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Transcript of CSPARr
What are the different stages within your lesson?
The Learning Cycle
What is Connect?
Connect is the part of the learning cycle where the intention is to include an activity which connects this session to what has gone before.
It is a brief task of 2-5 minutes which connects this session to the previous one, or if a completely new topic, to what the group already know or believe.
What is Share?
Share is the part of the learning cycle where you share the structure and outcomes of key questions of the session in a meaningful and relevant way.
During this stage we share the big picture of the lesson structure, ‘first we are going to, then we are going to, etc’. This is followed by a relevant sharing of learning intentions.
To outline the Learning Cycle
To explore higher order thinking skills (HOTS)
To complete a lesson plan using the Learning Cycle
What is the Learning Cycle?
What is Present?
This is the stage of the learning cycle where new information/skill is presented via a variety of stimuli and teaching strategies. It is divided between the teacher and learner.
During present we use a variety of teaching strategies and resources to introduce the new concept, idea, skill of information. In this section students are provided with common, concrete, tactile, experiences with skills and concepts. They are given time to think, plan and investigate and organise collected information.
What is Apply?
This is the part of the learning cycle where students apply the new knowledge/skill. This demonstrates their understanding to themselves, to you and others.
A critical phase; it is only by applying the new ‘piece’ of information/skill that learning is transformed from surface to deep learning. This phase also gives students the opportunity to show what they know’ and for the teacher to correct any misconceptions.
Recall and Review
What is Recall and Review?
This is the section of the learning cycle to show retention of learning and embed lesson structure.
The reflective phase is actually comprised of two ‘R’ elements – Recall; in which the teacher leads the class in recalling the intended learning outcomes and structure of the session.
This is followed by the final ‘R’ – Review. This is also a crucial phase as it is here that the learners demonstrate what they have learned, what they are a little unsure of and what they are completely confused with.
Recall and Review
Creating a supportive learning environment
Within any classroom environment learners should be made to feel welcomed, safe and challenged without fear of expressing their current understanding.
Creating a supportive learning environment
Throughout the session:
Throughout the session:
But how do we achieve this?
Consider when using a questioning technique, if a learner answers correctly it is common practice to praise the learner, however if a learner answers incorrectly the response is not always so positive.
However incorrect answers should be welcomed as they offer the opportunity to provide both tutor and peer support in correcting any misunderstandings.
The use of peer review and critique in some circumstances can be a highly effective tool and encourage an effective collaborative learning environment.
Higher Order Thinking Skills (HOTS)
Higher order thinking involves the learning of complex judgmental skills such as critical thinking and problem solving. Higher order thinking is more difficult to learn or teach but proves to be more valuable because such skills are more likely to result in higher levels of student achievement and engagement.
It is vitally important throughout the learning cycle (session) that the tutor checks the student learning. There should be a focus on recording the learning of the students. The tutor should emphasise and promote the Higher Order Thinking Skills.
Development of HOTS
Learners are using evaluative skills to assess their own progress
Activities capture the learner's interest and help them make connections with what they know and can do. This section of the lesson should engage the learner.
Learners here will be able to explore prior knowledge; the teacher can adjust incorrect ideas and concepts.
The lesson outcomes shared with the learners should be measurable, stretching and challenging in order for the learners to gain a specific sense of achievement during later phases of the learning cycle.
Teacher observes and listens and asks probing questions. Learners are introduced to terminology and alternative explanations after they have expressed their ideas. Learners will be able to explain new ideas and concepts in a variety of ways
This section gives the student the opportunity to apply new ideas to new situations. Here is where the student will expand and solidify their understanding of the concept and/or apply it to the real world situation. Learners will elaborate by applying new ideas and concepts.
What does Connect look like?
What does Share look like?
What does Present look like?
What does Apply look like?
What does Recall and Review
The Learning Framework
Develops a common vocabulary for learning
Develops an holistic approach to learning, integrating induction of staff, professional learning, coaching, focused CPD conferences, impact assessment
Identifies and uses research evidence to inform teaching and learning strategies
Identifies a clear structure to a lesson (the learning cycle)
Sets out clear expectations of professional standards and behaviours
Simple As That?
Create a Lesson plan
Create a Learning Cycle lesson structure for your own area of expertise
What similarities can you see?
Swap lesson plans
One thing you think is really effective
One thing that could be worked on a little more
Recall and Review
Please put your evaluation postcards in the postbox
The Question-Answer Relationships (QAR's)
What does this look like in practice?
To support you with the implementation next term we are offering:
Online resources - on Moodle
Support from your managers
Support observations (ungraded)
Time to talk CSPARr
New SACC Session plan
Creating a guide
If you know it, teach it
Reflect upon the learning experience
This technique considers the type of questions being asked and then to use this information to assist them in formulating the answers.
Two categories -
1. Whether the answer can be found in the text - "In the book" questions
2. Whether the reader must rely on his or her own knowledge - "In my
This AR technique helps students become more aware of the relationship between textual information and prior knowledge. This helps them to make appropriate decisions about which strategies to use as they seek answers to questions
Where learners are encouraged to consider other possibilities and make an argument for a choice or decision which is made.
Learners should be encouraged to engage in elaboration and explanation of facts and ideas through quantifiable information, rather than rote repetition
Review a process or action and determining ways in which improvements could be made and why, referring to quantifiable information or evidence to support conclusions made and clarify the difference between memorising and understanding
The encouragement for the learner to look inward at their individual role within a particular task, activity or scenario in order to assess their level of contribution and how developments could be attained
The strength and conviction of the learning that could be transferred to another medium or person, learners would be encouraged to view and utilise their learning in alternate context which would challenge them further
More than just information, but the recognition of the complexity within the majority of fields, moving from simply concrete facts to conceptual thinking
During a discussion, write a question such as "what is your role in this discussion?", "who is contributing the most towards this discussion and why?, "how could your group be more successful?" on a post-it note and stick it in front of the group or individual
As an extension, ask learners to create a guide for non-specialists within the field. Learners should be encouraged to avoid specialist terminology or when it is used to provide a meaningful definition
In order to stretch the understanding of an individual or group of learners, ask them to teach or support the learning of another group. The other group will have different perspectives and require the teaching group to re-evaluate their understanding or reframe their learning to suit the perspectives of the rest of the group
Similar to "if you know it, teach it", but building on individual/group understanding to develop a cohesive whole on a subject matter and allow problem solving skills to develop by considering how the knowledge pieces together
Groups or individuals create a compelling argument for or against a specific topic
In order to encourage self-evaluation, begin by asking learners to assess and evaluate a hypothetical scenario which can develop into peer feedback and peer assessment. This initial externalisation of the evaluative process often supports learners in developing the analytical skills before focusing those skills inwards
During the recall/review stage ask learners to individually state what activity helped them learn the most and which strategies utilised within the lesson did they find a barrier and why. This is also an effective way of gaining feedback for future lessons
Let's answer your questions on the
Park It Board
25 CSPARr Tips on Moodle