l e summer term: lesson 1 s o p - reflected learning · 2 198 year 5/6 summer term: lesson 2 lesson...

Context

ReflectED lessons teach children about the skills of

meta-cognition (being aware of how they learn) and how

to apply those skills in the classroom.

In this sequence of lessons, children will be learning

about visualisation strategies that they can use to help

them when they learn. They will also think about how to

apply them. If teachers are interested in reading more

about this subject there are lots of articles available, for

example www.decd.sa.gov.au/northernadelaide/files/

links/4_VisualisingBooklet.pdf

Classroom Organisation

Before this lesson, the class teacher will have to organise

the children into new mixed ability pairs. The children

will stay in these pairs for the first half of the Summer

term. They must always sit in these pairs for ReflectED

lessons.

At the start of the lesson, the children should introduce

themselves to their new partner and share some

information about themselves using the following

format: “Hello, my name is... My favourite thing to do

after school is… because... This term I want to get better

at… I will do this by…”

Lesson Structure

Tell the children that they are going to be learning a

technique called visualisation. Using this technique when

reading or working on a maths problem helps us to

better understand what we are reading. Visualisation

helps us to become more involved in what we are

reading, to use our own experiences to help us

understand characters and make predictions and helps us

remember what we have read.

Tell the children that you are going to help them to learn

how to visualise. Sharing their visualisations with their

partner and learning how to describe them will also help

them.

Start by modelling the technique for the children. Read

Where the Wild Things Are by Maurice Sendak but DO

NOT show the illustrations. Stop after reading, “That very

night in Max’s room a forest grew and grew and grew

until his ceiling hung with vines and the walls became the

world all around”. Now share with the students the

images you visualised as you read it, for example, “I could

see tiny seedlings popping up through the carpet and

then growing before my eyes, curling round the legs of

LESSON PLA

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YEAR 5/6 Summer Term: Lesson 1Lesson length: 30 minutes “Proficient readersspontaneously and

purposefully create mental

images while and after they

read. The images emerge

from all five senses, as well

as emotions, and are

anchored in readers’

background knowledge.”DEBBIE DRAPER

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K Tasks for the Week

In reading activities this week, remind the children about visualisation and encourage them to practise the technique.

They should listen to a passage and then share what they saw in their minds. They can also do this when reading

independently. If children are struggling with this give them prompts by asking them what the characters might be

smelling, feeling, tasting, hearing or thinking. Help them to relate it to their own experiences.

This week plan for two ‘Reflection Points’ during the week, one of which should be after a reading activity.

Remind the children to use the phrase, “When I learnt this, it made me think of...”/”When I read this, I could see...”

Encourage children to reflect independently this week. Have a list of children’s names up on the wall and when the

children have made a reflection they can put a tick by their name. Have a reward for the child with the most ticks by

the end of the week (everyone will have at least two ticks).

1 Resources

Where the Wild Things Are by Maurice Sendak

A descriptive passage from a book to read

n Explanation of visualisation

n Teacher models visualisation

n Read passage

n Children share visualisations with partner

LESSON CHECKLIST

the chair and the bed and growing up and up and up and

across the ceiling. As this happened the room got

darker…”

Now read another passage to the children so that they

can visualise. Choose a book with a really good

descriptive passage in it such as Charlie and the Chocolate

Factory by Roald Dahl (you don’t have to read much, the

paragraph describing Charlie’s house and where everyone

sleeps would be enough). Before reading suggest that

the children close their eyes and think about what is

happening in the story. They must try and imagine the

scene that the words describe as if they were making a

film.

After reading, give each child 45 seconds to describe to

their partner what they visualised. After listening, their

partner must thank them for sharing and say what they

liked best about the images. Give the children a sentence

starter such as, “Thank you for sharing with me. I

particularly liked the bit where you described the...”

Tell the children that during the week they should think

about visualisation and use it when reflecting. Their

reflections should include the words:

“When I learnt this, it made me think of…”

Context







apply them. If teachers are interested in reading more

about this subject here is another useful article –

teacher.scholastic.com/products/scholasticprofessional/aut

hors/pdfs/wilhelm_readseeing_sample_pages.pdf


Make sure that the children are sitting in their new

ReflectED pairs.

