Learning To Learn – Year 10

Emotional Learning

Learning Outcomes• ALL MUST: Understand the

relationship between how you feel and learning

• MOST SHOULD: Be able to analyse their own learning in relation to how they feel emotionally about what they are learning.

• SOME COULD: Evaluate their learning experiences and control and adapt their feelings in order to make their learning more effective.

GROUND RULES

Using post-its and Think Bubble boards, come up with some ground rules about:

• How you wish to be treated in these lessons

• How you would not like to be treated in these lessons

Learning Is Linked to Emotions!

• Emotion is attached to everything we do and therefore, to everything that we learn.

• How do you feel now? (on your emotional thermometers.)

Ice-Breaking Task!

On a post-it, write down:

YOUR FAVOURITE FOOD

YOUR FAVOURITE FILM

YOUR FAVOURITE BOOK

SOMEONE (LIVING OR DEAD) WHO YOU WOULD LIKE TO HAVE DINNER WITH

A COUNTRY OR PLACE WHERE YOU WOULD LIKE TO GO

Now…

• Share your answers with at least 5 people in the room. Make sure that they are people that you do not usually speak to.

• Your teacher may wish to direct you to people that they want you to talk to!

Group Discussion

• Did you meet anyone with similar answers to you?

• How did you feel about sharing some of this information?

• Did the task make you feel comfortable or uncomfortable? Why?

How do you feel in different Learning Situations?

CHALLENGE, COMFORTABLE, UNCOMFORTABLE

• Using the hoops, stand in the correct hoop when your teacher displays the following scenario on the board. Be prepared to justify your decision!

1

• Singing solo in public

2

• Performing a piece of speaking and listening in an English lesson

3

• Doing a mental arithmetic test in Maths

4

• Discussing homophobic bullying in a Citizenship lesson

Take Responsibility for how you choose to react

• You need to learn how to take responsibility for how you feel emotionally when you are in a learning situation.

• Here is a short activity that will help you do this:

Write down three scenarios where you normally feel stress. Below is an example:

• Walking in to an exam

• Being told what to do by a teacher

• Being asked a question where you are not sure of the answer

With a partner…

• Spend two minutes discussing how these situations feel. Your partner should then think of things you can do to stop yourself from feeling stressed.

• Now, in your pairs, come up with two effective strategies you may use to stop yourself from feeling stressed. Write them on a post-it and put them on the bubble board.

DISCUSSION

• With your group, discuss the most effective ways responding positively to stressful learning situations.

• Come up with a list of strategies that you all agree on.

LEARNING LOG

• A Learning Log encourages us to be reflective learners.

• When we are reflective learners, we can learn how we respond emotionally to learning situations.

• When we learn how we respond emotionally to learning situations, we learn more effectively because we can think / discuss strategies on how to deal with these situations.

TASK

• Using the learning log (or find it on the school network: - M:\Citizenship\Year 10\Learning To Learn):

• Fill in and reflect on a learning experience that you have had. You may wish to do this during the next fortnight or you may wish to start thinking about it now. You will be given time at the beginning of next lesson to discuss what you have found about your own learning.

Plenary

• Where are you now on your emotional thermometers? Why?

• What have you learned about the most effective way to feel positive (and not stressed) by different learning situations?