1. APPROACHES to LEARNING: ORGANISATIONAL SKILLS PYP PARENTS FORUM 25 April 2014

3. WHY ‘SKILLS’?  Students know WHAT to learn, do they know HOW to learn?  There will ALWAYS be a challenge.  IB Mission: “life-long learners” = How?

4. SKILLS = Approaches to Learning (ATL) PYP Transdisciplinary SkillsMYP Approaches to Learning Skills Clusters Communication SocialCollaboration Self-managementOrganisation Affective Reflection ResearchInformation Literacy Media Literacy ThinkingCritical Thinking Creativity and Innovation Transfer

5.  Why are ‘skills’ essential in child development?  What is ‘organisational skills’?  What are the challenges in developing organisational skills?  How do we support the development of organisational skills? Objectives

6. Teaching Your Child with SKILLS (ATL) in Mind BUILDING AWARENESS:

7.  A simple activity  TASK: TANGRAM! – 7 piece puzzle  2 minutes to create the figure shown  3 members in each group 1- Child (task in 2 mins) 1- Parent (ONLY ASK QUESTIONS!) 1- Observer (observe and write down what’s happening) Teaching your child with SKILLS (ATL) in Mind

8. TANGRAM: Figure 1

10.  Hand-out: Describe your EXPERIENCE as: -Parent -Learner -Observer 1 Minute

11. TANGRAM: Figure 2

13.  Hand-out: Describe your EXPERIENCE as: -Parent -Learner -Observer 1 Minute

14. TANGRAM: Figure 3

16.  Hand-out: Describe your EXPERIENCE as: -Parent -Learner -Observer 1 Minute

17.  Child  Parent  Observer  Child = frustration  Parent = difficult to ask questions!  Observer = can see the confusion SHARING

18.  Focus on SKILLS/PROCESS OF LEARNING;  SKILLS/PROCESS OF LEARNING > outcome  Confusion is not a bad place to start “WHAT CAN I DO WHEN I DON’T KNOW WHAT TO DO? “  …Besides…asking for help?  Suggest ways / Provide tools  Do not be too eager  “How do I solve this problem?”, NOT “What is the solution to this problem?” PARENTS in teaching SKILLS (ATL)

19. “ORGANISATIONAL SKILLS”

20. Prepare a mind map (3 minutes) Group Work Organisational Skills

21. ORGANISATION ability to have your time, materials and resources so arranged that you can use what you need to support your learning. to communicate your knowledge and understanding in a logical fashion so that others can understand what you are saying or writing. Organisation is one of the hardest skills for students to acquire. Why ? Definition

22. Learning and mastery of organisational skills involve two overlapping and interdependent areas : TIME MANAGEMENTSELF-MANAGEMENT

23. Think-Pair-Share (3 mins) TIME MANAGEMENT SELF- MANAGEMENT

24. ORGANISATIONAL SKILLS  Self - Management  Time Management

25. Self-management  Includes: personal goal setting, organisation of learning materials. Time management  Includes: using time effectively in class, keeping to deadlines, using time effectively outside of the classroom, organizing a diary/planner social commitments.

26.  To-do list  Using a diary/planner effectively  Duty roster  Personal goal setting (daily, weekly, monthly, yearly)  Identifying strengths and areas for improvement  Give positive reinforcement if goal achieved Tools for Self-management

27.  Complete tasks within the given time frame  Use a timer  Estimate the time frame to complete a certain stage of work  Reinforce rules on time-keeping and deadlines Tools for Time Management

28. Key-questionsSelf- Management Skills Time-Management Skills What organisational tools do I have at home? What aspects of my organisation do I need to develop?

29.  What organisational tools do we have at home to help our children ?  How do we manage these tools? BIG GROUP SHARING (5 mins)

35. Are these scenarios familiar? How are your children being held back by their inability to organise their thoughts, materials and time?

36. “There is a difference between a CREATIVE learning environment and a MESSY learning environment.” Do you agree?

37. BUILDING AWARENESS

38. TIPS ON HOW TO DEVELOP ORGANISATIONAL SKILLS IN CHILDREN

39. ACTIVITY: Case-study 3 GROUPS = 1 situation each Work in groups according to the situations given. 5 minutes will be provided for the preparations of the mind mapping. Each group will be given 3 minutes to share your ideas. Your mind map should include: - How can you help your child? - What are the tools that you can use? (Refer to previous tips shared/discussed)

40. ORGANISATIONAL TOOLS That We Can Use… GoalsWall Clocks Essential AgreementsTimer ChecklistWatch Planner / DiaryDuty Roster Learning Materials (Academics, Interests) Daily Schedule (Study-time, play-time, sleeping-time) HOW CAN WE USE THESE TOOLS?

41.  Keep a family calendar. Encouraging your child to write his/her own entries and reference the calendar when making plans. Suggested Tools: Daily schedule, Duty roster, Planner

42.  Introduce checklists. It can be as simple as: "3 Things To Do Before Bed" or "What To Take On Vacation.” Suggested Tools: Checklist, Goals, Essential Agreements

43.  Get ready the night before. This one's always tough for both of you but it does work if you can get in the habit. Suggested Tools: Essential Agreements, Checklist, Clock, Daily schedule

44.  Establish a homework routine. Set up a comfortable workspace. Encourage them to stick to the schedule even when they don't have homework. They can read, review notes, or even do a crossword puzzle. Suggested Tools: Daily schedule, Essential agreements, Timer, Learning materials, Planner

45.  Reward and provide support with organisational tasks. Your child may find organising a challenge, so help her develop her routine and give her a treat for jobs well done! Suggested Tools: Essential Agreements, Learning materials, Checklist

46.  Cook together. Cooking teaches measuring, following directions, sorting ingredients, and managing time. You can challenge her to help you put together a shopping list. Suggested Tools: Checklist, Goals, Essential Agreements, Clock, Timer

47.  Assign chores that involve sorting or categorising. Grocery shopping, emptying the dishwasher, sorting photos, cleaning out a closet, making lists, or arranging things are great choices. (breaking big tasks into smaller tasks) Suggested Tools: Checklist, Goals, Essential Agreements, Clock, Timer

49.  Developing skills takes time…  …and effort  …and consistency.  NOT A ONE-SHOT APPROACH – lifetime challenge  NEEDS support from ALL LIFE INFLUENCES  SUPPORT = STOP GIVING THEM THE ANSWERS  CHANGE begins with AWARENESS WRAPPING UP! PYP Transdisciplinary Skills = Approaches To Learning Skills Self-management Communication Social Thinking Research

50. AWARENESS TEST

51.  Everyday is a chance to know something special about our child…chance to learn something new  HOW MANY ‘MOON WALKING BEARS’ HAVE YOU MISSED TODAY? For us to think about:

52. 1 thing about the session that you have enjoyed today 2 new ideas that you have learnt 3 things you will implement at home Feedback: EXIT TASK