Lesson Structure

Tell the children that they are going to continue to

practise the skill of visualising. Remind the children that

they practised visualising during reading and one of the

things that visualising helps us with is remembering what

has happened in a story or event. Ask them to share with

their partner their visualisation from one of their reading

sessions. They must share as much information as they

can remember. As they are sharing their partner should

count up how many pieces of information they can

remember. (This will relate to the work they did on

memory in the Spring Term and you may want to remind

the children about this).

Tell the children that today they are going to draw what

they can see when they listen to a story and that the act

of creating a picture can help to understand the concept

of visualisation.

Read a passage from a book. It could be the book you are

reading as a class or another extract from the book you

used last week. Remember not to read too much – a

paragraph is sufficient. When you have finished, ask the

children to draw a picture of what they saw in their mind

or imagined as you were reading. Give the children at

least five minutes to do this. Tell the children how much

time they are going to have and put a time for them to

see so they know how much time they have left.

Encourage them to put in as much detail as possible and

to use colour and words to help them.

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YEAR 5/6 Summer Term: Lesson 2Lesson length: 30 minutes “ It is therefore importantto explicitly identify the use

of visual strategies to create

mental imagery as an

essential part of reading. It

helps readers to experience

stories and other textual

information and think

about the content of the

text.”

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In reading activities this week, continue to remind the children about visualisation and encourage them to practise the

technique. They should listen to a passage and then share what they saw in their minds. They can also do this when

reading independently. If children are struggling with this give them prompts by asking them what the characters might

be smelling, feeling, tasting, hearing or thinking. Help them to relate it to their own experiences.

This week plan for two ‘Reflection Points’ during the week, one of which should be after a reading activity.

Remind the children to use the phrase, “When I learnt this, it made me think of...”/”When I read this, I could see…”




1 Resources

A descriptive passage from a book to read

n Share with a partner a visualisation from a reading activity n Read passage from book to the children

n Children draw visualisations n Share drawing with partner

n Teacher shares some drawings with class n Write a reflection

LESSON CHECKLIST

Ask the children to share their drawings with their

ReflectED partner and tell them what made them draw

this image. They must give as much detail as possible.

Choose some examples to share with the whole class.

Make sure that you choose differing images to show how

our visualisations are different because they are personal

to us.

If there is time, ask the children to write a reflection

describing the lesson. Remind them to reflect on how

they will use the visualisation technique in their learning. “ the act of creating apicture can help to

understand the concept of

visualisation”

Context







apply them.



ReflectED pairs.

Lesson Structure


practise the skill of visualising. This week they will be

practising relating what they read to events in their own

life. This will help them to have a better understanding

of what they read and help them to understand how

characters feel in a story. It will also help them think more

carefully about their learning and how they can use

experiences from the past to support their learning now

and how they can better understand how they feel about

learning.

Read a poem that describes a typical experience that the

children might have had. Michael Rosen’s ‘Chocolate’ is a

really good example. It describes a child being given

some chocolate at the end of a party and he holds on

tight to it so that he can eat it when he gets home. Of

course, when he gets home the chocolate has melted.

Ask the children to think of a time when something

similar has happened to them. Give them some prompts

to support them. If you are using the Michael Rosen

poem you could suggest that they might think about

when they were given something really special at the end

of the party. Or perhaps they might think about trying to

keep something safe until they got home. Or perhaps

they will think about something melting before they

could eat it.

Give the children 30 seconds to think about their

experience and, most importantly, SEE it in their mind.

Then get the children to share their visualisation with

their partner. Give each child a minute to speak and

remind them that if their partner finishes speaking

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YEAR 5/6 Summer Term: Lesson 3Lesson length: 30 minutes “ relating things to yourown life and experiences

helps you to have a better

understanding of what you

read”

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In reading activities this week, pause the reading and ask the children if what they are reading reminds them of

anything that has happened to them. Ask the children to think about how they might feel in that situation and what

they would do if they were one of the characters in the story.

This week, plan for two ‘Reflection Points’ during the week. When the children reflect they should write about how

they felt, and if their feeling was a negative feeling, what they could do to change it to a positive one.




