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Starting Out with Accelerated Learning

All you need to know to start the Accelerated Learning journey

How ÔStarting Out with Accelerated Learning' can support Primary Schools to implement the ÒNational Strategy Excellence and Enjoyment: Learning and Teaching in the primary years"

The following paper sets out how 'Starting Out with Accelerated Learning' can support and take forward the ÒPrimary Strategy Excellence and Enjoyment: Learning and TeachingÓ (PNS) in your primary school. It identifies and links Accelerated Learning to aspects mentioned in the primary strategy DfES documentation ÒIntroductory guide: supporting school improvementÓ.

The programme, designed in two parts, will provide the opportunity for teachers to hear about and experience strategies that increase their capacity to improve their classroom practice and if applicable to begin to lead discussions on improving learning and teaching with staff.

Reference: The PNS recommends that schools discuss Learning and carry out classroom enquiries

The 2 day programme will explore a model and structure for:

Thinking about Learning
Planning for Learning
Teaching for Learning
Assessing for Learning

There are 3 areas of focus:

Learning ø using the AL Cycle to plan and deliver the curriculum, observe and assess learning. (PNS Link: Planning and assessment for Learning)

Learners ø recognising, accommodating and celebrating different learners' needs and preferences. (PNS Link: Understanding how Learning develops)

Leading ø taking responsibility for oneself, others and the environment to create a Learning culture through awareness of:

- Environmental factors both physical (external) and emotional (internal)

- How teacher expectations and beliefs shape performance

- The influence of language in creating a positive Ôcan do' culture

- The ÒBASICS ModelÓ to provide esteeming opportunities

(PNS Link: Creating a Learning culture)

The programme provides participants with the opportunity to:

Experience, review and reflect on Learning
Get to know about the Accelerated Learning model and ideas to develop effective classroom practice
Have access to material on current knowledge about Learning
Access case studies of teachers using Accelerated Learning to great benefit to their pupils

Teachers (and their school) taking part in the above will benefit by:

Having access to a variety of strategies and models that support the development of effective Learning in their school
Being updated on current knowledge and understanding about Learning
Becoming more confident and enthused about taking forward Learning both in their classrooms and with colleagues
Having ownership of a manual full of information and practical ideas about improving Learning and Teaching for their school.
Hearing about examples of good practice from schools around the UK

Outcome: Teachers will be able to have a considered view about Learning and gain practical strategies to implement this into their classroom practice.

The links between the 2 Day programme and the principles of the Primary National Strategy

The programme provides practical strategies for putting the 6 PNS principles into action. The AL cycle, which is a key element of the programme, provides a framework through which the principles can be delivered.

Principle 1 ø Set high expectations and give every learner confidence they can succeed

During the programme we shall explore perceptions about Learning and learners this includes:

The power of thought: optimistic vs pessimistic thinking, ways to raise expectations and create a positive learning culture.

Building learner confidence and success through teachers examining and using strategies based on a number of useful tools, which include:

The AL cycle with particular reference to the aspect: Creating a positive learning environment. We shall explore how physical, physiological and emotional states affect learners and how to overcome factors that hinder their learning
Multiple Intelligence: a view of intelligence that opens up more doors to Learning and builds self-esteem
BASICS model: ways to build for staff and pupils

Belonging

Aspirations

Safety

Identity

Challenge

Success

Principle 2 ø Establish what learners already know and build on it

This links to the Connection Phase of the AL cycle which is based on the premise that ÒLearning is all about seeking and making connectionsÓ. We shall look at ways to help learners make connections to the learning, to set goals/outcomes, and strategies to achieve these. Attention is paid to the importance of setting Òlearning process goalsÓ as well as Òsubject content goalsÓ. A key feature of this phase is to link the learning goals to the learner's aspirations to aid their concentration, attention, and build their self motivation. Teachers will be able to understand and explain the reasons behind the practice of AL.

