Rossett Learning Model
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Transcript of Rossett Learning Model
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ROSSETT LEARNING MODEL
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KAGAN
Socrative
SOLO TAXONOMY
Differentiation
Literacy
NumeracyiPAD
Wikis
RealSmartBlogs
Answer Garden
Evernote
Show Me Prezi
iBrainstorm
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WE’VE TRAVELLED FAR AND ACQUIRED MORE ‘TOOLS’.
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BUT WE MUST BE CAREFUL THAT WE ARE NOT SIMPLY PUTTING TINSEL ON AN OLD TREE.
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ARE WE USING OUR TEACHING ‘TOOLS’ AS EFFECTIVELY AS WE MIGHT?
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PURPOSE OF TODAY To re-focus our attention on the appropriate
use of our teaching tools by using a learning model, based on Alistair Smith’s accelerated learning.
This is nothing NEW. Effective planning has always been the bedrock of good teaching.
The Rossett Learning Model provides a framework for planning and delivering good and outstanding lessons that focus on learning.
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STAFF ACTIVITY
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ROSSETT LEARNING MODEL
Connect the learning and share outcomes
Share new info
Search for meaning
Demonstrate understanding
Review
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CONNECT THE LEARNING AND SHARE OUTCOMES
Break a pattern & create anticipationImages – guess the topicContext-based musicImage/letters activity
This is the starter and should connect with what has been learnt previously and what will be learnt.
Introduce learning outcomes – what will be learnt?
ExcitementGet students to predict the lesson.
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LEARNING OUTCOMES – FOCUS ON LEARNING.
Link to relevant exam/grade/band criteria. All will understand the impact
of the Nazis on society. (C grade)
Some will analyse the impact. (B grade)
Few will collate various evidence that explores/analyses the impact in detail. (A grade)
Outcomes – should be what will be learnt and not just what they’ll do
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SHARE NEW INFORMATION
Clip-YouTube Demonstration Information around
room iPad research Jumbled information Kagan Structures Animations
Share new information –
engage as many senses/learning
styles as possible.
Take a risk – give info in a new way!
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SEARCH FOR MEANING
• Probe understanding• Ask planned questions• Students should convert the new
information into another form:
Have the students understood the new information?
Afl opportunity!
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DEMONSTRATE UNDERSTANDING
Students demonstrate their new understanding and show progress – group/paired/individual.
Give them responsibility – independent learning
Differentiation is key as well as reminding students of outcomes/success.
Variety of learning styles.
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Writing the text/answering the questions Creating a tableau/freeze frame/performance Groups collate presentation (with roles) Groups/pairs create walk-throughs Debate Teach others
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REVIEWReflect on the learning
Individual, paired, small groups/whole-class.
How successful have they been in achieving the outcomes?
Test yourself, test your partner.
Edit post-it on learning line and move along line.
Traffic lights