1 Resources

A poem to read to the class that describes an experience that would be familiar to them

n Read poem

n Give prompts for visualisation

n Children share own experiences

n Children make comic strip of their experiences

LESSON CHECKLIST

before the time is up they should ask questions to get

more information.

Get the children to write a comic strip about their

experience – one picture for each part of their story. They

must write a word above each picture to describe how

they were feeling at each part of the story. At the end of

the comic strip they should write about whether or not

they learnt anything from their experience.HINTS AND TIPS

Try to build in some ‘housekeeping’

time every week so that children can

check they have uploaded all their

paper reflections and that all their

reflections are tagged.

Context







apply them.



ReflectED pairs.

Lesson Structure


practise the skill of visualising. They are going to make

pictures in their minds, which they will share with their

partner but they are also going to share what emotions

they are feeling as well.

Read the beginning of Charlotte’s Web to the class,

stopping at certain points to model your visualisation and

emotions. A copy of the text with suggested ‘pause

points’ can be found on the ReflectED website at

www.reflectedlearning.org.uk/.

Now read the next section of text to the children but this

time when you get to the ‘pause points’ ask the children

to share what they can see and how they feel with their

ReflectED partner. Make sure there are four ‘pause

points’ so that each partner gets two opportunities to

share and two opportunities to listen. Listen to the

children’s visualisations so that you can choose some to

share with the class at the end of reading the section.

Tell the children that they are going to take it in turns to

summarise what has happened in the story. They need to

think of all of the main things that happen and take it in

turns to retell the story. They can use as much detail as

they like.

Explain to the children that visualising the story and

recognising their emotional reaction will help them to

remember the story and will make them more interested

in the story.

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YEAR 5/6 Summer Term: Lesson 4Lesson length: 30 minutes “ Learning would beexceedingly laborious, not

to mention hazardous, if

people had to rely solely on

the effects of their own

actions to inform them

what to do. Fortunately,

most human behavior is

learned observationally

through modeling: from

observing others one forms

an idea of how new

behaviors are performed,

and on later occasions this

coded information serves as

a guide for action.”ALBERT BANDURA

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In reading activities this week, remind the children to visualise as they are reading the story and use that visualisation to

retell the story at the end of the session.

This week plan for two ‘Reflection Points’ during the week.




1 Resources

The extract from Charlotte’s Web from www.reflectedlearning.org.uk/

n Read extract, modelling visualisation

n Read extract, stop for children to share their visualisation to their partner

n Share some visualisations with class

n Children retell story with partner

LESSON CHECKLIST

CASE STUDY: Observations

from a Year 6 teacher about

the value of reflecting for

children

“Children regularly ask me if they can

look back over past reflections in order

to help them the next time we revisit a

topic. They want to make sure they

don’t make the same mistakes twice.”

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CHAPTER 1 Before Breakfast

“Where ‘s Papa going with that axe?” said Fern to her

mother as they were setting the table for breakfast.

“Out to the hoghouse”, replied Mrs. Arable. “Some pigs

were born last night.”

“I don‘t see why he needs an axe,” continued Fern, who

was only eight.

I‘ve already realised why he needs an axe and so knowing

that this is about to be revealed to Fern makes me feel

anxious.

“Well,” said her mother, “one of the pigs is a runt. It ‘s

very small and weak, and it will never amount to

anything. So your father has decided to do away with it.”

“Do away with it?” shrieked Fern. “You mean kill it? Just

because it‘s smaller than the others?”

Mrs Arable put a pitcher of cream on the table. “Don‘t

yell, Fern!” she said. “Your father is right. The pig would

probably die anyway.”

Fern pushed a chair out of the way and ran outdoors.

I can see in my mind how determined Fern is to get to her

father quickly before it ‘s too late.

The grass was wet and the earth smelled of springtime.

Fern‘s sneakers were sopping by the time she caught up

with her father.

“Please don‘t kill it!” she sobbed. “It‘s unfair.”

Mr Arable stopped walking. “Fern,” he said gently, “you

will have to learn to control yourself.”

