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Inquiry learning: the critical role of the well resourced library
 

Inquiry learning: the critical role of the well resourced library

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ASLA XXIII Biennial Conference - Eric Frangenheim - Good inquiry learning involves much more than a quick Google search and a summary from a few sources. Rather, it is a process that ensures the ...

ASLA XXIII Biennial Conference - Eric Frangenheim - Good inquiry learning involves much more than a quick Google search and a summary from a few sources. Rather, it is a process that ensures the student fully understands the task at hand and that the task is supported by the use of carefully chosen thinking tools. This workshop will outline a Thinking Skills Framework that is essential for all inquiry-based learning and the role of a digital resource 'ThinkDrive' to assist students with more in-depth and successful responses.

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    Inquiry learning: the critical role of the well resourced library Inquiry learning: the critical role of the well resourced library Presentation Transcript

    • Inquiry Learning – ASLA Conference 2013 Eric Frangenheim ITC Publications Pty Ltd It’s the VERB!!!! Task and Topic
    • Learning should be a series of personal victories © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd • Focus GroupFocus GroupFocus GroupFocus Group E.g. YE.g. YE.g. YE.g. Year 5. Scienceear 5. Scienceear 5. Scienceear 5. Science Year 10 HistoryYear 10 HistoryYear 10 HistoryYear 10 History Focus AssessmentFocus AssessmentFocus AssessmentFocus Assessment • E.g. Could polar bears survive in theE.g. Could polar bears survive in theE.g. Could polar bears survive in theE.g. Could polar bears survive in the Antarctic?Antarctic?Antarctic?Antarctic? • YrYrYrYr 10 History10 History10 History10 History –––– Burke and Wills. Dead MenBurke and Wills. Dead MenBurke and Wills. Dead MenBurke and Wills. Dead Men Walking? Discuss and decide.Walking? Discuss and decide.Walking? Discuss and decide.Walking? Discuss and decide. Your Context RAS Alert. Inside cover
    • General Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGeneral Capabilities in Aust. Curriculum
    • AntarcticaAntarcticaAntarcticaAntarctica –––– could a polar bearcould a polar bearcould a polar bearcould a polar bear live there?live there?live there?live there? (Yr.5(Yr.5(Yr.5(Yr.5 Science. ACSSU043)Science. ACSSU043)Science. ACSSU043)Science. ACSSU043) © ITC Publications Pty Ltd
    • ThinkingFramework Assignments Start Finish
    • Principles-Thinking Classroom AssignmentsAssignmentsAssignmentsAssignments –––– How?How?How?How? 1. Think1. Think1. Think1. Think::::----3333----4 steps4 steps4 steps4 steps 2. Pair:2. Pair:2. Pair:2. Pair: 3. Share:3. Share:3. Share:3. Share: AAAA BBBB
    • ThinkingFramework Assignments Start Finish Highlight key words Google - Cut & paste Write - Distance from source
    • Antartica – could polar bears live there? Implied verb/task? DECIDE
    • Critical&CreativeThinking! By the end of this session you will be able to: Consider 3 x tips to help students complete assessment effectively Learning IntentionLearning IntentionLearning IntentionLearning Intention 1. Use a Framework for Thinking 2. The verb is King! 3. Scaffold tasks – for success!
    • ThinkingSkillsFramework Assessment Tips! 1111. Use a Framework. Use a Framework. Use a Framework. Use a Framework for Thinking!for Thinking!for Thinking!for Thinking!
    • © ITC Publications Pty Ltd
    • “Excuse me teacher. Why are we learning this?” Common language for road users?
