Professionallearningcommunity.doc

raise the raise theme: personal, social and emotional development of learners through values and environmental education.participating schoolsmonnow primary school (lead school)clytha primarycrindau primaryst woolos primarymalpas court primaryst michaels primarygaer juniormillbrook primarycaldicot west end infant cadiot green lane juniorgeorge street primary padre pio rc primaryblenheim road primaryhollybush primarycoed eva primary the rationale the aim was to develop the emotional intelligence and social skills of disaffected learners through a values education and environmental approach.the groups involved utilised the grant to work with targeted groups of learners who were looked after children, learners with low confidence and poor regard, underachievers and poor attendees with the aim of raising self esteem and improving attitudes to learning. learners were organised into groups undertaking environmental and values education activities.part of the funding was used to ensure that specific training was put in place for staff which ensured that their skill levels were greatly improved. this element of the project was designed to be sustainable beyond the life of the raise project and ensure similar projects will be taken in the future.the projectthe aim of the project was to work alongside multi agencies to support targeted groups of learners with the aim of raising self esteem and improving attitudes to learning. schools worked with community first officers, looked after children departments, preventative services, forestry commission, community police officers(pact) and social services.two projects were developed to support the rationale:forest schoolforest school is an innovative educational approach to outdoor play and learning. the philosophy of forest schools is to encourage and inspire individuals of any age through positive outdoor experiences. by participating in engaging, motivating and achievable tasks and activities in a woodland environment each participant has an opportunity to develop intrinsic motivation, sound emotional and social skills. these, through self awareness can be developed to reach personal potential.social and emotional aspects of learning (seal)this resource aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. it focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. the materials help children develop skills such as understanding anothers point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries. they build on effective work already in place in the many primary schools who pay systematic attention to the social and emotional aspects of learning through whole-school ethos, initiatives such as circle time or buddy schemes, and the taught personal, social and health education (pse) and citizenship curriculum. the professional learning communitythe schools involved in the project formed a professional learning community (plc) which comprised of two powerful groups of professionals. the aim of the plc was to expand an effective professional learning community with the capacity to promote and sustain the learning of all professionals in school, with the collective purpose of enhancing pupil learning. it was decided that the groups would focus on forest school and seal to support learners social, personal and emotional development.the purpose of the plc louise stoll (2004)professional learning communityworking towards sustainabilityensuring supportive structurescreating and transferring knowledgeoffering learning opportunitiesgrowing a learning culturenurturing trust and relationshipsmaking connectionspromoting inquiry mindednessthe schools involved shared good practice with cross authority training and networking. resources were developed and shared across authorities and staff were trained to deliver forest school and seal. through regular monitoring evaluating and reviewing forest schoolschools undertaking forest school established out door learning facilities for general use across the school incorporating wildlife habitat areas, teaching areas and log circles.outcomes- increased well being of all children; - increased confidence in class and whole school situations;- increased confidence with peers and teachers;- children experienced new activities to enhance learning;- significant improvement in behaviour towards one another;- learners to work collaboratively; - a wiliness to engage in the curriculum.outputsparticipating schools regularly networked and visited schools to further develop staff expertise and resources. staff shared good practice and learners had access to various sites to further enhance their learning experiences. forest school leaders presented to staff to engage all members of the learning community. resources and expertise were shared between participating schools. sealschools undertaking the initiative to promote well being through the seal resource targeted learners in an attempt to develop areas such as confidence, behaviour, attendance and self esteem. disaffected learners were correctly identified and small group intervention took place. outcomes- significant improvement in behaviour of identified children;- significant improvement in attitude towards learning;- a marked improvement in self esteem;- improvement in childrens academic achievement; - improvement in attendance;- a significant improvement in behaviour at home;- improved level of staff expertise in small group intervention for