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. Sci...
General Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGe...
AntarcticaAntarcticaAntarcticaAntarctica –––– could a polar bearcould a polar bearcould a polar bearcould a polar bear
liv...
ThinkingFramework Assignments
Start Finish
Principles-Thinking
Classroom
AssignmentsAssignmentsAssignmentsAssignments ––––
How?How?How?How?
1. Think1. Think1. Think1...
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 ass...
ThinkingSkillsFramework
Assessment Tips!
1111. Use a Framework. Use a Framework. Use a Framework. Use a Framework
for Thin...
© 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,data...
AAAAccccttttiiiinnnngggg lllliiiikkkkeeee aaaa mmmmaaaaggggnnnniiiiffffyyyyiiiinnnngggg ggggllllaaaassssssss ttttoooo cccc...
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
situat...
Ownership leads to Motivation
© ITC Publications Pty Ltd
CREATE
acting like
Thomas
Edison,
always
improving,
designing,
planning
creating, devising,
emb...
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
liv...
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...
Bloom’sandqualityPedagogy
THE ‘WHY’THE ‘WHY’THE ‘WHY’THE ‘WHY’
THE ‘WHAT’THE ‘WHAT’THE ‘WHAT’THE ‘WHAT’
THE ‘HOW’THE ‘HOW’...
Principles on applying the ThinkingPrinciples on applying the ThinkingPrinciples on applying the ThinkingPrinciples on app...
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. La...
Four Choices for a UnitFour Choices for a UnitFour Choices for a UnitFour Choices for a Unit
Choice 1. LargelyChoice 1. La...
Four Choices for a UnitFour Choices for a UnitFour Choices for a UnitFour Choices for a Unit
Choice 4: If you were Prime M...
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...
© ITC Publications Pty Ltd
discussing a challenging incident
How? Extended PCQ or
SWOT Analysis – p7 – as a Teacher
Librar...
Anatomy of a question /activity / task
1.1.1.1. The Cognitive Outcome and SkillThe Cognitive Outcome and SkillThe Cognitiv...
Your unit
Can you quickly design 6 questions or
activities, starting at remember and
ending at design, for your unit, simi...
I want you to think about your
holidays (your unit topic) by
• listing all the things you did
How? Alpha Ladder
• explaini...
© ITC Publications Pty Ltd
discussing a challenging incident
How? Extended PCQ or
SWOT Analysis
Judging this holiday compa...
AntarcticaAntarcticaAntarcticaAntarctica –––– could a polar bearcould a polar bearcould a polar bearcould a polar bear
liv...
Process for the polar bear unit?
Remember to Decide (Evaluate)
A series of useful thinking tools/graphic
organisers
© ITC ...
ThinkingFramework 2. Antarctica2. Antarctica2. Antarctica2. Antarctica –––– could a polar bear live there?could a polar be...
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, whale...
© 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 Ot...
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 remov...
© 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 An...
© 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...
Time to transfer – design an
assessment piece or an
assignment using a SWOT and
an Extent Barometer
Step 1. Analyse the ma...
Four Choices for a Unit. p6Four Choices for a Unit. p6Four Choices for a Unit. p6Four Choices for a Unit. p6
Choice 1. Lar...
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 St...
Year6SOSE The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 1:Choice 1:Choice 1:Choice 1: E...
Year6SOSE
The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 1:Choice 1:Choice 1:Choice 1: I...
Year6SOSE
The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 2Choice 2Choice 2Choice 2:::: C...
Year6SOSE
The Migration Story
Choice 3:Choice 3:Choice 3:Choice 3: AssessAssessAssessAssess the extentthe extentthe extent...
Year6SOSE
The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 4:Choice 4:Choice 4:Choice 4: I...
PO Box 2640 Toowoomba Queensland Australia 4350 Tel: 61-7-4638 8326 Fax: 61-7-4638 8366 www.itcpublications.com.au © ITC P...
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...
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: Comp...
Mapping with a
Silent Card Shuffle
• (Students were given key cards on
which a series of dates / locations /
events were w...
© 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 L...
Discuss the preparation and planning of this
venture. How? Extended PCQ
Perspectives of
• Stores
• Personnel
• Animals
• E...
© 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 Exten...
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 ...
Mr Majola’s Question –
Reflection and Transfer
© ITC Publications Pty Ltd
Reflection
•Why is this useful?
•How did it prom...
© ITC Publications Pty Ltd
Co-operativeLearning ReflectionReflectionReflectionReflection
Tool: 3:2:1:R:I:QTool: 3:2:1:R:I:...
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....
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 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

  1. 1. Inquiry Learning – ASLA Conference 2013 Eric Frangenheim ITC Publications Pty Ltd It’s the VERB!!!! Task and Topic
  2. 2. Learning should be a series of personal victories © ITC Publications Pty Ltd
  3. 3. © 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
  4. 4. General Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGeneral Capabilities in Aust. Curriculum
  5. 5. 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
  6. 6. ThinkingFramework Assignments Start Finish
  7. 7. 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
  8. 8. ThinkingFramework Assignments Start Finish Highlight key words Google - Cut & paste Write - Distance from source
  9. 9. Antartica – could polar bears live there? Implied verb/task? DECIDE
  10. 10. 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!