    • Acting like an internetActing like an internetActing like an internetActing like an internet database to recall facts,database to recall facts,database to recall facts,database to recall facts, information and data.information and data.information and data.information and data. LISTLISTLISTLIST DEFINE MATCHDEFINE MATCHDEFINE MATCHDEFINE MATCH Acting like an expert, showingActing like an expert, showingActing like an expert, showingActing like an expert, showing understanding of words, concepts,understanding of words, concepts,understanding of words, concepts,understanding of words, concepts, cause and effect and ‘reasons for’cause and effect and ‘reasons for’cause and effect and ‘reasons for’cause and effect and ‘reasons for’!!!! EXPLAIN CLASSIFYEXPLAIN CLASSIFYEXPLAIN CLASSIFYEXPLAIN CLASSIFY INTERPRET COMPREHENDINTERPRET COMPREHENDINTERPRET COMPREHENDINTERPRET COMPREHEND Acting to apply new skills, rules andActing to apply new skills, rules andActing to apply new skills, rules andActing to apply new skills, rules and concepts to related and newconcepts to related and newconcepts to related and newconcepts to related and new situations.situations.situations.situations. SOLVE PLOT CALCULATE PRACTICESOLVE PLOT CALCULATE PRACTICESOLVE PLOT CALCULATE PRACTICESOLVE PLOT CALCULATE PRACTICE FoundationThinking
    • AAAAccccttttiiiinnnngggg lllliiiikkkkeeee aaaa mmmmaaaaggggnnnniiiiffffyyyyiiiinnnngggg ggggllllaaaassssssss ttttoooo cccclllloooosssseeeellllyyyy examine and identify the componentexamine and identify the componentexamine and identify the componentexamine and identify the component parts of an issue, situation or object.parts of an issue, situation or object.parts of an issue, situation or object.parts of an issue, situation or object. INVESTIGATE DEBATE DISCUSSINVESTIGATE DEBATE DISCUSSINVESTIGATE DEBATE DISCUSSINVESTIGATE DEBATE DISCUSS IDENTIFYIDENTIFYIDENTIFYIDENTIFY Acting like the scales of justice toActing like the scales of justice toActing like the scales of justice toActing like the scales of justice to weigh upweigh upweigh upweigh up thethethethe evidence to make andevidence to make andevidence to make andevidence to make and justify a decision.justify a decision.justify a decision.justify a decision. DETERMINE / DECIDE JUSTIFY JUDGEDETERMINE / DECIDE JUSTIFY JUDGEDETERMINE / DECIDE JUSTIFY JUDGEDETERMINE / DECIDE JUSTIFY JUDGE Acting like an inventor, experiencingActing like an inventor, experiencingActing like an inventor, experiencingActing like an inventor, experiencing ‘light bulb’ moments to generate new‘light bulb’ moments to generate new‘light bulb’ moments to generate new‘light bulb’ moments to generate new products, ideas or ways of doingproducts, ideas or ways of doingproducts, ideas or ways of doingproducts, ideas or ways of doing things.things.things.things. DEVELOP CREATE INVENT MODIFYDEVELOP CREATE INVENT MODIFYDEVELOP CREATE INVENT MODIFYDEVELOP CREATE INVENT MODIFY PROPOSEPROPOSEPROPOSEPROPOSE Higherorderthinking
    • The VERB shows the cognitive EXIT point – the WHY?
    • Ownership leads to Motivation
    • © ITC Publications Pty Ltd APPLY acting like a ‘How To Manual’– applying previously learnt data in similar or novel situations applying, calculating, classifying, compiling, completing, constructing, demonstrating, dramatising, employing, illustrating, inferring, operating, practising, showing, solving, using, writing Applying previously learned knowledge, construct… Using your knowledge of…, formulate 6 questions… Write a letter to the editor pointing out… Classify the following…into their correct… Write a news report… Construct a flow chart for… Interview a group of people…to identify… Silent Card Shuffle POE Role Plays UNDERSTAND acting like a Dictionary understanding words, concepts, cause-effect and ‘reasons for’ classifying, comprehending, describing, discussing, explaining, interpreting, outlining, paraphrasing, recognising, restating, translating