I can see Mr Arable in my mind. He looks a bit like my dad. I

can tell that this isn‘t the first time Fern has done

something like that by the fact that he talks to her gently. I

did this a lot as a child. I had a very keen protective instinct.

“Control myself?” yelled Fern. “This is a matter of life

and death, and you talk about controlling myself?” Tears

ran down her cheeks and she took hold of the axe and

tried to pull it out of her father‘s hand.

I can imagine Mr Arable holding the axe above her

head so that she doesn’t hurt herself on it. He can do this

as he is so much taller than her. She is little just like the

pig – perhaps that is why she wants to save it so much.

“Fern,” said Mr Arable, “I know more about raising a

litter of pigs than you do. A weakling makes trouble.

Now run along!”

“But it‘s unfair,” cried Fern. “The pig couldn‘t help being

born small, could it? If I had been very small at birth,

would you have killed me?”

Mr Arable smiled. “Certainly not,” he said, looking down

at his daughter with love. “But this is different. A little

girl is one thing, a little runty pig is another.”

“I see no difference,” replied Fern, still hanging on to the

axe. “This is the most terrible case of injustice I ever

heard of.”

A queer look came over John Arable‘s face. He seemed

almost ready to cry himself.

This makes me feel like crying myself because there is

something about seeing your dad cry that is very

powerful. Men rarely cry.

“Alright,” he said. “You go back to the house and I will

bring the runt when I come in. I‘ll let you start it on a

bottle, like a baby. Then you‘ll see what trouble a pig

can be.”

Read this section to the children. Make sure you mark in

‘Pause Points‘ before you start reading.

When Mr Arable returned to the house half an hour later,

he carried a carton under his arm. Fern was upstairs

changing her sneakers. The kitchen table was set for

breakfast, and the room smelled of coffee, bacon, damp

plaster and wood smoke from the stove.

“Put it on her chair!” said Mrs Arable. Mr Arable set the

carton down at Fern‘s place. Then he walked to the sink

and washed his hands and dried them on the roller towel.

Fern came slowly down the stairs. Her eyes were red from

crying. As she approached her chair, the carton wobbled,

and there was a scratching noise. Fern looked at her father.

Then she lifted the lid of the carton. There, inside, looking

up at her, was the newborn pig. It was a white one. The

morning light shone through its ears, turning them pink.

“He‘s yours,” said Mr Arable. “Saved from an untimely

death. And may the good Lord forgive me for this

foolishness.”

Fern couldn‘t take her eyes off the tiny pig. “Oh,” she

whispered. “Oh, look at him! He‘s absolutely perfect.”

She closed the carton carefully. First she kissed her father,

then she kissed her mother. Then she opened the lid

again, lifted the pig out, and held it against her cheek.

At this moment her brother Avery came into the room.

Avery was ten.

Text to Model Visualisation

Context




This lesson gives the children the opportunity to look

back over their reflections to look at how they are

tagging their reflections and if this tells them anything

about themselves as a learner.


The children will need one device per ReflectED pair for

this lesson so that they can access their Evernote folders.

Lesson Structure

Tell the children that today they are going to have the

opportunity to look back over their reflections and see

what they can learn from them. You will need to have

access to your own folder so that you can model how to

search for different tags. Display your folder so that all

the children can see it.

Explain to the children that you are going to show them

how to search by tags. Once they have done this they will

be able to answer some questions that will help them

better understand themselves as learners.

Show them the instructional video ‘Searching by Tags’ on

the ReflectED website (www.reflectedlearning.org.uk/) if

they need reminding how to do this.

The children will have an ‘Analysis Reflection Sheet’ to

complete. This asks them questions such as “Which

subject has the most reflections?” and “What does this

tell you about how you feel about this subject?” Using

your own folder, model how you would answer some of

these questions, for example, “I have the most reflections

in maths. I think this is because I have learnt a lot in

maths so there has been lots to record…”.

Once you have modelled how to complete the sheet get

the children to complete their own sheets. They should

answer the questions in pairs. One child will search their

tags and tell their partner the answer before writing it

down. Their partner should check that the response is

detailed and makes sense. They take it in turns until all

the questions have been answered.