vulnerable children.outputsschools established groups of teachers with a specific focus on well being. a team was lead by members of the senior leadership team but had both teachers and teaching assistants in its membership. schools met regularly to discuss and share resources and experiences. participating schools undertook assessment in order to assess emotional intelligence.in general the overall outcomes for both forest school and seal projects indicated that learners:- developed pse skills with significant impact on behaviour and promoted positive attitudes to learning- improved self esteem- improved academic achievement- improved attendance- improved attitudes to learning across the curriculum- improved behaviour monitoring and evaluation processlearners completed a baseline assessment to determine social emotional needs, the majority of schools selected nfer emotional intelligence testing was seen to be the best vehicle to ensure accurate data. levels of involvement and well being were also measured in class room observations where behaviour logs were completed to observe how children behaved in class and at play. groups and individuals identified included groups and individual of mixed ability, mixed sex with low self esteem, confidence an d poor attitude to learning.port folios of evidence were compiled containing samples of learning outcomes, annotated photographs, attendance records and assessment data. teachers were asked to write brief reports on aspects of the childs well being, social competence and eagerness to try new experiences. small groups of seal activities with the lead focus being team work, collaboration, empathy and confidence building. adults running the activity kept observation records of small group nurture activities in a forest school environment were monitoring by adults working in these groups who also kept observation records.learning reviews were held with adults involved with the target groups where an update and evaluation of the activities undertaken were discussed and the next steps planned for. a review of impact with external agencies was reviewed on the with regard to specific children on the silver seal programme. outcomes are only measurable in relation to nurture groups and evidence is largely anecdotal and qualitative in make up.disseminationstaff worked with and along side other professionals to share good practice; to share good practices and outcomes with partner schools within their cluster. schools disseminated their work to all staff in respective schools so that all colleagues had a good understanding of practices and principles of the programme. schools worked closely with curriculum improvement advisors for pse. two schools piloted the training of members of the advisory service to monitor and evaluate seal across the authority. they used exemplar practices to further develop seal programmes throughout the consortium.main findings of evaluationschools have valued working collaboratively through a professional learning community to further understand the link between poverty and learners under achievement. in order to develop effective learners children have had to overcome shortcomings of social and emotional skills. both projects have provided nurturing environments where children have been able to feel valued, thus raising their self esteem and confidence. emphatic staff have worked with the most vulnerable learners to build relationships and develop emotional intelligence in a variety of situations from the class room to the playground.finndings- the development of well trained and confident staff who are able to intervene and guide learners with confidence;- the provision of a consistent, positive approach, routines and strategies to support vulnerable learners;- the necessity of small group intervention enabling learners to have “a voice”;- the need for schools to adapt their environment/curriculum to cater for the changing needs of learners;case studiesnumber 1child a joined the school in september 2009 with a reputation for presenting challenging behaviour. he settled quickly into school and there were no problems during autumn term 2009.in january 2010 the whole school transferred to another school (the school where the child had previously attended). child a began to present poor behaviour and signs of low self esteem, he was unable/unwilling to discuss any problems that he might have, preferring to “shut down” and ignore the directions of adults or become very silly. this had a negative impact on his circle of friends and he was unable to keep friends. he would often tell lies, very successfully, in order to avoid consequences. child a has taken part in group seal sessions and in particular the “listening lamb” activity has enable the child to build a trust with the members of staff and other learners in the group.child a is willing to share experiences or thoughts within the security offered by the group. he appeared to appreciate the security of the group and the sense of belonging.child a then became confident enough to disclose information, share feelings as part of the group. he was appreciative of the rule that “what is shared within the group stays in the group” (unless someone is likely to be hurt). the key worker targeted “making mistakes” building up the tools a would need in order to accept himself for who he is.records of incidents involving a were kept. it was noted that he told lies and was unable to accept