effectivelearning

=Effective Learning: =

Creating effective learning environments for students from Barvel has become a major challenge.

Principals of creating a safe and supportive learning environment **

**

For effective learning to take place students must

· ** Be motivated to learn · Get along with everyone in the class · Eat breakfast **

For effective learning to take place the teacher must ** · Create the learning environments · Make the learning meaningful · Cater for every students needs · Cater for the different learning styles in the classroom **

Some boys are resistant to schooling in the later senior years, and look for apprenticeships and other work opportunities in the community. **

Pre Apprenticeships offered from year 8-10

__** Challenging **__** Students learning experiences in the classroom must be relevant to their everyday lives. **

__** Edward de Bono **__ Six Thinking Hats is a strategy devised by Edward de Bono which requires students (and teachers), to extend their way of thinking about a topic by wearing a range of different ’thinking‘ hats: > The colours help students to visualise six separate modes of thinking and to convey something of the meaning of that thinking, for example, red as pertaining to matters of the heart, white as neutral and objective. Students learn to reflect on their thinking and to recognise that different thinking is required in different learning situations. Six Hat Thinking can be applied to many situations in which brainstorming, problem solving, creative and lateral thinking are required. This strategy can be a very useful tool in reviewing a range of texts or even creating a character profile.
 * **White** hat thinking focuses on the information available and needed.
 * **Black** hat thinking examines the difficulties and problems associated with a topic.
 * **Yellow** hat thinking focuses on benefits and values.
 * **Red** hat thinking looks at a topic from the point of view of emotions, feelings and hunches.
 * **Green** hat thinking requires imaginative, creative and lateral thinking about a topic.
 * **Blue** hat thinking focuses on reflection, metacognition (thinking about the thinking that is required), and the need to manage the thinking process.

There is a range of possible assessment outcomes in using Six Hat Thinking including: Understands and interprets the task, uses strategies to assist or facilitate discussions, contributes to discussions, comprehends and applies the six ways of thinking.

__**Thinking Keys**__ (Lloyd Alexander)
 * // "We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself." //**

 **// __The Reverse Listing Key__ //** Place words such as **cannot**, **never** or **not** in a sentence. Eg. Name 10 things that you could **//not//** eat.

**// __The What If Key__ //** You can pose virtually any "What If" question. Students can use a concept map, //Kidspiration// or //Inspiration// to record their responses. Eg. What If all dogs turned into mice? What if the sun stopped shining?

**// __The Disadvantages Key__ //** Select any item and ask students to list its disadvantages. Students then brainstorm various ways of correcting or eliminating the disadvantages. Eg. A computer, a chair, a pencil, a television.  Students list the attributes of two dissimilar or unrelated objects (e.g. newspaper and swimming goggles). Then they combine the attributes into a single object. Eg. A sandshoe and a lamp.
 * // __The Combination Key__ //**

**// __The BAR Key__ //** Make an item **B**IGGER, **A**DD something to it, **R**EPLACE something on it. Eg. A mouse trap, an umbrella, a freezer, a tent.

**// __The Alphabet Key__ //** Choose an object or topic and compile a list of words from A- Z which have relevance to the current unit being studied. Students may expand on these. Eg. Alphabet: food, Australia, politicians, animals.

Start each question with “How many ways can you…” Students brainstorm different solutions or ways to meet the challenge. Eg. How many ways can you: make new friends; wash a giraffe, catch a lion?
 * // __The Variations Key__ //**

**// __The Picture Key__ //** Draw a simple diagram, sketch or drawing and students work out ways to link it to the current topic they are studying.

**// __The Prediction Key__ //** Students respond to a situation or circumstance by predicting a series of possibilities. Eg. Predict what children will be like in 50 years, predict what forms of entertainment we will have in 100 years.

**// __The Different Uses Key__ //** Students list some different uses for items from their topic or theme (with an emphasis on reusing and recycling). Eg. Find 10 uses for empty plastic yoghurt containers, an old shoe, a broken radio.

**// __The Ridiculous Key__ //** Make a ridiculous statement that would be virtually impossible to implement. Students then attempt to substantiate, justify the idea by developing a case to support it. Eg. Every child should be required to pay a tax on their birthday and Christmas presents.

**// __The Commonality Key__ //** Decide on 2 objects which would normally have nothing in common, and try to find common points between them. Eg. Kurwongbah State School and a circus. <span style="font-family: Trebuchet MS,Arial,Helvetica;">

Provide students with an answer. Students think of five questions that give only that answer. Eg. Midnight, Seaweed, Monkeys, Migrants, Koalas. <span style="font-family: Trebuchet MS,Arial,Helvetica;"> State a problem which needs to be solved. Students work individually or in groups to brainstorm a list of practical, creative or innovative solutions. Eg. Too many people eat fast food. There are too many cane toads in Queensland. There are too many homeless people in Brisbane. <span style="font-family: Trebuchet MS,Arial,Helvetica;"> Students may be presented with a design challenge of brief. Students can outline their ideas/ design on paper and then possibly construct their invention using a variety of materials. Eg. Invent: A new mousetrap, a grape peeler, an automatic vacuum cleaner. (This key links well with the Technology KLA- Technology Practice).
 * // __The Question Key__ //**
 * // __The Brainstorming Key__ //**
 * // __The Inventions Key__ //**

<span style="font-family: Trebuchet MS,Arial,Helvetica;">** __The Brick Wall Key__ ** Make a statement which could not generally be questioned or disputed, and then try to "break down the wall" by outlining other ways of dealing with the situation. Eg. Every child needs to go to school to get a good education.

<span style="font-family: Trebuchet MS,Arial,Helvetica;">**// __The Construction Key__ //** Pose a construction problem-solving task and provide readily available material for students to use. Students can work individually or in groups to build their construction. Eg. Build the longest bridge using one sheet of newspaper, sticky tape and 10 straws. Children can draw a diagram.

<span style="font-family: Trebuchet MS,Arial,Helvetica;">**// __The Forced Relationships Key__ //** Develop a solution to a problem using 3 totally dissimilar objects. Students cannot use the objects in the way they were intended to be used. Eg. You need to catch a cat with a kite, a marble and a rubber band. Children can draw a diagram.

<span style="font-family: Trebuchet MS,Arial,Helvetica;">**// __The Alternative Key__ //** Students think of a number of ways to complete a task without the normal tools or equipment. Eg. Work out three ways to take a photograph without a camera, rake up leaves without a rake, see clearly underwater without goggles. Children can draw a diagram.

<span style="font-family: Trebuchet MS,Arial,Helvetica;">**// __The Interpretation Key__ //** Describe an unusual situation. Students think of different ways to explain that situation.

__**Bloom’s Revised Taxonomy**__ **//"The mind is not a vessel to be filled, but a fire to be ignited!"//** **//Plutarch.//**


 * //BLOOM'S REVISED TAXONOMY://**

**// Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.

Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging

Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding

Applying Using information in another familiar situation Implementing, carrying out, using, executing

Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining

Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding //**

**__ Reference: __**

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[] Ryan, T 1990, //Thinker's Keys for Kids//, South Coast Education Region

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