Explain how…has impacted on… Describe in clear logical steps… Paraphrase in your own words… Give reasons for… Using words, pictures and icons, restate what you know about… Use the metaphor of…to help you understand… Research songs to help you understand… State three things you know about… Concept Maps Cause–Effect Maps Double-Bubble Maps PCQ Silent Card Shuffle Jigsaw Y-Chart REMEMBER acting like an Encyclopaedia where one finds information, facts, data defining, describing (facts), finding, labelling, listing, locating, matching, memorising, naming, quoting, recognising, repeating, reproducing, retelling, stating, telling Describe what happened at… List all the… Name all the… What is… (facts/definition etc)? List the attributes of… Write 10 facts about… Make an A-Z list of… Recall… Mnemonics Rhymes/Music Acronyms KWHL Silent Card Shuffle Pairs & RAS Alert
    • Ownership leads to Motivation
    • © ITC Publications Pty Ltd CREATE acting like Thomas Edison, always improving, designing, planning creating, devising, embellishing, extrapolating, forecasting, formulating generalising, generating, hypothesising, improving, inventing, modifying, planning, predicting, proposing, synthesising, Design an improved…for… Formulate a set of criteria to judge… Compose a song, jingle or rap to… Modify…in order to create a fairer… Develop an argument to persuade people… Generate key questions for… Create a role play/experiment to… Devise a new code for… 1:4:P:C:R Y-Chart MAS Round Robin/Hot Potato Image Associated Ideas Word Association EVALUATE acting like a Judge, based on the evidence arguing, assessing, concluding, deciding, critiquing, debating, determining, grading, judging, justifying, prioritising, ranking, recommending, selecting, verifying Which of the two…would be better for… Choose and justify a theme song for… Justify the decision of… Determine which is the more effective… Evaluate the effectiveness of… Select which is the best option…or… Rank the following from…to most… Debate the issue… Decision-Making Matrix Human Continuum Round Robin/Hot Potato Judge Jury PCQ Elimination Draw Y-Chart ANALYSE acting like a Sorting Tray, examining and breaking up an issue into its component parts analysing, arguing, categorising, comparing, contrasting, critiquing, debating, deducing, differentiating, discussing, distinguishing, examining, explaining, identifying, inferring, investigating, From at least 4 peoples’ viewpoint, analyse… Discuss the similarities and differences between… Compare and contrast… Investigate all the factors that could influence…in… Summarise the reasons for… Deduce how the parts interact in… Conduct research on the issue of… in order to gain a deeper understanding of… List the pros and cons of… Decision-Making Matrix Round Robin/Hot Potato Judge Jury KWHL PCQ Icon Prompt Double-Bubble Maps T-Chart Y-Chart Jigsaw
    • Which picture am I asking my students to act like? The ‘WHY’ Cognitive outcome. The TASK!
    • AntarcticaAntarcticaAntarcticaAntarctica –––– could a polar bearcould a polar bearcould a polar bearcould a polar bear live there?live there?live there?live there? (Yr.5 Science)(Yr.5 Science)(Yr.5 Science)(Yr.5 Science) What is the implied verb here?What is the implied verb here?What is the implied verb here?What is the implied verb here? © ITC Publications Pty Ltd Decide – The TASK
    • It’s the VERB. The VERB dictates the cognitive purpose, goal, exit point
    • AntarcticaAntarcticaAntarcticaAntarctica –––– could a polar bear livecould a polar bear livecould a polar bear livecould a polar bear live theretheretherethere???? JustifyJustifyJustifyJustify your answer.your answer.your answer.your answer. (Yr.5(Yr.5(Yr.5(Yr.5 Science)Science)Science)Science) What is the implied verb here?What is the implied verb here?What is the implied verb here?What is the implied verb here? © ITC Publications Pty Ltd Decide Task? Topic/content?
