E.g.

• Trusting
• Negotiating
• Thinking
• Respecting
• Listening
• Learning
• Helping
• Caring
• Celebrating
• Having fun
• Risk taking
• Responsibility
• Encouraging
• Discussing
• Supporting
• Enthusiasm

• Meaning and vocabulary
• All ideas accepted in brainstorm
• Children have access to cards etc to add on to brainstorm over the next few days
• Revisit as a class frequently
• Verbalise in class

• The learning ethos. Discuss – rules, standards
• Behaviour expected in a learning community
• Being ready for learning – pencils books, etc.
• List expected behaviours in a learning community
• Compile class guidelines

Pupil Activity – List expected behaviours in a learning community. Compile class guidelines.

Visual Representation - words displayed on heart shapes. Class arrange and display in priority order.

CHARACTERISTICS OF A LEARNER

Brainstorm – use Learning Community chart

Mindmap-

Personal Chart – of own learning characteristics .

Children write personal goal to achieve learner characteristics.

Follow - up - write an action plan [spidergram – timeline] with dates showing what actions they will do to achieve their goal. Template to record actions.

Profile template for characteristic. display visually in the classroom.

CHART - Chart Profile - velcro characteristics

Revisit characteristics and goals frequently.

Teacher introduces pupils to 4 modes of learning

1. Auditory
2. Visual
3. Tactile
4. Kinaesthetic

Discuss meaning of each – practice with a variety of activities – children deciding on what learning styles they prefer.

Children develop a small chart on My Preferred Learning Style………..

MULTIPLE INTELLIGENCES (Howard Gardner)

Introduce the children to the concept of multiple intelligences. Children list the intelligences they think they are strong in. Teacher devises some fun classroom activities to test strength of intelligences. Children re-write their list of the intelligences they are strong in. Children report/discuss list with class/group.

Class make lists of classroom Expert whom they can consult e.g. Maths, Word People, Smart.

THINKING SKILLS

Introduce children to the 6 Thinking Hats. (Edward de Bono)

Children make their own 6 Thinking Hats

• small badge like with velcro to stick onto themselves.

Discuss ways of thinking with each hat-over time- practice – children make decisions about which hat to use in which situations – why.

Brainstorm – why is thinking so important?

- what do we know about thinking?

Practice exploring how we think through problem solving in Maths – children explain what they see in their heads.

QUESTIONING

Bloom’s Taxonomy

Using Bloom’s Taxonomy to guide children towards asking higher order questions.

Questioning Toolkit

Jamie McKenzie’s Questioning Toolkit.

KEYS – USE A KEY TO MAKE A QUESTION

Keys for creating good questions.

9; Key words

Conditions Importance

Role Value

Changes Cause

Past Present

Future Purpose

Kinds/Type Characteristics

Class explore and practice using keys.

Set up question corner of ‘Things we would like to find out?"

Library lessons – in pairs children explore, seek answers to questions. Create new questions for further investigation. Maybe part of the Learning Community – may be part of Action Learning or Unit Study.

PROBLEM SOLVER

So What ?

Evaluation Session: - with whole class - Daily

-What have I discovered Today that is new?

-Have I chosen the Best solution?

-What have I felt great about today?

-How will this learning affect me today or in the future?

-So now you know it – what are you going to do about this new learning?

-How is this new learning going to make a difference in my life?