what have we learnt about learning? watch, discuss, and consider the implications for the way you...

What have we learnt about learning?

Watch, discuss, and consider the implications for the way you presently teach ...

… and enjoy !


Mike Hughes,Closing the Learning Gap


The maximum concentration time for children is approximately 2 minutes more than their chronological age. Adults cannot concentrate for longer than 20-25 minutes

SO ...


Hour-long lessons demand at least 3 activities. Build in styles for different learners

Have a 2-minute break.

Get pupils to stand up and move around.


People learn more at the beginning and end of a learning experience than they do in the middle

SO ...


The beginning of lessons is often wasted. Make the opening dramatic and engage interest in the first minute.


Introduce the key learning point at the beginning of a learning period, ideally in the first 60 seconds, even before you say ‘good morning’.


If you start with an intro and a recap of last lesson, you risk introducing the key point 25-40 minutes into the lesson. Aim to create lots of new beginnings.


Collect or give out homework in the middle of the lesson rather than at the beginning.


People learn in different ways. Some prefer to: See information (visual learners). They say “That looks good to me”. They look upwards. They speak rapidly. They like to visualise, draw, write


Some people prefer to: Hear information (auditory learners). They say “That rings a bell”. They have level eye movement. They like to hear someone explain something.


Some people prefer to: •Do something (kinaesthetic learners). They say “I don’t follow”. They tend to look down. They fidget and need regular breaks. They like to make things. They walk around when they read.

SO ...


Each class will probably have a third of each type of learners. Kinaesthetic learners find it especially difficult to learn in other styles.


The brain needs fuel – oxygen, water, protein and rest – otherwise it won’t function efficiently

SO ...


Get pupils moving (oxygen). Get them to come and collect books. Move them into groups, or get them to stand up. Tell them about the need to feed and water their brains. Have water available. Serve breakfast.


People do not learn effectively under stress. Our brains go into survival mode and cannot learn effectively. Equally, brains respond to challenge. Boys especially thrive on challenge

SO ...


Create a learning environment that puts students at their ease. Think about display, furniture and the way you greet them.


50% of communication is non-verbal. Be more conscious of the messages you send out. Start with a smile.


Starting lessons with Q&A sessions may well induce stress. Give students a sense of being in control – eg choosing which order of activities or what style they would like it explained in


Kinaesthetic learners are the ones most disadvantaged in secondary schools.

So … employ a range of styles, making activities very different in nature.


Learning is hugely enhanced when the whole

brain is engaged.


The left side

processes information

logically and

sequentially.


The right prefers to see things as a whole and is comfortable working randomly and intuitively.


Classrooms have tended to emphasise left-brain learning.


Reading, listening and writing are left-brain activities. To connect both sides of the brain, get students to ...


to describe (left) a picture or diagram (right);

visualise (right) a written description (left);

convert text (left) into a picture (right); turn key words (left) into a poem (right);

identify key words (left) and write them in a different colour (right)


Recall is dramatically improved when information is regularly reviewed. Without review, information is lost almost immediately. Within 24 hours, 80% of a lesson will be forgotten without review.

SO ...


The best time for recall is ten minutes after teaching something. Build in review time by finishing the main topic ten minutes before the end of the lesson ...


... Review just the key points, ideally using different methods – eg make the key points into a diagram; verbalise key points to a neighbour; write out key words in a different colour.


For optimum effect, review again 24 hours later; then a week later; then a month later.


… and how will you change your

teaching?


•Students spend most of their time reading, writing and listening

•Students answer a lot of questions

•The beginnings and ends of lessons are often wasted

In lessons at the moment ...


•Activities, including the teacher’s introduction, often last beyond students’ concentration span

•Many lessons consist of a single main activity



•The key learning point is often delivered in the middle of the lesson

•Lessons are highly predictable

•Students are often placed under negative stress



•Most things are forgotten

within 24 hours•Students are often bored



… and how will you change your

teaching?

what have we learnt about learning? watch, discuss, and consider the implications for the way you...

Documents