34. Deep Knowledge Question Guiding Questions Guiding Questions Guiding Questions Deep Understanding Performance Research/Inquiry Research/Inquiry Research/Inquiry Deep Understanding Performance Deep Understanding Performance Reflections/Assessment
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36. Who needs a rainforest anyway? How can you save a rainforest? What does the rainforest give the world? What and who is Killing the rainforest? Deep Understanding Performance Research/Inquiry Research/Inquiry Research/Inquiry Deep Understanding Performance Deep Understanding Performance Reflections/Assessment
48. How Brain-Based Learning Impacts Education http://www.funderstanding.com/brain_based_learning.cfm Curriculum --Teachers must design learning around student interests and make learning contextual. Instruction --Educators let students learn in teams and use peripheral learning. Teachers structure learning around real problems, encouraging students to also learn in settings outside the classroom and the school building. Assessment --Since all students are learning, their assessment should allow them to understand their own learning styles and preferences. This way, students monitor and enhance their own learning process.
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51. Remodelling the School of the Future Transforming Learning in Year 7 to create a Personalised Learning Culture David Carter-Principal of John Cabot CTC, Bristol www.cabot.ac.uk
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55. The Transformational Starting Point in 2005-6 Learning & Teaching Free teachers to teach National Agreement ICT for Learning Managing change Focus on teaching and learning Work/life balance Every Child Matters Support staff Non-Teaching Workload Partnerships & collaboration
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57. Mind Mapping the Personalised Learning Journey The Student and the Learning Organisation Skills for Learning Individual Learning Plans & Coaching Curriculum Pathways & Learning Choices The Leadership Of Learning Extended Learning Opportunities Student Voice & Learning Assessment For Learning The Learning Environment
58. Personalising Learning at John Cabot CTC Personalising Learning Curriculum Diversity- KS4 pathways Learning to Learn-Year 7 CCC New Technologies VLE Mentoring & Welfare CPD-Teacher Partnerships Student Voice-Cabot Promise School Organisation- Lead Practitioners Workforce Remodelling- Cover Sups Re-Organise Tutor Groups
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61. COMMUNITY AND ENVIRONMENT Aims: to give students an appreciation of their city in terms of time and space CELEBRATION CITY INNOVATIVE CITY
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66. The Learning Vision for a Personalised Experience Year 7 Entry Year-Learning to Learn Year 8-Intermediate Year-1 Full GCSE-Humanities, Expressive Arts or Single Science Year 9 to Year 11 English, Maths, Science, Technology, ICT (DIDA) PE, PSE and Citizenship Fast-track AS Modules In Y11 3 Year GCSE Programmes Y9 and 10 Y10 and 11 Vocational 2 days off Site 3 days-Core Year 12 and 13 Core Experience +Vocational and Enrichment AS and A2 IB OU Foundation Degree Modules AS and A2 & IB BTEC/A2 Shape & Balance Core Learning-70% Negotiated Learning Pathways-30% Arts, Languages, Humanities, Sport, Media & Business, General Specialist Pathways