responsibility for his actions. meeting were held between the class teacher and his mother and sometimes involved the head teacher and records were kept.class “behaviour logs” were scrutinised and monitored by the key worker. evidence of work completed during seal sessions were kept and samples of work produced by a in class.number 2after being part of the nurture group and building a good relationship with me, pupil a joined web club this term, and has been keen to voice her opinions and ideas within the club. after joining the club, she soon voiced her opinion that our school website needs to have a nurture group web page. she is currently working on this web page, and seems excited to let everyone know all about it.pupil b has mentioned a few times that she has discussed nurture group with her family. she then enthusiastically tells me about the ideas they have come up with together, such as using lemon peel to dissuade the cats from using our garden as a toilet. teachers comments:pupil c has made tremendous progress both with social and emotional aspects of learning which has also impacted on reaching her expected levels in english and maths. she smiles daily and is becoming more and more inquisitive during class/group/independent research projects.although pupil d still struggles academically and hasnt reached the expected levels in english and maths, she has made tremendous progress socially and with self confidence. she now speaks more freely during class and group discussions and has the confidence to ask questions to clarify her understanding.pupil e is much more confident and aware of his own abilities. he questions without prompting and is engaged at all times. he is more confident in group activities, and is willing to take a more active role.learners fs social skills have improved greatly and she is beginning to interact with her peers.outcomes achieved by cohort sealthe outcomes achieved by learners were significant. the seal project is ongoing, the indication being that greater improvements in social and emotional wellbeing will increase steadily year on year. it has been noted that some learners made very small improvements and required a more in-depth amount of time using seal. nfer emotional testingnumber of boys 76%self esteempreparedness for learningattitudes to teachersgeneral work ethicoctober 200941%34%38%24%july 201056%52%65%68% cluster group analysis group evaluations%october 2009%july 2010self esteem4368perceived learning ability6472self regard5567preparedness for learning4563attitudes to teachers6775attitudes to peers5278general work ethic3465learner confidence4274outcomes achieved by cohort forest schoolforest schoolthe outcomes achieved were considerable. the forest school project highlighted that learners: demonstrate a greater confidence in trying out new things contributed positively to working in a team helped and shared with others sharing tasks and tools. spoke and listened in turn. worked with and appreciating others. have something exciting, positive and personal to write / talk about in class. nfer emotional testingnumber of boys 69%self esteempreparedness for learningattitudes to teachersgeneral work ethicoctober 200943%44%42%32%july 201059%58%70%56%cluster group analysisgroup evaluations%october 2009%july 2010self esteem4468perceived learning ability6778self regard4362preparedness for learning3953attitudes to teachers4266attitudes to peers4467general work ethic3274learner confidence4374evaluation of the initiative as a whole one of the major benefits of the raise initiative has been the development of positive working relationships between schools where the sharing of ideas, resources, good practice and expertise, have enabled both programmes to flourish. links with different schools across authorities has also been invaluable in identifying pit falls and stumbling blocks. models of good practices have been disseminated across the groups and this has helped support individual school improvement significantly.the pse curriculum has become our core business in terms of laying the foundations for good learning and teaching. the projects have focussed attention on what has become a central part of the school curriculum. due to the high number of learners who fall into a group that could be deemed vulnerable in make up, there has been whole school focus on developing good levels of emotional well being for all learners.training key members of staff in seal and forest school practices have enabled the coaching of others as a sustainable project that has had a significant and positive impact on both staff and learners. the project has reinforced the benefit of small group interventions where staff have been able to support and develop emotional intelligence for our most vulnerable learners. school environments/curriculums have been adapted to support and cater for under achieving learners enabling all them to develop their full potential by acquiring, skills, knowledge, understanding and attitudes to enable them to become socially and personally active citizens and life long learners.the impact of the project has been viewed as extremely successful regarding pupils social and emotional well being, and the positive impact seal and forest school have had throughout the fifteen schools that participated in the project. 我的大学爱情观1、什么是大学爱情：大学是一个相对宽松，时间自由，自己支配的环境，也正因为这样，培植爱情之花最肥沃的土地。大学生恋爱一直是大学校园的热门话题，恋爱和学业也就自然成为了大学生在校期间面对的两个主要问题。恋爱关系处理得好、正确，健康，可以成为学习和事业的催化剂，使人学习努力、成绩上升；恋爱关