Danielle Martin - 7461184

You Have Engaged with the Online Learning Units Two and Three for Professional Studies. Write a Journal Entry Considering the Key Characteristics of Effective Learning and Learning Environments and your Role as a Professional and, more Specifically, the Values and the Teachers Standards Part 2.

Grigg (2010) highlights the importance of a well managed classroom environment; for example the usefulness in having explicit procedures of how to enter and exit the classroom, signals to move on to the next lesson, signals which indicate that the teacher needs the pupils attention. The Teachers Standards at S7 (a) also emphasizes the importance of clear rules and boundaries for the classroom. I am in agreement with this and so aim to create an environment which enables pupils to know exactly what is expected of them, which will help them to feel physically and emotionally secure. In creating security, children will then potentially be freed up to actively engage and learn effectively. I believe that it is also important to create a context within which children feel able to raise questions, to take risks and to make mistakes, praising children for making suggestions and attempting to answer questions, even if those are not entirely correct. I appreciate the idea of the KWHL grid, as I believe that children should be empowered to make decisions about their learning needs and assess what they have learnt, enabling them to develop the ability to critically reflect on their own learning. It also has fit with my belief that the process of learning should be an explicit collaborative activity between children and the teacher, as I view that children then remain engaged with the process of learning. This idea is emphasized by the Teaching Standards at S2 (c) which states that teachers should guide pupils to reflect on their needs and progress made. It is also highlighted by research which found that self-assessment and peer assessment increases childrens engagement and improves attainment (Sebba et al 2008, cited in Small 2009) and by Warford (2011, cited in Birchinall, 2013) who emphasized the importance of children being involved in the evaluation of their own learning. Sousas research (2003, cited in Grigg, 2010), which considers learning and how the brain works, is interesting to take into account when considering planning lessons. Having information about when the brain is most active, prime times, therefore when learning is likely to occur, will be important for me to reflect upon. I am now aware that the typical

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pattern of prime times and brain down times (when the brain needs to rest), indicates that the better times for learning are the beginning and end of the teaching session, with longer teaching times needing to be broken into smaller blocks in order for children to remain actively involved in learning. I aim to take this into account when planning lessons. Alongside research into the brain and the potential for learning, I view that childrens different learning styles are important to consider. The idea of children favouring either visual, auditory or kinaesthetic methods of learning will be important for me to bear in mind when planning lessons. The need to differentiate in order that children are taught effectively is also enshrined in The Teachers Standards at S5 (a), as is the need to understand childrens individual needs, at S5 (d). Although Hughes views (2008, cited in Grigg, 2010) that it is important to address a childs individual learning needs, I agree with other literature which indicates that children benefit from adapting their learning style and learning to learn from a different style, thus equipping them to learn in different contexts of their life. I am also mindful of Hewitts view (2008, cited in Grigg, 2010) who states that an individuals learning style can vary from lesson to lesson. I aim to creatively incorporate the three different learning styles into my teaching, thus stimulating childrens senses and enabling them to experience learning through a variety of different learning styles. I agree with Griggs (2010) thinking that the primary need is to motivate children and to engage them, in order for them to be open to learn, to be curious and to stimulate their creativity. Teaching in this manner has fit with The Teachers Standards at S4 (b) which emphasizes the need to promote childrens intellectual curiosity. My attention was captured by Dales concept of the cone of experience, (1946 and 1969, cited in Grigg, 2010) and the role that active learning plays in childrens ability to retain information they have learnt. This is reinforced by Pettys neurological research on effective learning (2006, cited in Grigg, 2010) and by Dewey (2008, cited in Birchinall, 2013), who highlights the importance of hands-on learning and exploration. Being aware of this I aim to deliver lessons which emphasize learning by doing or participating in class discussions rather than learning by receiving verbal or visual explanations: reading, hearing my explanations, looking at pictures, watching a demonstration. In this manner I will be adhering to The Teaching Standards at S5 (b), taking account of factors which may inhibit learning. In addition cross-curricular teaching is understood to enable learning to be more effective and to motivate children (Birchinall,

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2013). This will inevitably influence the manner in which I teach, as I will aim to take a cross-curricular approach to teaching whenever this is possible.

References Birchinall, L. (2013) Case Study of Trainee Teachers Responses to the Impact on Engagement and Motivation in Learning Through a Model of Cross-Curricular Context-Based Learning: Keeping Fit and Healthy. Curriculum Journal, 24, (1), 27-49. Department for Education. (2013) The Teachers Standards. Grigg, R. (2010) Becoming an Outstanding Primary School Teacher. UK: Pearson Education Ltd. Small, T. (2009) Assessing Enquiry-Based Learning: Developing Objective Criteria from Personal Knowledge. Curriculum Journal, 20, (3), 253-270.