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Environment, Buildings, Relationships, Learning Spaces, Atmosphere, Peer-influence, Teacher, Curriculum, Facilities

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If you're aware but you're not making any steps to fix it, you're no different than a bystander watching something bad take place.

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Health, Emotion, Motivation, Self-Efficacy, Interest, Stress, Wellbeing, Beliefs, Mindset

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1. Learning Space
2. Atmosphere
3. Peer influence
4. Relationships
5. Resources
6. Building
7. Environment
8. Facilities
9. Curriculum

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Being aware of the factors is one thing, being able to manage them will help to induce a good struggle.

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1. Health
2. Emotions
3. Motivation
4. Stress
5. Self-efficacy
6. Wellbeing
7. Mindset
8. Beliefs
9. Self-regulation

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By giving them work that above their level and challenging them, it helps them to push themselves out from their comfort zone. Along with a reward it'll boost them to achieve it

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Sometimes just making the activity kinesthetic helps - students can be so bored of sitting at desks and doing a "regular" task that tweaking it slightly helps to remotivate them.
- Cut a comprehension into paragraphs and stick them around the room to make them find the answers to their questions
- Make a writing task a group writing activity by giving them A3 paper to use and different coloured pens to edit each other's
- Put answers/definition in the 4 corners and have the students move to the area which represents the answer to your question

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Knowing that their challenge will get them something (somewhat) tangible in return, they will usually do it. In fact, their efforts also encourage others to try the same.

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Dave - Different level tasks, slowly building up in ability. Toughest questions at GCSE are borderline A-Level standard. More able students start with the tough questions.

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Giving them a title 'mini teacher' and allow them to become teacher and teach back their friends what they understand on the topic can motivate them and let them revise and found out what they've missed.

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For primary, I am now having a special writing tablet (golden time )for them to use if they've done their work on time and being superb good in my class!

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For primary, I am now having a special writing tablet (golden time )for them to use if they've done their work on time and being superb good in my class!

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1) Reward - dojopoints, extra chromebook time.

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1) Reward - dojopoints, extra chromebook time.

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2) Extension: Super Spicy Challenge

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Group challenges, which requires a group of students to put their head together in answering higher order of thinking questions.

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Offer students who are unsure an opportunity to feel accomplishment and gain praise. Quiz-like format where two students answer questions.

The quickest gets a chance to double their points by shooting a goal past the other student.

The other student has a chance to steal the point by blocking the ball. This fills certain students with more confidence by way of a kinaesthetic activity.

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Specific, Measurable, Achievable, Relevant, and Time-Bound

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In Year 1 extrinsic rewards (like Dojo) also come in very handy.

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In Year 1 extrinsic rewards (like Dojo) also come in very handy.

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Mild, Spicy, Hot and Extension challenges are made available for students to choose from. Students know that once they have completed one challenge they can move onto the next. 

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Mild, Spicy, Hot and Extension challenges are made available for students to choose from. Students know that once they have completed one challenge they can move onto the next. 

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We all have students that are quite often happy to tread water in our lessons. Can you share an idea or example of how you can push them out of their comfort zone?

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Module 6. Being aware of the factors that affect learning HELPS to make learning A GOOD STRUGGLE

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Module 6. Being aware of the factors that affect learning HELPS to make learning A GOOD STRUGGLE

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Do you agree? Why?

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Module 6. EXTERNAL FACTORS that affect learning 

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Module 6. EXTERNAL FACTORS that affect learning 

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The things that affect how quickly we move through the learning process

For example - teachers!
Can you name the other 9?

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Module 6.  INTERNAL FACTORS that affect learning 

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Module 6.  INTERNAL FACTORS that affect learning 

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The things that affect how quickly we move through the learning process

For example - sleep.
Can you name the other 9?

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Hardwiring is the result of repeated experience of new learning that has been consolidated and 'locked' into the brain.

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Hardwiring is the result of repeated experience of new learning that has been consolidated and 'locked' into the brain.

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The brain's ability to make new synapses and delete unused ones.

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The brain's ability to make new synapses and delete unused ones.

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Hardwiring is when one's brain is locked and used to a certain set of knowledge and skill learnt over time. This can only be achieved via repeated experiences where the body will lock down the learning.

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Hardwiring is when one's brain is locked and used to a certain set of knowledge and skill learnt over time. This can only be achieved via repeated experiences where the body will lock down the learning.

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Module 4.  Name 2 things that a learner might need at the consolidating stage of learning?

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Module 4.  Name 2 things that a learner might need at the consolidating stage of learning?

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Module 4.  Name 2 things a learner might experience at the consolidating stage of learning?

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Module 4.  Name 2 things a learner might experience at the consolidating stage of learning?

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Module 4. Name 2 things a learner might experience at stage 1 of new learning?

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Module 4. Name 2 things a learner might experience at stage 1 of new learning?

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Module 4. Name two things that a learner might need at stage 1 of new learning?

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Module 4. Name two things that a learner might need at stage 1 of new learning?

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Module 3. What is meant by "neuro plasticity"?

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Module 3. What is meant by "neuro plasticity"?

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When we learn, the billions of neurons in the brain and body pass messages back and forth through synapses, which collectively influence what we do : )
(Neuro) Plasticity, changes in the brain, is always happening, whether we’re having a learning experience that promotes a good or bad struggle.

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Module 3. What is meant by "hardwiring" in the brain. 

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Module 3. What is meant by "hardwiring" in the brain. 

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The brain is hard-wired with connections, much like a skyscraper or airplane is hard-wired with electrical wiring. In the case of the brain, the connections are made by neurons that link the sensory inputs and motor outputs with centers in the various lobes of the cerebral cortex.

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Why do we think TALENT is more crucial than EFFORT to successful outcomes?

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Why do we think TALENT is more crucial than EFFORT to successful outcomes?

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It can be a common assumption for many people that they either have or don't have a talent for something. In my experience, this is especially true with learning a language.  Often people will say that they don't have the ability to learn a new language or that some people are just natural linguists.  I can understand this viewpoint from my own personal experience of learning languages.  I have felt that some people have a more natural ability to learn a language, but that is not really true.
The key to learning anything is to not be deterred by failure or give up when things get tough.  As babies no one teaches us to speak, we learn it by talking nonsense and copying the noises around us.  Over time we learn to mimic and then reproduce sounds and slowly we begin to learn the language of our family/community.  Learning another language, later on, can be more difficult because we have forgotten this process.

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Reflections & Takeaways from Modules 1 & 2

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Reflections & Takeaways from Modules 1 & 2

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1. You; the leaner

2. What is learning?