    • Bloom’sandqualityPedagogy THE ‘WHY’THE ‘WHY’THE ‘WHY’THE ‘WHY’ THE ‘WHAT’THE ‘WHAT’THE ‘WHAT’THE ‘WHAT’ THE ‘HOW’THE ‘HOW’THE ‘HOW’THE ‘HOW’
    • Principles on applying the ThinkingPrinciples on applying the ThinkingPrinciples on applying the ThinkingPrinciples on applying the Thinking Skills Framework in theSkills Framework in theSkills Framework in theSkills Framework in the classroom. P 3classroom. P 3classroom. P 3classroom. P 3 1. Reference major tasks (questions/activities) to the appropriate level on the Framework. Ask students “Which picture (Blooms icon) am I asking you to _______ like?” 2. Avoid the danger of ‘___________’. Be specific with the language of thinking. E.g. ‘remember’, ‘explain’, ‘discuss’ or to ‘improve’. 3. Link the cognitive task (e.g. Analyse) and activity to an appropriate cognitive or co-operative ___________ ACTACTACTACT THINK TOOL
    • Four Choices for a Unit.Four Choices for a Unit.Four Choices for a Unit.Four Choices for a Unit. P 2P 2P 2P 2 Choice 1. Largely information and skills based Choice 2. Largely aimed at in-depth research/investigation/explanation Choice 3. Largely at judging material investigated Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives. Improvements, new ideasImprovements, new ideasImprovements, new ideasImprovements, new ideas Unit: Our CommunityUnit: Our CommunityUnit: Our CommunityUnit: Our Community
    • Four Choices for a UnitFour Choices for a UnitFour Choices for a UnitFour Choices for a Unit Choice 1. LargelyChoice 1. LargelyChoice 1. LargelyChoice 1. Largely information and skillsinformation and skillsinformation and skillsinformation and skills basedbasedbasedbased Choice 2. LargelyChoice 2. LargelyChoice 2. LargelyChoice 2. Largely aimed at inaimed at inaimed at inaimed at in----depthdepthdepthdepth research/investigation/research/investigation/research/investigation/research/investigation/ explanationexplanationexplanationexplanation Choice 3. Largely atChoice 3. Largely atChoice 3. Largely atChoice 3. Largely at judging materialjudging materialjudging materialjudging material investigatedinvestigatedinvestigatedinvestigated Choice 4. GeneratingChoice 4. GeneratingChoice 4. GeneratingChoice 4. Generating alternatives.alternatives.alternatives.alternatives. Improvements, newImprovements, newImprovements, newImprovements, new ideasideasideasideas Unit: Our CommunityUnit: Our CommunityUnit: Our CommunityUnit: Our Community ShowShowShowShow the basic history,the basic history,the basic history,the basic history, commerce and facts aboutcommerce and facts aboutcommerce and facts aboutcommerce and facts about our community/society andour community/society andour community/society andour community/society and how it workshow it workshow it workshow it works What is our communityWhat is our communityWhat is our communityWhat is our community really about? Go beyondreally about? Go beyondreally about? Go beyondreally about? Go beyond the obvious.the obvious.the obvious.the obvious. To what extentTo what extentTo what extentTo what extent is this a greatis this a greatis this a greatis this a great place to live? How does itplace to live? How does itplace to live? How does itplace to live? How does it comparecomparecomparecompare to x?to x?to x?to x? RecommendRecommendRecommendRecommend improvementsimprovementsimprovementsimprovements totototo your city councilyour city councilyour city councilyour city council
    • Four Choices for a UnitFour Choices for a UnitFour Choices for a UnitFour Choices for a Unit Choice 4: If you were Prime Minister, create the solutions? Choice 3: Without it Australia is doomed. Decide whether or not the Murray Darling is worth preserving. Choice 2: Pelicans lives are at risk. An in depth investigation of the effects of low water flows on the mouth Choice 1: Largely information on the use of the Murray Darling basin . UNIT on Murray DarlingUNIT on Murray DarlingUNIT on Murray DarlingUNIT on Murray Darling River systemRiver systemRiver systemRiver system
    • Which picture am I asking my students to act like?
    • Horses for Courses and Tools for Purposes See p 1 © ITC Publications Pty Ltd
    • Avoid the Danger of ‘Think’. What do you think about your holidays?
