Welcome Back
Accelerated Reader
Special Feature: Accelerated Learning
Study Skills for S5
Framework for Intervention
Much has happened since the last newsletter: we’ve had six weeks’ break (oh, yes you have), the SQA have made lives miserable and the protest about tax on fuel is set to grind the country to a standstill.
However, here we are back in the swing of a new term and the team members have
their timetables in order.
* All the primary schools now have a part of the timetable to work on writing
* The English and Maths departments have Learning Skills staff working with
them in certain classes.
* Enhanced Registration has commenced with first year classes.
* Programmes are being worked on for disaffected pupils in the Academy.
* All fifth year pupils at the Academy have a study skills period each week
with a Learning Skills teacher.
* Framework for Intervention (a behaviour support system) has been introduced
to Head Teachers across the LEaRN.
Jeanette is back after her hip operation which appears to have been successful although she now has trouble with her knee! We are glad to have her back in the fold.
We can still be contacted at the same numbers and e-mail addresses and are still based in C2.2 at the Academy.
By now, Accelerated Reader will have been introduced to most schools across
the LEaRN (not without gremlins either). To label or not to label...well, you
know the rest!
How many of us would be where we are today without encouragement, especially
in the early years. Good study habits, the discipline to read and the development
of vocabulary contributed to our future. Most of us were given time, mentored
by teachers and parents.
In today’s fast moving society how many of us don’t feel tarnished
as teachers or parents? As we look at our pupils and consider where they are
coming from as individuals, how many of them are given the encouragement they
deserve to realise their potential?
Accelerated Reader can help pupils to develop good study habits, give them the
discipline to read and help the development of vocabulary. By matching pupils
to appropriate books (their Zone of Proximal Development—ZPD) they are
stretched to the level where optimal learning takes place. The programme is
based on the fundamental principle that reading, like all skills will improve
with practice.
As a reading programme, it not only motivates but also monitors reading. Pupils
are quizzed by the computer and are given immediate, individualised and constructive
reports detailing how well they are reading and understanding. Weekly Diagnostic
Reports mean that teachers can see at a glance how well their pupils are performing.
These highlight problem areas to allow intervention but, more importantly they
allow achievement to be acknowledged and celebrated.
One of the developmental areas that the Learning Skills team has been involved
in is Accelerated Learning. This has proven to be an exciting and ambitious
piece of work. The theory behind the techniques being used comes from the likes
of Tony Buzan, Psychologist and memory expert, and Howard Gardener, eminent
Harvard Professor of Psychology. These people, and others, promote the theory
of multiple intelligences. This asks practitioners to be aware of the differing
strengths of their students, uses a variety of learning and teaching styles
and is founded on recent research into brain function.
All very well in theory… but how is this put into practice?
There are a number of publications on the market which do exactly that. One
of the strongest comes from Matthew Boyle, who worked with the University of
Strathclyde Quality Education Centre, and is called “The Learning File”.
In this publication, Matthew outlines a number of techniques which can be employed
to make student’s learning faster and more efficient. These include: Mind
Maps, Basic Brain Models, Mnemonics, Study Techniques, Set & Belief, Brainstorming,
Speed Reading, Thinking Skills and Learning Styles. This is a clearly articulated
set of lessons for upper primary / early secondary which should prove extremely
valuable for all learners. Other publications, for older students, include “Accelerate
your Learning” by Colin Rose and Louise Goll. As always, these books, and
others, are available to borrow from Room C2.2 at the Academy.
The Learning Skills team have developed and are delivering a supported study
skills course based on the materials and research described in the above article.
The course aims to teach a number of study skills that are proven to be effective
and efficient in enhancing the study and learning of students.
The course outline describes to the pupils how:
“Research has shown that that most people learn inefficiently. For example,
learners may lose up to 80% of what they learn within 24 hours if they do not
use a study technique to embed the information. Also, the brain is most efficient
when it is being stimulated and both halves of the brain are engaged in the
learning process. These factors, and others, mean that it is important that
you as a learner can recognise and employ various strategies to ensure your
learning style suits your brain and that your study is most effective.”
The pupils are taught a number of techniques, such as speed/power reading, mind maps, use of study buddies, and is firmly rooted in the Six Stages of Learning, as described by Colin Rose and Louise Goll in their book ‘Accelerate your Learning’. Once the techniques have been taught, the pupils are given the opportunity to apply them to their elective subjects during the supervised and supported study periods. The final piece of advice to the pupils refers to which study skills they should use and when:
"Think of study skills as a toolbox. You use the right tool for the right job!"
The Learning Skills Team is your means of access to this system. The team members
have had training on the strategy which does not replace your present behaviour
policy but enhances what is in place already. It aims to reduce the low-level
disruption which is the bane of most teachers’ lives.
Each member of the team is a support worker for their link primaries and is
available to support any member of staff in the Academy who wishes to avail
themselves of the facility.
It is controlled by the class teacher who approaches a support worker in the
first instance. A checklist is completed by the class teacher which only takes
a short while but allows for self-reflection. Sometimes this in itself is as
far as some people need to go as they realise that they are able to address
some things by themselves.
For those who go on to the next stage, a behaviour plan is drawn up by the teacher
and support worker after a frequency record has been taken of the target behaviours.
The aforesaid procedures make up Level One and these procedures can be carried
out as often as deemed possible.
To find out more about the system, you can either contact a member of your senior
management team or contact a support worker directly.
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