What is Learning to Learn?
An Introduction…..
The unit is designed to be taught in the first five weeks so that children, teachers and environment are given the best preparation to achieve an optimal learning environment.
The unit is guided byThe Art and Science of Teaching Principles developed by Robert Marzano.
To help guide classroom strategies and behaviours Marzano presents design questions that underpin our practice at Petrie Terrace State School. These include…
Routine Events
What will I do to establish and communicate learning goals, track student progress, and celebrate success?
What will I do to establish or maintain classroom rules and procedures?
Content Segments
What will I do to help students effectively interact with new knowledge?
What will I do to help students practice and deepen their understanding of new knowledge?
What will I do to help students generate and test hypotheses about new knowledge?
Enacted on the Spot
What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
What will I do to engage students?
Learning
to
Learn
What will I do to establish and maintain effective relationships with students?
What will I do to communicate high expectations for all students?
Petrie Terrace State School
PTSS LEARNING HOW TO LEARN FRAMEWORK – THE FIRST FIVE WEEKS
ASoT – Design Questions / Elements / Week 1 / Week 2 / Week 3 / Week 4 / Week 5What will I do to establish or maintain classroom rules and procedures?
What will I do to establish and communicate learning goals, track student progress, and celebrate success? / School and Class Routines / Establishing and Maintaining School rules and procedures.
Introduce Weekly Whole School Rule Focus* See Explicit Instruction of Core Skills / Establish and Maintaining adherence to Class Rules.
(positive and negative consequences)
*Refer to School Positive Behaviour Plan / Review the physical layout of the classroom for learning e.g.student seating, materials, traffic patterns, etc. / Reinforce
-Changing daily reading books
-Homework
-Maths games – learn how to play them well / Classroom displays are purposeful and meaningful.
Celebrate and display student exemplars
Whole school assessment plan
*See Whole School Assessment Folder / Literacy
- Reading – including HF words
- Spelling – standardised & diagnostic
- Pat Maths
- Basic Facts
- I Can DO Maths
- Record and analyse
- Pat Science (3 -7)
- Pre-test vocab an knowledge unit 1
-Whole School Writing Task
Record and analyse
Literacy and Numeracy Blocks / Groups Students for Instruction * Refer to Handover data Oneschool
*See Explicit Instruction of Core Skills for lesson content
*Display groups and organise materials for Week 2 start / Introduce Literacy/Numeracy Block Routine
Whole Class – Warm Up/I Do
Rotation Activities eg. Soundwaves, Guided Reading, Whiteboard, Ipads, Word Attack etc.
Whole Class - Review / Practise –Routines
-transitions
-storing/retrieving materials / Refine monitoring and feedback systems
-monitoring checklists
-portfolios
-student sample collection / Class Grouping for Literacy and Numeracy.
Student Goal Setting
-individual
-group
-class
-celebrating success
What will I do to help students effectively interact with new knowledge?
What will I do to help students practise and deepen their understanding of new knowledge?
What will I do to help students generate and test hypotheses about new knowledge? / Visible Thinking / Introduce ‘Visible Thinking’ routines for your class
*see Explicit Instruction of Core Skills overview / Introduce Explicit Instruction Routines
(to be used for introducing new content)
Rapid Recalls- flashcards/read and say etc.
WALT- What are we learning today (learning goal)
WILF – What I am Looking For (success criteria-3)
TIB – This is because
CFU – thumbs up/down, whiteboards, exit card etc
Participation- Turn and share
- Think Pair Share
- Demand writing response
-choral response
- call on a non-participant
See PTSS Pedagogical Framework booklet / Introduce graphic organisers: examples
T Chart; Y Chart; KWHL; PMI; SWOT; Venn Diagram
A3 laminated templates for the classroom / Establishing a
THINKING AND REFLECTING
classroom
- 6 Thinking Hats;
- Reflections etc. / Identifying individual strengths
-Reading Interest Inventory
-Interest inventory
-Multiple Intelligences
*see Oneportal Teamsite for inventories
Celebrating individuals
- strengths
- Sharing of Learning Goals
Vocabulary / Create Tier 1 Word Wall
-M100W/ no excuses spelling words etc. / Introduce Vocabulary Instruction Routine
*See Frayer Model in PTSS Curriculum and Pedagogy folder / Introduce first Core Tier 2 Words
*see PTSS Curriculum and Pedagogy folder
P-1 - 5 words per week (1 per day)
2-6 - 10 words per week (2 per day) / Introduce identifying Tier 3 words in texts
(subject specific words-not transferrable across genres/subjects or contexts) / Review and celebrate Word Wizardry!
What will I do to engage students?
What will I do to recognise and maintain effective relationship with students?
What will I do to communicate high expectation for all students?
What will I do to recognise and acknowledge adherence to rules? / MindUP / Unit 1:
Getting Focussed
- Getting to know and love your brain
- Mindful behaviour and managing reactions
Getting Focussed
- Core practice
- Being the best learner you can be
Sharpening Your Senses / Unit 3:
It’s All About Attitude / Unit 4:
Taking Action Mindfully
Relationships / Introduce and deconstruct School Creed / Establishing classroom values
How do I expect to be treated/treat others? / Working well in groups
-roles and responsibilities/protocols / Self-Management Strategies –Stop Think Do
Conflict Resolution Strategies – High 5 / Identification/Recognition/Celebration of Similarities and Differences within the classroom.