    • I want you to think about your holidays by • listing all the things you did How? Alpha Ladder ( see page 5 – activities in Hobart and ASLA – enter 10 activities now) • explaining why we need holidays How? Metaphor *(see page 4 – design one now) • showing how one event has changed the way you think or act now How? Flow Chart© ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd discussing a challenging incident How? Extended PCQ or SWOT Analysis – p7 – as a Teacher Librarian – 2 per quadrant) Judging this holiday compared to the previous two. How? Decision Making Matrix Suggesting improvements for your next holiday to make it even better. How? MAS or Y Chart after the Extended PCQ
    • Anatomy of a question /activity / task 1.1.1.1. The Cognitive Outcome and SkillThe Cognitive Outcome and SkillThe Cognitive Outcome and SkillThe Cognitive Outcome and Skill ((((WHYWHYWHYWHY: The purpose:: The purpose:: The purpose:: The purpose: Analyse –discuss)))) 2.2.2.2. The Context, Cultural Content orThe Context, Cultural Content orThe Context, Cultural Content orThe Context, Cultural Content or ConceptsConceptsConceptsConcepts ((((WHATWHATWHATWHAT: discuss: discuss: discuss: discuss the topic :the topic :the topic :the topic : the stuff you are teaching about)))) 3.3.3.3. The appropriate thinking toolThe appropriate thinking toolThe appropriate thinking toolThe appropriate thinking tool ((((HOWHOWHOWHOW: The evidence:: The evidence:: The evidence:: The evidence: the material on which you will base your assessment e.g. a SWOT Analysis)))) e.g. Discuss the Coalition’s carbon tax reversal by using SWOT Analysis
    • Your unit Can you quickly design 6 questions or activities, starting at remember and ending at design, for your unit, similar to the Holiday Report? 6 minutes No thinking tools need to be inserted now © ITC Publications Pty Ltd
    • I want you to think about your holidays (your unit topic) by • listing all the things you did How? Alpha Ladder • explaining why we need holidays How? Metaphor • showing how one event has changed the way you think or act now How? Flow Chart © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd discussing a challenging incident How? Extended PCQ or SWOT Analysis Judging this holiday compared to the previous two. How? Decision Making Matrix Suggesting improvements for your next holiday to make it even better. How? MAS or Y Chart after the Extended PCQ
    • AntarcticaAntarcticaAntarcticaAntarctica –––– could a polar bearcould a polar bearcould a polar bearcould a polar bear live there?live there?live there?live there? (Yr.5 Science)(Yr.5 Science)(Yr.5 Science)(Yr.5 Science) What is the implied verb here?What is the implied verb here?What is the implied verb here?What is the implied verb here? © ITC Publications Pty Ltd Decide – The TASK!
    • Process for the polar bear unit? Remember to Decide (Evaluate) A series of useful thinking tools/graphic organisers © ITC Publications Pty Ltd
    • ThinkingFramework 2. Antarctica2. Antarctica2. Antarctica2. Antarctica –––– could a polar bear live there?could a polar bear live there?could a polar bear live there?could a polar bear live there? (Yr.5(Yr.5(Yr.5(Yr.5 Science)Science)Science)Science) Content: Antarctica fauna Summative: 1.Content: Antarctica fauna Summative: 1.Content: Antarctica fauna Summative: 1.Content: Antarctica fauna Summative: 1. Construct an Antarctica animal.Construct an Antarctica animal.Construct an Antarctica animal.Construct an Antarctica animal. 2. Could polar bears live in Antarctica? Justify.2. Could polar bears live in Antarctica? Justify.2. Could polar bears live in Antarctica? Justify.2. Could polar bears live in Antarctica? Justify.
    • Antarctica – could a polar bear live there?
    • Arctic Snow, icebergs, blizzards Indigenous people To what extent could a polar bear live in Antarctica? -50C Seals, whales, birds, krill, fish Polar bears Antarctica Tundra – rich plant life in spring / summer Colder & windier Continent land mass penguins Milder weather Arid No trees
    • © ITC Publications Pty Ltd ThinkingSkillsFramework Fast Eat Defend Other Polar Bear Adelie penguin Leopard seal Orca whale
    • © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd To what extent could a polar bear live here?
    • Antarctica - to what extent could a polar bear live there? ScaffoldingScaffoldingScaffoldingScaffolding Fast Eat Defend Other Polar Bear Adelie penguin Leopard seal Orca whale
    • Reflection so far How? Pairs:Fours:Share (90-120 secs) © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd Flies!!Flies!!Flies!!Flies!! Task: To what extent would the world be a better place if we removed all flies? Tools:Tools:Tools:Tools: SWOT Analysis &SWOT Analysis &SWOT Analysis &SWOT Analysis & Extent BarometerExtent BarometerExtent BarometerExtent Barometer Assessment?
    • © ITC Publications Pty Ltd Eliminate all flies. Discuss and decide
    • © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd To what extent would this be a good idea?
