Student+knowledge+and+learning+preference+profile

Student knowledge and learning preference profile
 * **LMQ1** // (What do my students already know?) // ||
 * __ ICTs __
 * Experience of navigating the internet for student-focussed websites, such as Study Ladders, as well as researching for information for prior projects on renewable energy.
 * Basic experience of navigating Windows Explorer, saving files onto hard drives and USB drives.
 * Varied knowledge from real life experiences of surfing the internet, searching websites, watching videos online and perhaps downloading (music) files. Only one student does not have home access to a computer.
 * Basic experience of creating basic PowerPoint and Word documents for prior projects on renewable energy, but with a wide range of skill and complexity.
 * Some students have experience of using camcorders, most have experience of digital cameras and some have experience of photo-manipulation tools, though have only basic knowledge of basic functions.

__Science/Maths/English__ All learning experiences in this unit will have thefollowing characteristics, wherever possible:- **//ClassroomClimate//** * Enthusiastic introduction to subject toengage/hook students. **//ClassroomTasks//** * Advanced organiser in the introductions to outline how the lesson will proceed.
 * Limited or no scholarly knowledge of micro-organisms.
 * Previous experience of both reading and writing non-literary texts, including scientific texts (e.g. sustainability).
 * Limited knowledge of scientific terms and standard experiment report structures (Predict, Observe, Explain).
 * Previous experience of basic experiments performed by teachers, rather than themselves.
 * Previous experience of observing and recording results of previous experiments.
 * Little confidence in explaining results/drawing conclusions
 * Basic knowledge of basic algebra and Order of Operations, but with a wide range of confidence and competences. ||
 * **LMQ3** //(How// //do my students best learn?)// ||
 * As will all classrooms, class 7P present a diversity of preferred learning styles. A variety of oral, written and practical teaching strategies, utilising ICTs as appropriate,to engage a diversity of learning styles has been adopted. It is not possible to deliver every lesson in every preferred learning style, nor is it appropriate. Students need to learn to absorb information through various learning styles. Where individual students are struggling, reference will be made to their Student Learning Profile to seek the most effective, tailored way to engage the studentand explain the issues.
 * Set clear rules relating to appropriate classroom behaviour.
 * Constantly ask questions during teacher-led information-giving, to ascertain students’ understanding.
 * Reviewing, recapping and reflecting on current knowledge.
 * Respond positively to answers/provide positive reinforcement.
 * Ensure students respond appropriately to others’ feelings, level of knowledge and suggestions/predictions/conclusions (discourage sniggering or criticism of cohorts’ answers).
 * Encourage brainstorming and sharing of current knowledge.
 * Encourage differentiation and discrimination between choices of resources and tools.
 * Use IWB to enable all students to get involved and demonstrate their knowledge.
 * Give real-life examples and draw relevance totoday, for authentic focus.
 * Facilitate and encourage a debate over safe, ethical and legal ICT use.
 * Behaviour Management:
 * //Remindingof expectations, looking for good examples//
 * //Follow instructions//
 * //Choices and consequences//
 * Demonstrate and explain good practice.
 * Give clear instructions and modelling.
 * Involve students in experimenting, demonstrating and describing (guidedpractice).
 * Prepare students to carry out supervised practice independently.
 * Continue with guided practice for individual learners as necessary.
 * Allow peer-checking of fellow students’ work and peer-tutoring where appropriate
 * Set clear rules relating to appropriate ICT usage.
 * Challenge all students to objectively critiqueand differentiate between useful and distracting presentation.
 * Involve students in experiments and decision-making = equitable and positive classroom behaviour AND
 * Team-working (in groups): "Work as a team. Show respect. Do not interfere with each others’ tasks even if you think you can do it better".
 * Spend time walking round to ascertain students are understanding experiment = establishing relationships/recognising diversity AND ensure engagement/positive attitude to self-learning, e.g.
 * //Do you understand what we are doing? Explain it to me.//
 * //What do you think will happen? What will the differences be? What do you think is occurring/why?//
 * //Record in// //Class Engagement, Understanding & Behaviour Matrix.// ||