2. –If you want to know what the
future is, be part of its
development.
Peter Drucker
3. Learning the skills we need for being
and sucess
Objectives
Explore how social and emotional skills are
central to 21st
century schools
Model and co-create methods of effective
learning and teaching
Outline that this transformation can only be
achieved with effective leadership
4. Future schools-- we cant predict 5 years let
alone adult working life. Retirement in 2065
7. Something's that might have helped
Be excited by books when
your parents read to you
Concentrate on playing
Knowing what we need is more
important
Become confident because our
family wouldn’t let us give up
Be responsible because we
were trusted to leave home in
the morning and play all day
long, as long as we were back
by dark
Make good decisions because
we made lots of bad ones and
learnt from the consequences
Be healthy because we had to
walk everywhere
Respect ourselves and others
because our family continually
showed they cared for us
Copy our family by watching
and listening to them
Have far less electronic
stimulation no internet no
twitter etc
8. Characteristics of Personalised
learning
Personal enjoyment in
content.
How children learn
instead of performance.
Focus on individual
improvement and what
has been learned rather
than making judgments or
comparisons
Emphasise progress over
time
Provide informative
Attribute failure to the
nature of the task or
something changeable in
the student.
Make it clear that
mistakes are a valuable
part of learning.
9. Here is a remarkable fact. When atoms and
molecules are organized in a suitably
complicated way, the result is something
that perceives, knows, believes, desires,
fears, feels pain, and so on—in other words,
an organism with a psychologyorganism with a psychology.
Alex Byrne, 2006
11. "When work becomes play, and play
becomes your work, your life unfolds."
Robert Frost
(
12. How would you teach your
students the following learning
objectives
Identify the effect of puberty on
human thinking and social and
emotional development
Understand how the brain explains
this effect
Demonstrate the difficulties in
decision making
13. Answer all the questions below
1 - Puberty has had a great affect on our body
but has a much greater effecton our what
2 - What I are adolescents particularly known to
be
3- Recognising emotions is more difficult before
or after puberty?
4 – Which F is the lobe of the brain responsible
for recognising emotions
5 The poor understanding of what other people’s
F is explained by confused and disrupted new
pathways between neurons in the brain?
6. What F is the type of expressionthat teenages
are particularly poor at detecting
7-What F is part of the brain’s stages of
development occurs at the end of the teenage
years
8- Which part of the brain is where the
rewiring begins
9 – Which F is the region of the brain
associated with planning Insight,
Anticipation and Judgement
10 - Which part of the brain controls or
inhibits the rest of the brain
11- Adolescents tend to respond to stimuli
without how much use of frontal region of
the brain to repond
What type of response are teenages more
likely to respond to problems resonse than
using judgement or insight
17. Some are destroyed by the storm life throws us,
yet some harness the wind, rain and lightning
to create an advantage. If we can create good
things out of dire circumstances then really
there is no problem in life, just situations which
lead us closer to happiness.
Allen Steble
2007
18. Action/constructionist Inquiry
What did you feel when given the
questions, how did it show
How did you contribute towards the teams
answers?
Do you prefer working individually or in a
team
What was your best experience of this
experience
19. Ofsted and the new framework and evaluation
criteria for September 2009
Skills needed
Effective learning skills
Communication skills
Self awareness
Managing feeling
Self motivation
Empathy
Social skills
Personal, learning and
thinking skills
Independent enquirers
Creative thinkers
Reflective learners
Team Workers
Self Managers
Effective participators
22. When ideas become radically separated
from embodied practices, the sensuous
activities of everyday life tend to be
subordinated to disembodied abstractdisembodied abstract
differences.
John Lannamann, 1998
24. [There is the] temptation to see a profound
philosophical problem in a place where
there is really none. As the philosopher
Ludwig WittgensteinLudwig Wittgenstein emphasised, such
philosophical mirages are often produced
by an apparently inevitable but erroneous
picture of the phenomenon under
investigation…
Alex Byrne, 2006
25. A good lesson the use of assessment
to support learning
The teaching is consistently effective in ensuring that
pupils are motivated and engaged
Majority of teaching is securing good progress
Good and imaginative use of resources, including new
technology to enhance learning
Other adult support is well focussed
As a result of good assessment procedures teachers and
other adults plan well to meet the needs of the pupil
Pupils are provided with detailed feedback
Teachers listen to observe and question groups of pupils
during lessons to reshape tasks and explanations to
improve learning
26. … it’s in these acts, as actsacts rather than meremere
movementsmovements, that our experience of the
surrounding environment is embodied, that
things get for us an immediate meaning. …
the acting brainacting brain is also, and first of all, an
understanding brainunderstanding brain.
Giacomo Rizzolatti
and Corrado Sinigaglia, 2006
27. Descriptors for an outstanding lesson
Teaching is good and much is outstanding with the result that the pupils are
making exceptional progress
It is highly inspiring pupils and ensuring that they learn extremely well
Excellent subject knowledge is applied consistently to challenge and inspire
pupils
Resources including new technology, make a marked contribution to the
quality of learning as does the precisely targeted support provided by adults
Teacher and pupils are acutely aware of their capabilities and of their prior
learning and plan very effectively to build on these
Marking an dialogue between teachers and other adults and pupils are
consistently of a very high quality
Pupils understand in detail how to improve their work and a re consistently
supported in doing so
Teacher systematically and effectively check pupils understanding throughout
lessons anticipating where they may need to intervene and doing so with
striking impact on quality of learning.
28. Not all words for just anyone submit
equally easy. … Forcing [language] to
submit to one’s own intentions and
accents, is a difficult and complicateddifficult and complicated
process.
Mikhail Bakhtin, 1935
29. Verbal communication can never be
understood and explained outside of …
a concreteconcrete situation.
Voloshinov/Bakhtin, 1929