    • Time to transfer Step 1. Analyse the material taught. How? Discuss, explore, investigate a proposal or topic via a SWOT Analysis. Step 2. Evaluate the discussion via an Extent Barometer © ITC Publications Pty Ltd But first, some examples of SWOTs and Extent Barometers
    • © ITC Publications Pty Ltd Investigate, discuss
    • © ITC Publications Pty Ltd Review
    • © ITC Publications Pty Ltd
    • To what extent • do ICTs affect your lives? • does numeracy play a role in our lives? • does advertising positively impact on our lives? • are drugs impacting negatively on us? • are safe-driving messages successful? • does energy play a part in our lives? • Are we becoming successful in…..? Decide how much?
    • Time to transfer – design an assessment piece or an assignment using a SWOT and an Extent Barometer Step 1. Analyse the material taught. How? Discuss, explore, investigate a proposal or topic via a SWOT Analysis. Step 2. Evaluate the discussion How? Use an Extent Barometer © ITC Publications Pty Ltd
    • Four Choices for a Unit. p6Four Choices for a Unit. p6Four Choices for a Unit. p6Four Choices for a Unit. p6 Choice 1. Largely information and skills based Choice 2. Largely aimed at in-depth research/investigation/explanation Choice 3. Largely at judging material investigated Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives. Improvements, new ideasImprovements, new ideasImprovements, new ideasImprovements, new ideas Unit: Our CommunityUnit: Our CommunityUnit: Our CommunityUnit: Our Community
    • Year6SOSE From the Trenches HUMANITIES Year 6 SOSE UNIT: The Migration Story
    • Year6SOSE The Migration Story: Year 6 SOSEThe Migration Story: Year 6 SOSEThe Migration Story: Year 6 SOSEThe Migration Story: Year 6 SOSE ChoiceChoiceChoiceChoice 1111: ListListListList the birth countries of Australianthe birth countries of Australianthe birth countries of Australianthe birth countries of Australian residentsresidentsresidentsresidents asasasas identified in the census.identified in the census.identified in the census.identified in the census.
    • Year6SOSE The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory Choice 1:Choice 1:Choice 1:Choice 1: ExplainExplainExplainExplain those factors that mightthose factors that mightthose factors that mightthose factors that might ‘‘‘‘pushpushpushpush’’’’ a persona persona persona person totototo settle in Australia.settle in Australia.settle in Australia.settle in Australia.
    • Year6SOSE The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory Choice 1:Choice 1:Choice 1:Choice 1: InterviewInterviewInterviewInterview a classmate /a classmate /a classmate /a classmate / parent, who was born outsideparent, who was born outsideparent, who was born outsideparent, who was born outside Australia. Using this informationAustralia. Using this informationAustralia. Using this informationAustralia. Using this information completecompletecompletecomplete a flow charta flow charta flow charta flow chart demonstratingdemonstratingdemonstratingdemonstrating the steps theythe steps theythe steps theythe steps they took in coming to Australia.took in coming to Australia.took in coming to Australia.took in coming to Australia.
    • Year6SOSE The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory Choice 2Choice 2Choice 2Choice 2:::: CompareCompareCompareCompare thethethethe culturalculturalculturalcultural practicespracticespracticespractices of newly arrived migrantof newly arrived migrantof newly arrived migrantof newly arrived migrant groups and thegroups and thegroups and thegroups and the communitiescommunitiescommunitiescommunities in whichin whichin whichin which theytheytheythey settlesettlesettlesettle....
    • Year6SOSE The Migration Story Choice 3:Choice 3:Choice 3:Choice 3: AssessAssessAssessAssess the extentthe extentthe extentthe extent that Australiathat Australiathat Australiathat Australia been shaped by thebeen shaped by thebeen shaped by thebeen shaped by the arrival of a particular culturalarrival of a particular culturalarrival of a particular culturalarrival of a particular cultural group.group.group.group.
    • Year6SOSE The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory Choice 4:Choice 4:Choice 4:Choice 4: InInInIn groups ofgroups ofgroups ofgroups of four,four,four,four, createcreatecreatecreate a role play describinga role play describinga role play describinga role play describing a person journey to Australia.a person journey to Australia.a person journey to Australia.a person journey to Australia.
