling of satisfaction and enjoyment
from the work
There is variety and structure in lessons
They have opportunities to pose their own
questions and try out ideas
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The ideal learning state
High


Challenge
Low
High
Low
Stress
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Getting you and them ready for motivating and
engaging lessons

• 1. The physical state of the pupil
• Classrooms need to be airy.
• Lessons need to be structured to take account of
  concentration levels. Generally speaking no
  single activity should be longer than 20 minutes

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Getting you and them ready for motivating and
engaging lessons

• 2. The emotional state of the pupil
• They need to know the purpose and value of what
  they are being asked to do
• (remember WALT/WILF/TIBS and enquiry questions?)
• (ii) Feel safe in taking risks and realise that
  failure and making mistakes are important parts
  of learning.

20
Getting you and them ready for motivating and
engaging lessons

• If you want the kids to take chances, you better
  had. Otherwise its an unfair contract.
• Barry Teare

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Getting you and them ready for motivating and
engaging lessons

• This has big implications for the able and
  talented in your lessons.
• Those who are able and talented do not fail
  enough. Barry Teare

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The silent sound of the scaffold

• Teacher Can anyone hear the sound of hammering?
• Pupil No
• Teacher Good, thats because no-one will be
  executed for making mistakes in my lesson. If
  youre going to make a mistake, do it in style!

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Visual noughts and crosses

• Just because I cant do it doesnt mean they
  cant!

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Getting you and them ready for motivating and
engaging lessons

1. Learning styles
2. Prior knowledge and attainment

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So what does David Beckham have in common with
Albert Einstein?

• They are equally intelligentbut it is not being
  suggested that they were intelligent equally

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Multiple Intelligences
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What this really means

• Logical/Mathematical
• Puzzles
• Charts
• Graphs
• Analysis
• Forecasts
• Predictions

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Important cognitive skills

• 5 sense visual tool

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Imaginative use of this model

• Logical/Mathematical in English
• M-KD (KM)
• Macbeth minus King Duncan equals King
  Macbeth-but not for long, so put it in brackets

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What this really means

• Interpersonal
• Group work
• Team work
• Interviewing
• Chat shows
• Drama
• Teaching others
• Group leading
• Group co-ordinating

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Imaginative use of this model

• Interpersonal
• This can free yourself up to work with those who
  really need your support.
• Buddy-up systems

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What this really means

• Intrapersonal
• WIIFMs?
• Empathy
• Emotional
• Metacognition
• Target setting
• HypotheticalWhat if?

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Imaginative use of this model

• Intrapersonal
• Encourage reflectionWell donehow did you do
  it?
• Which bits did you learn quickest and why?
• How would you feel if.? (Geography and the rain
  cycle)
• Science experiments

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What this really means

• Visual/spatial
• Learning maps
• Posters
• Highlighter pens
• Symbols
• Icons
• Instructive display work

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Using visual stimulus to raise the level of
thinking
   
   
 
 

• 5Ws
• Who?
• What?
• When?
• Where?
• Why?

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What does metacognition look like in a Year 9
Geography lesson?

• USA

The border
Mexico
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Thinking processes during the drawing task
questions to reflect upon

• Did you draw as you listened or did you wait for
  pauses?
• Which of your symbols represent concrete
  phenomena and which represent abstract ones?
• Did you get visual images in your head? Where
  did they come from?
• What happened when you did not have to draw?
• What parts were difficult to make sense of?
• Did drawing the border and labelling the two
  countries provide a useful structure?

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Pupils comments on the task

• Doing this made me understand more what
  listening is about. Listening is more than
  having your ears openyour brain has to work as
  well.
• The pictures in your head. I get a lot of those
  and now I try and use them, like try to see
  things in pictures. You remember them better.

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Imaginative use of this model

• Visual/spatial
• We have a better memory for pictures than we do
  for words
• Using colour improves our memory
• Mind-mapping (see video clip)

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What this really means

• Body/physical
• Role play
• Making models
• Movement
• Acting
• Practical
• Walking through the learning

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Video Running Dictation 1

• Class divided into mixed gender/ability groups of
  4 or 5 pupils
• Suitable text selected, copied and pinned to wall
  some distance away from the classroom

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Gute Reise 1, Nelson, p70
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Video Running Dictation 2

• In each group there is a scribe, a proof reader
  and 2-3 runners
• These roles may change during the activity
• Only one runner is allowed out of their seat at
  any one time
• Pupils have to bring back as much accurate
  information to the scribe in as short a time as
  possible.

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Video Running Dictation 3

• When the time for the activity has expired, the
  proof reader leads the other members of the group
  in checking their final version. Does it all make
  sense? From their prior knowledge of the topic
  can they find any errors?