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YEAR 5/6 Summer Term: Lesson 5Lesson length: 30 minutes “Which subject has themost reflections? What

does this tell you about

how you feel about this

subject?”

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“ they will be able toanswer some questions that

will help them better

understand themselves as

learners”



Encourage children to reflect independently on a subject where they haven’t as many reflections.

1 Resources

Every child will need a copy of Reflection Sheet 2

Copy of the Analysis Reflection Sheet downloaded from www.reflectedlearning.org.uk

n Revise searching by tags

n Model completion of ‘Analysis Reflection Sheet’

n Children complete sheet in pairs

LESSON CHECKLIST

Context




This lesson is a ‘housekeeping’ lesson and gives the

children the opportunity to look back over their

reflections and make sure that everything is tagged

correctly.


Make sure that the children are sitting in their ReflectED

pairs. The children will need at least one device per

ReflectED pair for this lesson so that they can access their

Evernote folders.

Lesson Structure

Tell the children that today they are going to have the

opportunity to look back over their reflections and tidy

up their folder. Tell the children that it is good practice to

do this regularly with any data storage to make sure that

they keep everything tidy and up to date.

Show the children the ‘ReflectED Housekeeping

Checklist’. This can be found on page 89 or can be

downloaded from the ReflectEd website

www.reflectedlearning.org.uk. Talk them through each

criteria and show them how to make sure that each

reflection satisfies everything on the checklist.

The children then work individually or in pairs to make

sure that all of their reflections meet the criteria.

If children finish their housekeeping before the end of

the lesson ask them to search their folder for any

reflections tagged ‘red’ or ‘amber’. They should read

their reflections and see if their learning has moved on

since then and think about what helped them. NB If their

learning has moved on they MUST NOT alter their

reflection but they could make another reflection to

comment on this.

At the end of the lesson ask children who have looked at

their reflections what they have found out about their

learning.

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YEAR 5/6 Summer Term: Lesson 6Lesson length: 30 minutes “Have nothing in yourhome that you do not

know to be useful or

believe to be beautiful.”WILLIAM MORRIS

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CASE STUDY: Observations

from a Year 1 teacher about

the value of looking back at

previous learning

“Taking the time to look back over a

child’s books, with the child present,

helps him/her to see where he/she has

made improvements and which

improvements still need to be made.

Hearing children articulate their targets

for themselves is very powerful.”



Encourage children to use the checklist as they are reflecting.

1 Resources

Every child will need a copy of Reflection Sheet 2

Copies of the ReflectED Housekeeping Checklist from page 89

One device per child, if possible, or one for each pair

n Look at checklist

n Model how to check reflections

n Children check their reflections

n Children read some of their reflections

n Children share observations from reading their reflections

LESSON CHECKLIST

Context



to apply those skills in the classroom. In this sequence of

lessons the children will learn about the behaviour of

effective learners and how to apply this knowledge to

themselves as learners.


Before this lesson, the class teacher will have to organise

the children into new mixed ability pairs. The children

will stay in this pairs for the remainder of the Summer

term. They must always sit in these pairs for ReflectED

lessons.

At the start of the lesson, the children should introduce

themselves to their new partner and share some

information about themselves using the following format

“Hello, my name is … The subject I like best is … because

… The subject I want to get better at is … I will get better

at it by …”

Lesson Structure

Start by asking the children a question: ‘What do they

think the most complex structure in the known universe

is?’ Ask for their ideas and then tell the children that it is

actually the human brain. Explain to them that there are

70 billion neurons in the brain and thousands of

kilometres of circuits. It is so complicated that there is a

lot that we do not understand about it, but we do know

that it is not a ‘fixed’ structure and that it grows and

changes shape during learning. This is called

‘neuroplasticity’.

Explain to the children why this is important to them as

learners. Tell them that their intelligence is not fixed but

something that can be changed through effort and

attitude. It is incorrect to think of people as intelligent or

unintelligent, as with the correct mindset everybody can

take advantage of the brain’s neuroplasticity and change

their level of intelligence. Tell them that this is good news

because people can become ‘cleverer’, but only if they

have the correct mindset!