    • PO Box 2640 Toowoomba Queensland Australia 4350 Tel: 61-7-4638 8326 Fax: 61-7-4638 8366 www.itcpublications.com.au © ITC Publications Pty Ltd Presented by Eric FrangenheimPresented by Eric FrangenheimPresented by Eric FrangenheimPresented by Eric Frangenheim To What Extent were BurkeTo What Extent were BurkeTo What Extent were BurkeTo What Extent were Burke and Wills “Dead Men Walking”and Wills “Dead Men Walking”and Wills “Dead Men Walking”and Wills “Dead Men Walking”
    • Which picture am I asking my students to act like? The ‘WHY’ Cognitive outcome
    • Accessing and developing prior knowledge. How?How?How?How? KWHL(p174)KWHL(p174)KWHL(p174)KWHL(p174) © ITC Publications Pty Ltd
    • Elaborate on the KWHL by employing the PairsPairsPairsPairs (p 95)(p 95)(p 95)(p 95) strategy © ITC Publications Pty Ltd
    • Principles-Thinking Classroom 1.1.1.1. Think: Complete own KWHLThink: Complete own KWHLThink: Complete own KWHLThink: Complete own KWHL 2. Pair:2. Pair:2. Pair:2. Pair: 3. Share:3. Share:3. Share:3. Share: AAAA BBBB
    • Mapping with a Silent Card Shuffle • (Students were given key cards on which a series of dates / locations / events were written. They were also given some wool to act as a route marker) Using the SCS (p118)SCS (p118)SCS (p118)SCS (p118) process Students had to, on a map of Australia, match the route and a series of significant milestones that occurred during the journey. © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd
    • Describe 3-4 locations at same time of year-terrain, weather, features by using a Y Chart. (p210) © ITC Publications Pty Ltd
    • Discuss the preparation and planning of this venture. How? Extended PCQ Perspectives of • Stores • Personnel • Animals • Equipment • Route • Time of year • Food types • Water sources • Skills of ancillary staff • Personal dynamics © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd Discuss the planning Stores Personnel Animals Food Route Time
    • “To What Extent were Burke and Wills“To What Extent were Burke and Wills“To What Extent were Burke and Wills“To What Extent were Burke and Wills ‘Dead‘Dead‘Dead‘Dead MenMenMenMen Walking’?”. How? ExtentWalking’?”. How? ExtentWalking’?”. How? ExtentWalking’?”. How? Extent BarometerBarometerBarometerBarometer © ITC Publications Pty Ltd
    • Extra -Compare Burke to Sturt. How? Double Bubble map © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd Discuss the ASLA Conference Venue W/shops Keynote Social Food P 8
    • © ITC Publications Pty Ltd
    • © ITC Publications Pty Ltd Discuss the ASLA Conference Venue W/shops Keynote Social Food P 8
    • © ITC Publications Pty Ltd To what extent was this a successful conference? P 9
    • Time to transfer Extended PCQ Step 1. Analyse the material taught. How? Discuss, explore, investigate a proposal or topic via an Extended PCQ Step 2. Evaluate the discussion How? Use an Extent Barometer on each paragraph and in final paragraph © ITC Publications Pty Ltd
    • Mr Majola’s Question – Reflection and Transfer © ITC Publications Pty Ltd Reflection •Why is this useful? •How did it promote learning and engagement? •How did this address our school’s learning outcomes •Skills employed? Transfer to RAS Alert •Where would you use it in your unit of work?’ •E.g. Year 3 Narratives Year 12 Graphic design •Where could you use this at home/professional meetings?
    • © ITC Publications Pty Ltd Co-operativeLearning ReflectionReflectionReflectionReflection Tool: 3:2:1:R:I:QTool: 3:2:1:R:I:QTool: 3:2:1:R:I:QTool: 3:2:1:R:I:Q • 3 x Recalls (facts) • 2 x Insights • Implications, affirmations, relevance • 1 x Question • I wonder….? • In the future, what will …. ? • How does this affect ..?
    • www.itcpublications.com.au www.itcthinkdrive.com.au © ITC Publications Pty Ltd Itc resources for teachers and students
    • Reflecting on your your Units 1. Why would students enjoy this unit? 2. What sort of `technical’ skills will they gain? 3. What social and cognitive skills will be used here? 4. What attitudes and dispositions could they gain here? List and explain