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Video Running Dictation 4

• Scoring 1 point for every group of three words
  spelled accurately.
• Use the text book as the model

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Video Running Dictation 5

• Questioning
• Which role did you prefer?
• Why?
• In which role did you perform the best?
• Why do you think so?
• How did you try to remember the story?

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Video Running Dictation 6

• Recall strategies
• Use of visual stimulus (picture)
• Individual words phonetically
• Individual words semantically
• Pairs or groups of words
• Clauses / sentences
• Oral repetition en route
• Other
• Reflect and evaluate the lesson

48
Imaginative use of this model

• Body/physical
• English Dept used Go high and Go low when
  developing a new area of learning.
• Happy-sad continuums.
• Moving around the classroom (Trenches-table
  example)
• Science lesson (solar system in the hall-moving
  to Holsts The Planets)
• MathsJumping from column to column

49
What this really means

• Musical
• Rhymes
• Raps
• Jingles
• Songs
• Background music

50
Imaginative use of this model

• Musical
• Creates the right kind of atmosphere for learning
• Examples (Bachs Goldberg Variations/Pachelbel)

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Learning activities 3

• Songs and MFL for example
• Web Pages\etre verbs.htm
• Web Pages\Bob.htm
• Web Pages\rap.htm
• Web Pages\Fisch.htm

Thanks to Richard Taylor Luton for these sound
files
52
What this really means

• Verbal linguistic
• Debates
• Stories
• Discussions
• Poems
• Word games
• Speeches
• Diary entries

53
Imaginative use of this model

• Verbal/linguistic
• Class discussions (think carefully about your
  enquiry question)
• Radio commercials
• Poems to help with remembering key concepts

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What this really means

• Naturalistic
• Going out of the classroom to learn
• Classifying into family groups

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What this really means

• Naturalistic
• Varying your classroom environment (Battle of
  Hastings out doors?)
• Which animals would Disney use in a cartoon
  version of Macbeth?
• Persecution of other groups through Darwins
  eyes?
• Emily Davison throwing herself in front of the
  horse from the horses point of view
• Amazonian rainforest through the eyes of the
  creatures living there and dying there

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SCOTS CLAN MAPS
S Sensory
C Colourful and visual
O Outrageous
T Thematic or topical
S Sequenced
C Chunked
L Located
A Associated
N Numbered
M Mnemonics
A Alliteration, rhythm, rhyme
P Personalised
S Shared
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Sensory

• To learn anything fast and effectively you need
  to see it, hear it, feel it. T. Stockwell

• Physical sequencing activities using post-its or
  cards (e.g. German vocab posted around the room
  and pupils have to move to find meanings of
  words)
• Living essays
• Creating flow diagrams on the floor using pupils
  and props
• Bar graphs using chairs to mark different pupil
  responses
• Creating living photographs

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Colourful and visual

• Our memory for images is better than our memory
  for words. Tony Buzan

• Use review posters in bold primary colours and
  for a specific audience or purpose in mind
• Coloured highlighters can be used to associate
  related topics or keywords
• Use coloured highlighters to review vocabulary in
  modern foreign languages-look for different
  colours for adjectives, verbs and nouns
• Complete topics using mind maps in bright colours

59
Outrageous

• I suppose the high water mark of my youth in
  Columbus, Ohio, was the night the bed fell on my
  father. J. Thurber

• Have pupils rehearse a speech in the most
  outrageous voice manageable
• Construct outrageous applications for new
  information. How might you teach this topic to a
  Martian? How might a creature who had never been
  to this planet view the information?
• List the key learning points from a unit of work
  (3 or 5 or 7). Now think of some very famous
  people, or people you know well, and have them
  tell you one of the points each, imagine they
  saying the points, one each, in order, whilst
  sitting round a table, or singing at a concert,
  or going round a roundabout.

60
Thematic or topical

• They say that most adults over the age of forty
  can remember where they were and what they were
  doing when Kennedy was killed. My memory on this
  ones pretty hazy-all I can remember is being on
  top of a book depository in Dallas, Texas and
  then these policemen chasing me down the street
  US Comedian

• Teach chronology by starting with the chronology
  of the pupil-which family member lived where?
  And when? And with whom? And what did they do?
  And how are they related? And how do we know?
• Encourage pupils to make and use analogies
• Use mind mapping to encourage identification of
  associations, common themes and connections
• Teach settlements or ecosystems, or census data,
  or population change by starting with the
  immediate environment the pupils know best and
  build out

61
Sequenced

• Pupils use cards and detail the stages of an
  experiment on the back. Mix the cards up, turn
  them over and explain each turn in stage. Events
  in a role play or a novel, historical events,
  laws, principles of maths or science can all use
  sequencing activities.
• Templates for structured thinking, structured
  written or oral responses
• Fish bone diagrams, flow charts

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Located

• Ensure that groups who are sitting SATs or GCSEs
  visit the room in which they willsit the exam
  beforehand. If possible, have them sit at the
  very desk they will sit at when they complete the
  exam. Ideally have revision lessons in that room
  with them at that desk!

