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Week 2
Session Title
Session One
Learning
Intentions
Success
Criteria
Activities
5
15
15
5
Day 2
Sessions 1- 2
Pupil Motivation
Factors in learning
For trainers to consider the role of social, emotional and cognitive factors in
motivation and learning.
Trainers will know the importance of helping student teachers to understand
the social, emotional and cognitive factors in learning.
Explain that encouraging teachers to think about what motivates students to
learn is introduced early on in the CoE programme and that we are going to
show them some of the activities teachers will do to help them consider this.
Show slide 3 and 4 PPT_W2D2_Motivation for learning.
In small groups of two or three, participants draw venn diagram on A4 paper
and write factors in each circle.
How do we hope these factors will influence our pupils in a positive way?
What makes the ideas pupil?
In twos or threes participants use the HO ‘Qualities of an ideal pupil’ to rank
order desired qualities.
Compare with qualities identified in 5 other countries.(HO_Qualities of
Pupils in 5 other countries)
10
Motivation is seen as an important quality in most countries. What is it?
How can teachers motivate their pupils? Show and discuss slides 5-12 PPT_
W2D2_Motivation for learning. Explain this is a ppt we use with teachers in
CoE training when discussing motivation.
10
Other influences on student learning (slide 13). Ask trainers to discuss in
pairs which are most important. Sjow slide 14
20
How can teachers enhance learning? Participants work in groups of three
following instructions on hand out ‘How can teachers enhance learning’ to
facilitate discussion.
10
Whole group feedback on the activities and whether they could be used with
student teachers to enhance their understanding of student motivation and
how teachers can enhance learning.
Resources
PPT_ W2D2_Motivation for learning
HO_ Qualities of an ideal pupil’
HO_ Qualities of an ideal pupil in 5 other countries
HO_ How can teachers enhance learning
Session Two
Learning
Intentions
Success
Criteria
Recognising the gifts and talents of all pupils
To consider approaches for challenging talented and gifted pupils that are
underpinned by the principle of inclusive practise.
Trainers will be introduced to research into, and thinking about, definitions
of talented and gifted pupils.
Trainers will know how to help student teachers think about how the
learning needs of all pupils might be met.
Activities
5
What are the issues for education in relation to G&T pupils?
Slide 1
10
Paired discussion of what is meant by G&T pupils. Note down
characteristics of G&T pupils -Slide 4
5
Some definitions of G&T –Slide 5
30
5
10
10
10
5
Resources
Participants divided into 8 groups. Distribute 4 different pupil profiles to
each group so that two groups have profiles of each pupil. Participants
discuss their pupil. Are they gifted or talented in any way? Each group
draws an outline of the pupil indicating their strengths and weaknesses.
Slide 6.
Set up Groups who have worked on either Alma, Sam, Sally or Dave.
(Posters displayed for review and comments on sticky notes over lunch)
So, all pupils might be considered to have gifts and talents but what about
the highly able pupils? Characteristics –Slide 7. How do these match with
those you noted down earlier of G&T pupils?
How can teachers meet the needs of these pupils? Read Level Two Teacher
Handbook ‘How might teaches provide for these children? Enrichment and
Acceleration’.
Small group discussion ‘What kinds of enrichment and/or acceleration have
you seen in Kazakhstani schools?’ What are the advantages and
disadvantages of these two approaches?
Feedback to whole group.
PPT_W2D2_S2_G&T
HO_Pupil profile_Dave
HO_Pupil profile_Sally
HO_Pupil profile_Sam
HO_Pupil profile_Alma
Pupil Profiles Trainers Notes:
DEFENSIVE DAVE_trgNotes
SAFE SALLY_trgNotes_
SATISFIED SAM_trgNotes
ANXIOUS ALMA_TrgNotes
Level 2 Teacher HB p. 54- 56 (K) p.202-204 (R)
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