Set the learning Environment Make your classroom a welcoming, exciting and stimulating place.

In supportive classrooms challenging tasks do not cause undue stress. Too much stress causes the thinking brain to close down Create the learning environment by; Smiling. Affirmation posters on the walls Make your room a No Put Down Zone Have colourful and stimulating displays on the walls Play music to set a particular mood. Have a prompt start to class Connect the Learning Create an opportunity for pupils to build on prior learning. Enable pupils to see how the lesson connects to what they have done before. The brain loves to make sense/pattern of information e.g.. Get pupils to write down the 3 most important things they learnt from the previous lesson then share it with a friend and try to make it up to 5 Get pupils to solve anagrams of keywords from previous The Big Picture The brain likes to see the big picture and know where the chunks of learning fit into the whole topic. Start big and go small. How? - Use Big Pictures display images relating to the whole topic around the room. Use unit maps Make a key words display and get pupils to add to a key word glossary each lesson. Describe the learning outcomes. Learning outcomes the things the pupils will be able to do by the end of the lesson which they couldnt do at the beginning should be shared. They could be written on the whiteboard/ OHP so they are visible throughout the lesson and can be referred to. Input new information This is often the start of new learning. This stage should be started early (first 5-10 minutes) in the lesson. We learn in different ways visual, auditory and kinaesthetic learners A presentation with a mix of pictures, text, speech, music, gesture and movement will reach all learners whatever their learning preference. This stage shouldnt take too long

(15 minutes)Probably teacher activity The search for Meaning This is likely to be the main chunk of the lesson pupil activity Knowledge is not something that a pupil passively absorbs but something they create so that they can understand and apply. Its what the learner says and does that creates learning and not what the teacher says and does. Activities should be chunked and should last no more than 15 minutes. Pupils might do several activities within the lesson. There may be a carousel of activities. Give pupils the opportunity or choice to work in a variety of different ways perhaps matching with thei multiple intelligence. Choice is very good for motivation. Multiple intelligences Musical, Linguistic, Mathematical / Logical, Kinaesthetic, Visual, Interpersonal, Intrapersonal. Demonstrate Your New Understanding We remember 90% of what we teach. Pupils explaining to each other, or quizzing each other gives them a chance to show their understanding. Pupils show understanding by: Teaching, Presentations, Hot seating, tape it, video voice over, Role play, Who wants to be a millionaire, Interactive display, Mini whiteboards.