Principle 3 ø Structure and pace the learning experience to make it challenging and enjoyable

The AL cycle provides a structure for learning which enables teachers to plan their curriculum content and learning activities with the learner (and brain!) in mind. Attention is paid to equipping them with the knowledge and understanding of how Learning takes place and strategies to deliver more exciting learning experiences. On day 1 ths is done through teachers examining and having information about:

Learning preferences and how this can be incorporated into planning and practice.
Practical ways to keep attention and focus on the Learning and task
Ways to provide multi-sensory learning opportunities that pupils want to engage with
Learning preferences and how this can be incorporated into planning and practice.

And on Day 2 with its practical application focus participants will spend time:

Planning the curriculum using the AL cycle
Considering the use of educative feedback and questioning strategies to activate learning and increase the challenge levels for pupils

Principle 4 ø Inspire learning through passion for the subject

The best way to illustrate how AL can turn this principle into reality is to provide some insight into what teachers have commented about training and the practical implementation of Accelerated Learning. Regular comments from teachers on the Accelerated Learning Lead Learner programme highlight how AL boosts their confidence, re-ignites their passion for teaching again and enables them to bring more life back into the classroom! They frequently mention how they have become enabled to make the learning more relevant and engage their learners through stronger links to the pupils' aspirations and concerns. This in turn puts the passion back into their subject!

ÒAfter being in teaching 17 years this is the best course I've ever been on! It is really a life changing experience and has brought back motivation and enthusiasm for me as a teacher. It's reminded me why I chose this profession and what powerful part we can play in the lives of children we teach. I feel like I am starting my career all over again and am ready and looking forward to 'going for it!'

Lead Learner delegate, East Riding

ÒI have only been teaching 4 years and have learned more about myself, my teaching and my children than in 4 years in teacher training. Truly fantastic, awe inspiring and just a recipe for how I want to becomeÓ

Dave Smith, Brickhouse Primary School, Sandwell

ÒThank you so much. It's made a big difference to the children and to me for my own CPD. I WILL keep up the good work!Ó

Dawne Bell, Head of Design Technology, Halewood Comprehensive, Knowsley

Principle 5 ø Make individuals active partners in their Learning

The programme is based on the premise that as teachers we need to experience and become conversant in learning about Learning. Through the activities of the programme teachers are continuously reflecting upon their responses to the learning going on for them, their practices in the classroom and current knowledge about learning. This process of becoming the reflective practitioner enables them to see the Learning from the learners' point of view, which in turn builds better rapport and relationships between teachers and learners. It also provides them with a language for Learning to model ways for pupils to reflect on the learning process during the lesson. We shall explore the use of the phases of the Accelerated Learning Cycle and the two that particularly relate to principle 5 are:

The Demonstration Phase of the cycle pays attention to the use of educative feedback for improving Learning.

The Consolidation Phase of the cycle provides the opportunity for learners to review what and how they are learning and transfer the new learning into different contexts. For teachers this informs subsequent planning and practice.

Principle 6 ø Developing learning skills and personal qualities

On day 2, we shall spend time examining the 5 key learning attributes (skills and qualities of an effective learner) and practical ways to nurture and improve these in their learners. The 5 learning attributes (known as the 5 Rs) are those of resilience, responsibility, resourcefulness, reasoning, and reflectivity. The information on the 5 Rs also provides a framework to be used for both individual and group formative assessment and provides the means to focus on learners and their learning. It provides a shared language for talking about and observing Learning for pupils, teachers and parents/carers.

Starting out with Accelerated Learning will be taking place on:

Day One

28th February 2005, Birmingham

17th March 2005, London

Optional Day 2 (Please note that participants must have completed Day One in order to take part in Day Two)

1st March 2005, Birmingham

18th March 2005, London

To book online for Day One, click here

To book online for Day Two, click here

If you have registered for Starting Out with Accelerated Learning, details of a separate web link will be sent to you to enable you to access pre-course information.

This course is available as an INSET. Please contact the Alite office for details:
hilary@alite.co.uk
telephone: 01628 810700 Ext 20
fax: 01628 810310