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Lesson 5 Functional (Core) Skills, Teaching Based Activities and Active T & L Strategies
Evaluate a range of active inclusive teaching and learning strategies and resources that engage and motivate learners.
Have reviewed and selected ways in which we can incorporate active teaching and learning strategies into our instrumental lessons.
Codes of Practice
Differentiation
Codes of Practice
Differentiation
Activity 1
In your seated groups, spend a couple of minutes discussing your initial thoughts
Functional Skills
the core elements of English, Mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently
Department for Education and Skills 14-19 Education and Skills : Implementation plan (DfES,2005a)
For Example
80% of 12 year old could correctly divide 225 by 15 But only 40% could solve the following problem :
If a gardener has 225 bulbs to plant equally in 15 flower beds, how many bulbs would he need to put in each bed?
A Few Suggestions Functional Mathematics Counting Notes, Bars Fractions Note divisions Time Tempo, BPM Functional English Reading from a worksheet Lyrics Instructions Functional ICT Your Blog Youtube homework MP3s
Is it our responsibility ?
Yes!!! Teachers of ALL subjects will use naturally occurring opportunities in their teaching for learners to develop and apply these practical, everyday skills (embedding). A noise break in our lessons (H&S) Embedding implies that we are actively involved in taking responsibility for what skills our learners are developing.
Activity 3
In pairs
Identify ways in which you could embed some for of functional skills in to your instrumental lessons.
Break
15 Mins
Example 1 - Footballers
Frank Lampard David Beckham Ashley Cole Joe Hart
Activity 4 - Playtime
Each group has some materials with which to come up with an alternative way of teaching a Rhythmical Musical Idea or concept.
Ofsted again
develop strategies that lead to increased participation in musical activities by underrepresented groups of pupils, particularly boys, pupils with special educational needs
. Establish musical sound as the target language of teaching and learning, with talking and writing about music supporting, rather than driving, the development of pupils musical understanding
Sound as the dominant language of musical learning
Fill in the missing % of Recall rate for each Teaching / Learning Activity.
Learning Pyramid
Lecture Reading Audio Visual Demonstration Discussion Group Practice by Doing
Learning Pyramid
Lecture
Reading Audio Visual Demonstration Discussion Group
Practice by Doing
Teach Others / Immediate Use
Learning Pyramid
Lecture
Reading Audio Visual Demonstration Discussion Group
Practice by Doing
Teach Others / Immediate Use
75%
90%
Its not about what you will teach but about how they learn!
Ann Gravells Passing PTLLS Assessments
It is always possible to improve. If you step out of your comfort zone and experiment with new methods and resources you will find this enormously rewarding, just so long as you are in control of the change and doing it at a comfortable pace that gives you some time for reflection
Geoff Petty, Evidence Based Teaching
Plenary
We can now defined the term Functional Skills and we have identified its importance and ways in which we can incorporate Functional skills into our instrumental lessons.
We have looked at ways in which we can incorporate active teaching and learning strategies into our instrumental lessons.
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