  11. 11. ThinkingSkillsFramework Assessment Tips! 1111. Use a Framework. Use a Framework. Use a Framework. Use a Framework for Thinking!for Thinking!for Thinking!for Thinking!
  12. 12. © ITC Publications Pty Ltd
  13. 13. “Excuse me teacher. Why are we learning this?” Common language for road users?
  14. 14. 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
  15. 15. 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
  16. 16. The VERB shows the cognitive EXIT point – the WHY?
  17. 17. Ownership leads to Motivation
  18. 18. © 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
  19. 19. Ownership leads to Motivation
  20. 20. © 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
  21. 21. Which picture am I asking my students to act like? The ‘WHY’ Cognitive outcome. The TASK!
  22. 22. 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
  23. 23. It’s the VERB. The VERB dictates the cognitive purpose, goal, exit point
  24. 24. 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?
  25. 25. 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’
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. 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
  30. 30. Which picture am I asking my students to act like?
  31. 31. Horses for Courses and Tools for Purposes See p 1 © ITC Publications Pty Ltd
  32. 32. Avoid the Danger of ‘Think’. What do you think about your holidays?
  33. 33. 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
  34. 34. © 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
  35. 35. 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
  36. 36. 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
  37. 37. 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
  38. 38. © 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
  39. 39. 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!
  40. 40. Process for the polar bear unit? Remember to Decide (Evaluate) A series of useful thinking tools/graphic organisers © ITC Publications Pty Ltd
  41. 41. 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.
  42. 42. Antarctica – could a polar bear live there?
  43. 43. 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
  44. 44. © ITC Publications Pty Ltd ThinkingSkillsFramework Fast Eat Defend Other Polar Bear Adelie penguin Leopard seal Orca whale
  45. 45. © ITC Publications Pty Ltd
  46. 46. © ITC Publications Pty Ltd To what extent could a polar bear live here?
  47. 47. Antarctica - to what extent could a polar bear live there? ScaffoldingScaffoldingScaffoldingScaffolding Fast Eat Defend Other Polar Bear Adelie penguin Leopard seal Orca whale
  48. 48. Reflection so far How? Pairs:Fours:Share (90-120 secs) © ITC Publications Pty Ltd
  49. 49. © 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?
  50. 50. © ITC Publications Pty Ltd Eliminate all flies. Discuss and decide
  51. 51. © ITC Publications Pty Ltd
  52. 52. © ITC Publications Pty Ltd
  53. 53. © ITC Publications Pty Ltd To what extent would this be a good idea?
  54. 54. 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
  55. 55. © ITC Publications Pty Ltd Investigate, discuss
  56. 56. © ITC Publications Pty Ltd Review
  57. 57. © ITC Publications Pty Ltd
  58. 58. 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?
  59. 59. 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
  60. 60. 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
  61. 61. Year6SOSE From the Trenches HUMANITIES Year 6 SOSE UNIT: The Migration Story
  62. 62. 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.
  63. 63. 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.
  64. 64. 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.
  65. 65. 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....
  66. 66. 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.
  67. 67. 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.
  68. 68. 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”
  69. 69. Which picture am I asking my students to act like? The ‘WHY’ Cognitive outcome
  70. 70. Accessing and developing prior knowledge. How?How?How?How? KWHL(p174)KWHL(p174)KWHL(p174)KWHL(p174) © ITC Publications Pty Ltd
  71. 71. Elaborate on the KWHL by employing the PairsPairsPairsPairs (p 95)(p 95)(p 95)(p 95) strategy © ITC Publications Pty Ltd
  72. 72. 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
  73. 73. 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
  74. 74. © ITC Publications Pty Ltd
  75. 75. Describe 3-4 locations at same time of year-terrain, weather, features by using a Y Chart. (p210) © ITC Publications Pty Ltd
  76. 76. 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
  77. 77. © ITC Publications Pty Ltd Discuss the planning Stores Personnel Animals Food Route Time
  78. 78. “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
  79. 79. Extra -Compare Burke to Sturt. How? Double Bubble map © ITC Publications Pty Ltd
  80. 80. © ITC Publications Pty Ltd Discuss the ASLA Conference Venue W/shops Keynote Social Food P 8
  81. 81. © ITC Publications Pty Ltd
  82. 82. © ITC Publications Pty Ltd Discuss the ASLA Conference Venue W/shops Keynote Social Food P 8
  83. 83. © ITC Publications Pty Ltd To what extent was this a successful conference? P 9
  84. 84. 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
  85. 85. 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?
  86. 86. © 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 ..?
  87. 87. www.itcpublications.com.au www.itcthinkdrive.com.au © ITC Publications Pty Ltd Itc resources for teachers and students
  88. 88. 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

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