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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