Explain that successful learners are those who understand

the brain’s neuroplasticity and who adopt what is called a

‘growth mindset’.

Share the characteristics of people who have a growth

mindset with the children.

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YEAR 5/6 Summer Term: Lesson 7Lesson length: 45 minutes “There are 70 billionneurons in the brain and

thousands of kilometres of

circuits”

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Look for opportunities to promote the growth mindset throughout the week. Catch any fixed mindset responses and

suggest to children how they could turn them into growth mindset ones.

This week plan for two ‘Reflection Points’ during the week in subjects of your choice.

Think about times in the week when you could use their reflections as a teaching point. If you have planned for a

‘Reflection Point’ after the first day of Maths learning, you could ask the children to tell you what their performance tag

was on their reflection. You could then make a note of who might need extra help or an extension.




n Introduce the neuroplasticity of the brain

n Introduce the difference between growth mindset and fixed mindset and share the characteristics of both

n Children reflect on their own mindset

n Model changing fixed mindset responses to growth mindset ones

n Children make list of responses

n Class sharing

LESSON CHECKLIST

Characteristics of people with a growth mindset are as

follows:

l They believe they will become more intelligent through

learning

l They seek out challenging tasks that stretch them

l They are not afraid of failure and see it as an

opportunity to learn

l They do not mind when others do well

The opposite mindset, where people believe that their

intelligence is fixed and cannot be changed, is called a

‘fixed mindset’.

Share the characteristics of people who have a fixed

mindset with the children.

Characteristics of people with a fixed mindset are as

follows:

l They believe is intelligence is something you are born

with/or not

l They seek to complete easy tasks that they know will

make them look good

l They do not try difficult tasks in case they make mistakes

l They compare themselves to others and avoid looking

inferior to their peers

Ask the children to reflect in silence on which sort of

mindset they think they have. Explain to them that those

without a growth mindset can develop one by listening

to the negative things they say to themselves and trying

to change them into positive ones.

Model changing some fixed mindset responses to

learning into growth mindset ones for the children.

‘I’m no good at this!’ – fixed mindset, can be changed

into ‘At the moment I am finding this challenging’ –

growth mindset.

In their pairs, ask the children to create a list of fixed

mindset responses and their corresponding growth

mindset responses.

Other examples include:

‘This is too hard for me’ becomes ‘With effort and

support I will get better at this’.

‘Oh no! I made a mistake’ becomes ‘I’m glad I made that

mistake as I can learn from it’.

‘If I stick to the easy questions, I won’t fail’ becomes ‘I

want to try harder questions to help me get better’.

In the final part of the lesson, ask individual children to

share a fixed mindset response in front of the class.

Choose other individuals to counter the response with a

growth mindset one.

Context









pairs.

Lesson Structure

Remind the children of the previous lesson about growth

and fixed mindsets and about other meta-cognition

lessons where they have learned about successful

learners.

Ask the children to use Post It notes to complete the

following sentence:

‘A good learner is someone who…’

Children write one response per Post It and try to write as

many different responses as they can in three minutes.

They place their completed Post Its in the middle of the

table. It is a good idea to give each child on the table a

set of Post It notes in a different colour so you can see

who has contributed which ideas and to ensure that all

children are participating.

Ask the children to use their ideas to create a poster of a

‘good learner’ using text as well as images. They can do

this in pairs or as a table.

An example of how they might do this is to draw a

person in the middle of the paper and emphasise their

important characteristics, for example, if they think

listening is important, their character will have large ears.

The drawings should be annotated.

At the end of the lesson, allow the children time to

complete a ‘gallery walk’. Children rotate around the

room in their groups to view each other’s posters. In their

groups, children will agree one positive piece of feedback

about each poster and write it on a Post It near the

poster for the returning group to read.

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YEAR 5/6 Summer Term: Lesson 8Lesson length: 45 minutes “ In times of changelearners inherit the earth;

while the learned find

themselves beautifully

equipped to deal with a

world that no longer

exists.”ERIC HOFFER

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Look for opportunities to talk about good learners during the week.

Plan for two ‘Reflection Points’ during the week in subjects of your choice.