63
Associated

• How do you use your long and medium term planning
  to ensure that both knowledge and processes are
  revisited and developed?

You can remember any new piece of information if
it is associated to something you already know or
remember. Lorayne and Lucas
64
Numbered Mnemonics
These are best when invented by the learner!
A. Smith
0 Pill (nill is replaced by pill)
1 Sun (think of a comic sun with a yellow smiley face)
2 Shoe (one of your own shoes is best)
3 Tree (a fully grown tree in leaf that you are familiar with)
4 Store (as in superstore selling everything)
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Mnemonics
These are best when invented by the learner!
A. Smith
5 Jive (moving to a rhythm)
6 Bricks (hear the sound they make as they are stacked)
7 Heaven (pearly gates and angels with harps)
8 Crate (a wooden box for storing)
9 Line (a railway or even a clothes line)
66
Alliteration, rhythm, rhyme
These are best when invented by the learner!
A. Smith
The vitamin called A has important connections It
aids in our vision and helps stop infections. To
vitamin C this ditty now comes Important for
healing and strong healthy gums. Finished with
both of these? Here come the Bs B1 for the
nerves B2 helps cells energise Digesting the
proteins B6s prize
67
Alliteration, rhythm, rhyme
These are best when invented by the learner!
A. Smith
A
Brilliant
Device
For
Finding
Good
Geographical
Information
Is
Linking
Names
Properly
So
Specially
United
Austria
Belgium
Denmark
Finland
France
Germany
Greece
Italy
Ireland
Luxembourg
Netherlands
Portugal
Spain
Sweden
United Kingdom
68
Alliteration, rhythm, rhyme
Try remembering geometric shapes to the tune of
On Top of Old Smokey.
Oh, take a rectangle And give it a squish The
sides will be equal A square if you wish Now
take a square And cut it in half Slice on the
diagonal And you have a triangle
Now take two triangles And place base to base. It
is a rhombus, The base line erase Oh six
triangles We can take Assemble together A hexagon
shape
69
Alliteration, rhythm, rhyme
Try remembering weather words to the tune of
Clementine
Condensation, evaporation Water cycle, cirrus
clouds Wind chill factors, ocean currents Trade
winds, high pressure zones Stratosphere and
centigrade Fahrenheit and barometers They excite
you, they cant bite you Please make friends with
weather words
Strong winds blowing Hail, sleet, snowing The
weathers with us all day long So look out your
window in the morning Just in case the forecasts
wrong
70
Personalised
Where the pupil has a strong personal connection
with the information it is readily recovered.
A. Smith

• Encourage pupils to consider applications in his
  or her personal life how might you apply this?
  In what ways might you benefit? How might you
  teach a younger brother or sister?
• Using pupil questions to shape a series of
  lessons within an enquiry (see Robert Philips and
  ISMs Initial Stimulus Material article)

71
Shared

• Structured opportunities to test understanding
  are a powerful aid to recall.
• Use a variety of regular and informal tests.
  Each one teach one., explaining personal notes
  or mind maps, preparing a lesson plan on how you
  would teach this to another group and formulating
  key questions and asking someone to test you on
  your understanding of them!

72
Be aware

• We tend to teach according to the way WE prefer
  to learn.
• Wear your creative thinking hat

1. How can we incorporate music into science
   lessons?
2. Can we use these models to evaluate our current
   schemes of work?
3. Would Mozart have been happy just doing Music one
   hour a week?

73
Video examples

• Year 8 mixed ability group of pupils (1/3 on SEN
  register)
• Intake is just below average for uptake of free
  school meals
• As you watch the video, record in the right hand
  column a symbol to indicate which approach is
  shown by each pf the teachers actions.
• These could be
• PSPhysical state
• ESEmotional state
• LSLearning style
• PKAPrior knowledge and attainment.

74
Ready for more?

• Try out some of the strategies shown in the video
  or listed on the handouts and report back to a
  departmental meeting.
• Review a unit of work to assess whether it offers
  opportunities to work across a range of learning
  styles.
• At a departmental meeting, analyse a range of
  lesson plans to identify opportunities for access
  by pupils with different learning needs and
  styles. Group the lesson plans according to the
  learning needs and styles that they seem to
  favour. Resolve disagreements about
  categorisation by exploring the key activities of
  the lesson that led to the categorisation. End
  the session by agreeing possible adjustments to
  the plans to provide access to a fuller range of
  needs and styles.