|
An
overview of what we’ve done so far and why
Water ++
Music ++ Brain Gym ++
Brain Breaks ++
VAK Learning
++ Displays
The
water solution
|
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An important part of the
Accelerated Learning programme is the ‘water solution’. Recent research
highlights why water intake is vital to health. The brain is made up of
75% water so even moderate dehydration can cause headaches and
dizziness. Among other things, water is required for expiration and
regulates the body’s temperature. If children are to reach their
potential they must be in the best possible health to learn. |
What we did
| We contacted Yorkshire
Water and they agreed to provide a water bottle for every child in the
school. The concept of water in the classroom was introduced at the
governors’ meeting to parents and the water bottles were issued to
children in November 2002. There were some initial concerns raised by
staff as to the management of the bottles in the classroom. Staff and
children together developed rules for their use. As a result, water
bottles are kept on the tables so that children can access them easily
at all times, other than during teacher input. Any subsequent bottles
are provided by parents and these must be transparent with a safety
sports cap to prevent spillages. |
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Now we’re all well watered
Staff report that children
certainly appear to be more attentive than in the past at the end of the
school day. Most children now recognise the importance of drinking
water. Six year old Lucy told her teacher, “I can’t concentrate. I feel
like a little nap. I didn’t go to bed late, I just forgot my water
bottle!”
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Music to our ears
| The use of music in the
classroom aids recalls, encourages children to learn facts, promotes
movement, can be used to change the mood in the classroom and provide
timescales to challenges. |
|
What we did
All teachers began to
use music in the classroom to support a range of activities. These range
from music used to create atmosphere in a lesson to music to support the
learning and recalling of facts
Music is making a
difference
Music in the classroom
is proving very popular with children and staff. Timed challenges have
certainly helped to encourage rapid tidying up of classrooms, cloakrooms
and the completion of tasks. Music is used to accompany Brain Gym
exercises and brain breaks, promoting a sense of fun. Particular success
in relation to the use of music has been noted in the learning of number
facts in maths.
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Working out at the Brain Gym
The brain is divided into two
hemispheres, with each side helping learning in different ways. Reading
and learning happen easily only when both sides of the brain work
together. Cooperation between the two brain hemispheres can be achieved
by using Brain Gym exercises. These exercises vary, with some having a
calming effect that helps children to concentrate and get over any
nervousness or fear of not doing well. Other exercises energise, waking
children up and helping with reading and learning.
What we did
Teachers have introduced
a range of exercises to the children, some that are carried out to
music. Included in Brain Gym are exercises designed to help children
blend letter sounds, avoid the reversing and transposing of letters,
become more spatially aware, focus and concentrate and become more
attentive. In addition, CSAs working with individual children have
access to copies of the Brain Gym exercises so that they can use them
with individual children.
Are the hemispheres
connecting?
It is difficult to assess the
results of using Brain Gym. However, teachers are reporting children are
having lots of fun carrying out the daily exercises and are discussing
their own learning more.
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Brain Breaks
It is important that children
move within lessons. This increases the amount of oxygen to the brain
and aids learning. In addition, facts are recalled better by some
children if an action is introduced to accompany the learning point.
What we did
Teachers were made more
aware of the problems facing children who work for prolonged periods
without movement. Brain breaks are now incorporated into lessons and the
learning of facts are accompanied by movement and actions.
We’re on the move
Teachers report that children
are less lethargic now that they move more during lessons. It was
particularly interesting during the KS1maths SATs to see children
independently carrying out actions to aid recall of odd numbers.
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Visual, auditory
and kinaesthetic learning
Children learn in different ways
and to ensure we access all learning style preferences attention must be
paid to the delivery of lessons. There must be visual, auditory and
kinaesthetic elements in all lessons if all children are going to
achieve the learning objective.
What we did
To focus teachers on the
delivery of their lessons VAK was included on their planning. More
attention is now paid to putting across the same learning point in a
number of different ways.
The school is well and
truly VAKed!
Teachers are more aware of the
need to address the learning preferences of all children.
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What next?
Displays as a
teaching and learning resource
We have visited
other schools to examine a range of displays. As a staff we decided that
in the future our displays should:-
ü
reinforce learning
ü
aid recall
ü
challenge ideas and
stimulate further thinking
ü
inform and give new
information
ü
remind about rules and
targets
ü
celebrate and affirm
success
ü
share ideas and interact
ü
motivate towards further
learning
ü
let children know what’s
coming up in the next topic/curriculum focus
ü
reinforce keywords and
concepts
Watch this
(display) space!!
Accelerated Learning information from Jane Daniels (Deputy
Headteacher/Lead Learner) |
