This short video I recorded at the Irish Times Higher Options Conference in RDS explains why profiling is so important for Students early in their education life - You can pursue the Career you were born to do!
This blog piece is written by Rachel Sneyd. Rachel is currently completing an undergraduate degree in History and Politics at Trinity College Dublin. She is a keen writer and has just submitted her first teen-fiction novel for publication.
It might seem counterintuitive, but sometimes in order to help a student move forwards you have to go backwards.
The roots of seemingly big problems are often found in basic gaps in knowledge that occurred months or even years before. For whatever reason a student doesn’t fully master a piece of information or skill. They can’t keep up with subsequent work that relies on them having this knowledge and they fall further and further behind. Their confidence is eroded and they are too embarrassed to ask for help with something they should already know. A simple gap, like not having fully grasped factorising in fifth class, becomes a big problem, like not being able to do Leaving Cert algebra.
Identifying these gaps and taking the time to fill them in, even if this means going backwards in the curriculum, can allow the student to finally catch up with their classmates.
There is also value in going back to a level of work that the student finds more manageable. They finally get a chance to be good at the subject and their confidence is built up. A third year student who thinks they are bad at English can excel at first year year level comprehensions. They can gradually be moved up to second and then third year work, often without realising that the work is getting harder. They have the confidence to attempt work they would have thought was impossible and even more importantly they expect to do it well because they have gotten used to succeeding.
This lesson is developed by Conor Coyle. Originally from Monaghan Conor moved to Dublin for university where he studied Applied Physics for four years. After this he spent a year in Chongqing China teaching, my itchy feet didn't stop there, after China Conor moved to France where he worked as a waiter and studied French part-time. He then returned to Dublin where he is now a final year postgraduate researcher working on low temperature plasma physics for biomedical applications. Conor likes cooking and make a mean chilli con carne. (which he hasn't made for me yet! Naoisé)
Items needed for this experiment : Marshmallows, Plate, Microwave, ruler, marker, brain engaged
What you need to do:
This lesson was created by Ellen Kelly. She is in her final year studying Maths and Biology at NUI,Maynooth. She has always enjoyed maths and hopes to teach it at a secondary school level soon enough! however when im not pondering some maths problems or prepairing my classes she likes to relax with a bit of yoga.
For this lesson
- Cut out the numbers 1-12 and place them around the table to resemble a clock face. (or you can get the students to draw the numbers on the table now that we can do that!)
- Now simply ask each student to be either the minute hand or the hour hand and given a time ask them to possition themselves appropriatley around the table.
- This lesson can be easily adjusted depending on the number of students to a class and the eqiupment/space available to you.
- For instance with only one student the clock hands can be cut out so the student can place them in; or with more than 12 students each one can be a number and stand in a circle representing the clock itself while the remaing students act as the clock hands.