The next step in my ACP was investigating what study prompts and activities the school had...

There are display cabinets all along the side walls of the science classrooms. Having recently done work on the brain and visual perception system the current display is of a modelling activity the students did making brains and labelling them.

Inside the classroom the back wall of the year 12 Psychology room is covered in displays relating to the current topic of memory and also exam revision.

A look at the classroom shows an interactive whiteboard and a u-shaped designed tableing system.

This is a close up photo of the review dotpoints the students need to cover for their mid-year exam. They are taken from the study outline and colour coded to the different topics of the semester.

The students are currently finishing the study area of memory. This is a visual model of the Atkinson-Shriffin Model of memory.

I have also begun investigating the current literature on my focus questions: How do students learn? How do they study alone? What are engaging learning activities? These questions are essential to my understanding of what types of activities I should design. Some researchers that help to answer these Glasser and his work on disengaged students viewing their schoolwork as irrelevant to their basic human needs. Also, McCarthy and her work on incorporating learning styles in the classroom, as well as Gee who highlights, there is much to be said about videogames and their effectiveness when it comes to learning and thinking. Along with Downs, who says  there are three distinct kinds of learning: memorising, understanding and doing and that deep and authentic learning can be achieved by successfully achieving all three. Lane and Thorpe suggest that the activities appropriate for a meaningful kind of learning typically require the learner to work actively with new information and ideas, elaborating and applying it to different contexts.

That's all for now folks!