1 Resources

Post it notes

Large sheets of paper

n Recap learning about successful learners

n Brainstorm using Post It notes

n Create posters

n Gallery walk

LESSON CHECKLIST

CASE STUDY: Reflection on

failure from a Year 6 pupil

“Failure is good because you can learn

from your mistakes. It also gives you a

chance to relearn, e.g. use an educational

website or ask for homework. Or you can

learn it 1:1 with your teacher.

This week we had assessments. I found

them hard but I think I did pretty well. For

Maths I’m aiming for a level 5c-5a and in

Writing I’m aiming for the level 6 since

writing is my stronger subject. In order for

me to pass my SATS I will need to improve

in every subject.

Here is my list of things to do in order for

me to pass…

l Ask my mum/dad to give me some

good advice

l Use an educational website

l Ask for extra homework

l Listen carefully to Miss Paton next time

she explains it

What I need to learn…

l Adding with certain numbers

l Greater and less

l Co-ordinates and axes

l Angles

l Scales

l Centimetres/metres

Context









pairs. Children will need access to the internet in their

pairs in today’s lesson.

Lesson Structure

Remind the children of the previous lesson where they

created posters of successful learners. Explain that in

today’s lesson they are going to be looking at some real

life successful learners and learning more about them.

Choose up to five famous people who have achieved

success in different fields. Sports stars are obvious

candidates for this but you can choose people from other

disciplines such as business, politics, the arts, etc.

Show the children pictures of your chosen people and

provide some background information about what each

one has achieved. Ask the children to brainstorm in their

pairs which qualities these people have in common.

Share the children’s thoughts as a class and make a list of

between five and 10 qualities related to learning that

each of the famous people share.

Here are some ideas of what these qualities might be:

l Perseverance – sticking at something and seeing it

through to the end

l Hard working – working towards a goal instead of

spending time doing relaxing or leisure time activities

l Self motivation – knowing what needs to be done

without being told/made to by others

l Accepting of failure/learning from mistakes –

improving performance each time

l Resourceful – knowing where to get the right support

l Grit – carrying on when it gets tough

Ensure the children understand the meaning of each

quality on your class list.

LESSON PLA

NYEAR 5/6 Sum

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: Lesson 9

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YEAR 5/6 Summer Term: Lesson 9Lesson length: 60 minutes “ Life is not easy for anyof us. But what of that?

We must have perseverance

and above all confidence in

ourselves. We must believe

that we are gifted for

something and that this

thing must be attained.”MARIE CURIE

LESSON PLA

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215


Look for opportunities to talk about the qualities you came up with in the lesson during the week.








1 Resources

Lists of five famous people with photographs

n Recap learning about successful learners n Introduce famous people

n Brainstorm qualities in pairs n Make class list

n Carry out research n Class feedback

LESSON CHECKLIST

Explain to the children that in their pairs they will choose

one of the famous people to do some research about.

They must find evidence of where their chosen person

has shown each of the qualities on the class list. Children

should take each quality in turn and write down the

evidence they find.

Children to report back to the class things they found out

about their chosen person and which qualities these are

evidence of. “They must find evidenceof where their chosen

person has shown each of

the qualities on the class

list”

Context

ReflectED lessons teach children about the skills of meta-

cognition (being aware of how they learn) and how to

apply those skills in the classroom. In this sequence of






pairs.

Lesson Structure

Remind the children of the previous lesson and the list of

qualities they came up with that were shared by the

famous people they researched. Ask them to think of a

time when they have demonstrated one of the qualities

on the list.

Give each person the opportunity to share the quality

they have chosen, and their evidence for it, with the

other children on their table. It will be useful for the

children if the teacher models this first. For example, you

might say, ‘I demonstrated perseverance when I was

training for a marathon. I didn’t enjoy the training at all,

but I knew I would be letting myself down if I gave up, so

I carried on, and the end result was worth it.’

Once each child has shared their quality, explain that they

are going to write down what they have talked about.

Give each child a piece of A3 paper and ask them to split

it into two halves. On one side they are going to list the

qualities they think they have and write examples of

when they have demonstrated each of them. On the

other side, they are going to list the qualities that they

think they need to develop. They do not have to write

evidence for these ones.

