PS / HRC Teaching Diploma

Lesson 5 Functional (Core) Skills, Teaching Based Activities and Active T & L Strategies

In today‟s session we will …
 Recap last week‟s topics

 Look at Embedding Functional/Core/Literacy and Numeracy skills into instrumental lessons.

 Examine „other‟ teaching/learning activities.

 Evaluate a range of active inclusive teaching and learning strategies and resources that engage and motivate learners.

By the end of today‟s lesson we will …
 Have defined the term „Functional Skills‟ and identified the importance of and ways in which we can incorporate Functional skills into our instrumental lessons.

 Have examined „other‟ ways we can teach musical ideas.

 Have reviewed and selected ways in which we can incorporate active teaching and learning strategies into our instrumental lessons.

Last week‟s topics
 Legislation

 Codes of Practice

 Equality and Diversity

 Differentiation

Last week‟s topics
 Legislation

 Codes of Practice

 Equality and Diversity

 Differentiation

Functional (Core) Skills
 Today we are looking at Functional Skills – what are they?

Activity 1
In your seated groups, spend a couple of minutes discussing your initial thoughts …

Functional Skills
 “the core elements of English, Mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently”
Department for Education and Skills 14-19 Education and Skills : Implementation plan (DfES,2005a)

What Ofsted say …
 “It is always important that teachers promote pupil‟s literacy and numeracy skills, and reading in particular, across all areas of the curriculum. However, where good musical teaching and learning takes place, the development of pupil‟s musical skills and understanding is the primary consideration. Literacy and Numeracy skills should always be considered, but also always as appropriate to and in support of musical learning.”
Ofsted Music in Schools : wider still and wider 2008-2011

For Example …
 80% of 12 year old could correctly divide 225 by 15  But … only 40% could solve the following problem :

If a gardener has 225 bulbs to plant equally in 15 flower beds, how many bulbs would he need to put in each bed?

 Most of the failing learners did not know which
mathematical operation to use.

Activity 2 What Functional Skills will this learner be practising?

A Few Suggestions … Functional Mathematics Counting – Notes, Bars Fractions – Note divisions Time – Tempo, BPM Functional English Reading from a worksheet Lyrics Instructions Functional ICT Your Blog Youtube homework MP3s

Is it our responsibility …?
 Yes!!!  Teachers of ALL subjects will use naturally occurring opportunities in their teaching for learners to develop and apply these practical, everyday skills (embedding).  A „noise break‟ in our lessons (H&S)  Embedding implies that we are actively involved in taking responsibility for what skills our learners are developing.

Activity 3
 In pairs …

 Identify ways in which you could embed some for of functional skills in to your instrumental lessons.

 Feedback to the class.

Break
15 Mins

Teaching Music using „other‟ activities.
Fun ways of teaching music.

Example 1 - Footballers
 Frank Lampard  David Beckham  Ashley Cole  Joe Hart

Activity 4 - Playtime

 Each group has some materials with which to come up with an alternative way of teaching a Rhythmical Musical Idea or concept.

Ofsted again …
 “ … develop strategies that lead to increased participation in musical activities by underrepresented groups of pupils, particularly boys, pupils with special educational needs …”

 “…. Establish musical sound as the “target language‟ of teaching and learning, with talking and writing about music supporting, rather than driving, the development of pupil‟s musical understanding”
 “Sound as the dominant language of musical learning”

V.A.R.K learning styles

 Visual  Aural  Read / Write  Kinesthetic

Activity 5 – The Learning Pyramid

 Fill in the missing % of Recall rate for each Teaching / Learning Activity.

Learning Pyramid
Lecture Reading Audio Visual Demonstration Discussion Group Practice by Doing

Teach Others / Immediate Use

Learning Pyramid
Lecture
Reading Audio Visual Demonstration Discussion Group

Ears Eyes Ears, Eyes Ears, Eyes Ears, Eyes, Voice/Writing

Practice by Doing
Teach Others / Immediate Use

Ears, Eyes, Voice, Doing
Ears, Eyes, Voice, Doing/Touch

Learning Pyramid
Lecture
Reading Audio Visual Demonstration Discussion Group

5% 10% 20% 30% 50%

Practice by Doing
Teach Others / Immediate Use

75%
90%

It‟s not about what you will teach … but about how they learn!
Ann Gravells – Passing PTLLS Assessments

 “It is always possible to improve. If you step out of your comfort zone and experiment with new methods and resources you will find this enormously rewarding, just so long as you are in control of the change and doing it at a comfortable pace that gives you some time for reflection”
Geoff Petty, Evidence Based Teaching

How about a quiz or a game?

Conside r VARK Learning styles

Think about your learners‟ different levels and experience

Remember to have a „quiet‟ time

Plenary
 We can now defined the term „Functional Skills‟ and we have identified its importance and ways in which we can incorporate Functional skills into our instrumental lessons.

 We have examined „other‟ fun ways we can teach musical ideas.

 We have looked at ways in which we can incorporate active teaching and learning strategies into our instrumental lessons.

PS Teaching Diploma Blog

 http://psteachingdiploma.blogspot.com

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