MacMillan- PIBLEA Aragón- sesión 3

This was the first session with Richard Bradley-
Here are Richard’s notes:
You may also find the notes HERE (pdf)
——————————–
SPEEDY CREATIVITY:
draw 30 circles (6×5)
use the circle to paint something (e.g. a sun, a footlball, a clock)
swap your pictures with your neighbour…choose, in your neighbour’s picture, which is the most creative?
whose neighbour did something really creative?
take the first five pictures to tell a story
IMG_0953

to get children quiet, use a tambourine.

left side of the brain: logic
right side: intuition imagination
——————————–
 RIGHT BRAINERS (intuition):
you’re the planet…line up in order of size / in order of distance to the sun
——————————–
visual clues, for everyone, but especially for CLIL
groupwork…learning through social interaction
——————————–
UK: Assembly: teacher, headteacher, or a student gives a moral to the whole school
——————————–
CROSS CRAWL-for coordination, motor skills…getting up
——————————–
busy work—work you do just to pass time, not really for a constructive reason.
——————————–
SKILLS NEEDED IN TODAY’S SCHOOLS:
curiosity
questioning
initiative
cooperation
resourcefulness
responsibility
imagination
resilience (not giving up)
if you give every stdt an ipad, it’s not useful in itself
You have to give them an ipad becase you’re going to do something which can only be done on an ipad to make their brain work
——————————–
CURIOSITY BOX:
put an empty box in the classroom
can you bring something related to our future project (e.g. seasons..bring leaves, flipflops, etc)?
then, every time they come 9in teh class, they’re curious to know what’s in it, and why it is connected to the topic.
so when ou start the topic, their brains are already prepared and interested.
TO start the lesson, put things out of the box, and ask them what’s that, why did you bring it?
Think of a topic you did with your class where you could have used a curiosity box.
——————————–
Don’t concentrate only on the finished product, pay attention also to the process.
What could make this easier for you?
how are you learning?
How could you have approached this differently?
Language (and cognitive) level? How could I make it simpler, but not high-level lg and cognitive thinking?
——————————–
Did you learn? Stdts don’t say it, just put a post-it note under each smiley.
IMG_0954
Guy Craxton—not so much “skills”, but rather: bulding habits, dispositions
——————————–
Questions asked by teachers:
managerial- have you all got your boooks?
lower order / factual recall: how many wives did Henry VIII have?
higher order questIons: what would have happened if the Spanish Armada had won?
for example, put yourselves in the shoes of (somebody else)…it doesn’t matter that much if Ss can’t make a proper conditional sentence.
——————————–
meaningful feedback:
excellent, fantastic, ….maybe said too many times, not really specific
 BUT…if you say..excellent pronunciation…more specific
 and always..praising…even if there are mistakes.
——————————–
Motivating: force an association…how is autumn like a football match.
what would happened if seasons disappeared?
——————————–
standing sharing session (SSS)
explain why you’re doing this particular activity (even to 4-year-olds)
——————————–
One dos three cuatro five seis seven (alternate between English and Spanish numbers)–mental agility
should we use only English in class? code-switching?
——————————–
the age-plus or minust two minutes rule
for a class of 12 year olds, activities should be changed every ten to fourteen minutes.
——————————–
focus-refocus-focus-refocus
(refocus activates a different part of the brain)
——————————–
if you spend your life solving puzzles, doing quizzes, high-level thinking, etc….you build a cognitive reserve. (if one part of our brain closes down, another part can take over)
——————————–
Just how useful it is to communicate in another language

 Three ways to organise teaching:
Competitive….compete for the best marks (e.g. former Grammar schools)
Individualistic….Ss work independently, paying little attention to each oher
Cooperatively…ss have a vested interest in each other’s learning as well as their own.
For example..the only thing that matters is the TEAM’s score, not just the individual’s score.
Co-operative learning…not just group work
It is “sink or swim”:
Your job is not to be the best, but to get everyone to do their best
Peer teaching
Accelerated academic achievement
It helps thinking skills
It improves race relations
Increased liking for school
But then, there’s competition between groups
You should get everyone to get the other teams to improve…..for ex, if everybody can reach a certain point / objective….positive reinforment, “gift”
Traffic lights….
Debates: you’re going to use a new pair of glasses ( to look at the problem through another perspective)
Then, mix up the members in new groups, to exchange opinions.
Have a litle think about…
——————————–
Reciprocal teaching (e,g. For reading comprehension)
The predictors..
The clarifiers..
The questioners…
The summarisers (roles in a group)
 How many members of the family can you see?
The general’s family
IMG_0955

One comment on “MacMillan- PIBLEA Aragón- sesión 3

Deja tu comentario (si tarda en aparecer es normal, están moderados para evitar spam)

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s