Encourage the children to ask others on their table to

help them think of evidence if the children are being too

modest!

At the end of the lesson, ask the children to select one of

the qualities they have chosen to develop and give them

an opportunity to share this with the rest of their table.

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216

YEAR 5/6 Summer Term: Lesson 10Lesson length: 45 minutes “ Learn about thebehaviour of effective

learners and how to apply

this knowledge to

themselves”

LESSON PLA

NYEAR 5/6 Sum

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: Lesson 10

217









1 ResourcesLarge sheets of paper

n Teacher model demonstration of quality

n Children share their quality

n List qualities on A3 paper

n Select and share one quality

LESSON CHECKLIST

CASE STUDY: Reflection on

styles of Maths teaching from

a Year 6 pupil

“Today we were learning how to

express probability as a fraction,

decimal or percentage. Before this

lesson I already knew quite a lot such

as, it involves words like ‘certain’,

‘likely’, ‘unlikely’, and ‘impossible’.

I also knew that it is the

probability/chance of finding

something, picking out something or

doing something. At the end of the

lesson I had learnt that you can use

decimals to express probability and to

explain your answer when sitting a

test. This was taught by a numerous

amounts of Kagan structures and a

brief example on the smart board. If I

was to teach this lesson I would not

use the Kagan structures (they’re not

that interesting and it encourages us

to talk). Instead I would just explain

how to do the work and then ask us

to do a few practice questions on the

white board. My next steps will be to

practice at home.”

Context









pairs.

Lesson Structure

Explain to the children that this is their final ReflectED

lesson and that it is a chance to celebrate the learning

that has taken place throughout the year.

Give the children opportunity to share with their partner

all the ‘learning moments’ they have enjoyed in their

ReflectED lessons this year. Model this for them and share

some of the moments you have enjoyed. For example,

“I enjoyed watching the juggling process and seeing you

make progress as you continued to practice”.

Ask the children to report back some of the enjoyable

moments they talked about with their partner.

Use blu tack or pins to fix a piece of A4 paper with each

child’s name on it around the classroom. There should be

one piece for each child in the class. Model write a

positive piece of learning feedback or an enjoyable

memory about each child on a Post It note and stick it on

to each child’s piece of paper. For example:

“Josie, I enjoyed working with you in the problem solving

lessons, by the end you really understood how to work

systematically.”

“Omar, you really improved your ability to memorise lists

when we did the lessons on memory techniques. You

worked really hard and made lots of progress.”

“Sam, I really enjoyed watching you working with your

partner. You always listened carefully to them and asked

questions to help them clarify their thoughts.”

Make sure you have written one for each child in your

class, sign it with your name and stick it on to each child’s

LESSON PLA

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YEAR 5/6 Summer Term: Lesson 11Lesson length: 45 minutes “ read the positivemessages written by

everybody. The children

should keep these as a

memento of the year.”

LESSON PLA

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n Partner sharing n Class feedback

n Teacher modelling n Children writing and sticking Post Its

n Gallery Walk

LESSON CHECKLIST

piece of paper. You should prepare most of these in

advance.

Explain to the children that they will have six Post It notes

each in order to write a similar statement about each of

their ReflectED partners they have worked with over the

year. The children should have worked with a different

partner each half term. They may need reminding who

each of these people are!

Remind the children of the examples you wrote and

explain they should be as specific and heartfelt as

possible and always positive. You may need to model

writing one from a child’s point of view. Remind them to

sign all of the comments they make.

Give the children time to write their six pieces of

feedback and allow them to stick them on the pieces of

paper stuck up around the room. Each child should have

seven Post Its stuck to their pieces of paper (six from their

partners and one from you) by the end of the lesson.

Complete a Gallery Walk, where children move around

the room in silence to read the positive messages written

by everybody. The children should keep their pieces of

paper as a memento of the year.

HINTS AND TIPS

Make your own ReflectED folder and

try to reflect on your own learning

regularly. If the children see you do this

it will give the activity status and it will

also help you to understand the

process.

l e summer term: lesson 1 s o p - reflected learning · 2 198 year 5/6 summer term: lesson 2 lesson...

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