Teaching and Learning Forum # 4 Academic - St Leonard's ...

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Teaching and Learning Forum # 4 Academic

Monday 14 May

stleonards.vic.edu.au 163 South Road, Brighton East VIC 3187

Approaches to Teaching and Learning

Building a Culture of Examining and Reflecting on Pedagogy

• National Professional Teaching Standards - AITSL• Observation and Feedback – McKinsey Report and Grattan Institute

Research by Ben Jensen• TRIADS – action learning model - Professor Helen Timperley• Ladder of Feedback tool – Daniel Wilson - Project Zero• Instructional (Observation) Rounds – Professor Richard Elmore

(Harvard GSE Project Zero)• Research based instructional practices – Core readings • Evidence-based practices – John Hattie • Student Voice Surveys – Tripod Model (Harvard GSE Project Zero)


Project Zero: Approaches to Teaching and Learning

• Making Thinking Visible – David Perkins & Ron Ritchhart

• Teaching for Understanding – David Perkins• Cultures of Thinking – Ron Ritchhart• Lifeworthy Learning – David Perkins• Concept-based Curriculum – Teaching and Learning –

Dr. Lynn Erickson• Developing a Growth Mindset – Carole Dweck



General• Differentiation for students with learning needs• Developing Student Agency and Self Regulation• Teaching EAL students in the mainstream classroom• Teaching for Cultural Awareness and Sensitivity• Indigenous Cultural Awareness• Data and Developmental progressions – Geoff

Masters, Patrick Griffin, • Mindfulness



Developing student agencyself-regulation and effective collaborative learning; the importance of persistence and diligence

Concept based teaching and learning focused on facilitating deep understanding that requires students to think

Developing a growth mindset

Academic Priorities


Why these two priorities?

My personal observations and observations of colleagues• passive learners. • an expectation, often even a demand that the teacher will give them a “formula” for

success.• they panic when assessment tasks are given without sufficient warning• a reluctance to contribute to substantive discussions• a reluctance to think • a fear of failure• a focus on grades rather than the learning • little interest in “learning and understanding” – high interest in how much a task is worth

and whether it will be recorded on schoolbox.• lack of resilience in the face of challenge and high levels of anxiety around assessments• reliance on spoon feeding by teacher as they get older and the stakes go up.• lack of skill in collaborative learning


Bringing the various strategies together

• Use range data and pre-testing of prior knowledge to identify levels of student skills, knowledge, understanding and learning needs

• Address student learning needs while promoting the development of student thinking and understanding

• Identify approaches to learning and key practices that will support and develop student knowledge, skill development and conceptual understanding

• Select and implement specific teaching and learning strategies that promote high quality learning and engagement– Collaboration, Thinking Routines, Direct Instruction, Vocabulary development, Implementing a range of feedback strategies, Questioning,

• Reflect on and measure impact of intervention strategies on student learning

So what did I do?

Using my understanding of the

8 Cultural Forces and the

Quality Teaching Framework my goal was to build a classroom

where

thinking, understanding, rich and deep learning, effective collaboration,

substantive discussion and

student agency are expected every day

and become

the new normal.

Multiple connections between 8 Cultural Forces, Quality Teaching Framework and Academic Priorities

NSW Quality Teaching Framework:

8 Cultural Forces

Link with my teaching strategies: Understand that my role is to do more than deliver the curriculum. My role is to build student capacity to think, learn and understand.

Opportunities For purposeful engagement with thinking and understanding as part of their ongoing experience of the classroom and in every lessonFor acknowledging prior and existing knowledge as starting points Building on prior and existing knowledge to deeper levels of understanding

Language Use the language of thinking and understanding: concepts, growth, perseverance, making connections, reasoning with evidence, building explanations, noticing and observing closely, generalizing and drawing conclusions, wondering and questioning, reaching for complexity.

Expectations Provide clear expectations that all students are required to engage, think and learn deeply, both independently and collaboratively. Reinforce the value of thinking and understanding over completion of task and gradesMake sure this is reflected in all learning tasks and in all classes

Time Make and provide time for thinking, discussion and structured collaboration. Allow time for exploring ideas in depth.

Modeling Model my own thinking wherever possible. Reinforce student thinking.Model expectations of student outcomes in every lesson. Use student work samples wherever possible to model expected outcomes. Model how I expect students to interact with one another by how I interact with and question students.

Environment In every lesson create an environment conducive to focused learning for every student – collaborative and independent. Create this through structures, displays, desks and student groupings. Create an environment where thinking is promoted as integral to the learning and growth of every student.

Interactions Personal, respectful…to build relationships. Continue to show students through my interactions that each student’s personal learning is important to me. Constantly draw out student thinking and understanding through the embedded use of the thinking routine “What makes you say that…?” requiring students to justify and explain their thinking through providing reasons and evidence. Interactions between all members of the class must show respect for and valuing of one another’s ideas and thinking.

Routines Lesson starting routines: welcome every student to every class and taking a genuine interest in their worldProvide visuals of thinking routines and display these around the class. Engage students in routines that scaffold thinking and uncover deeper levels of complexity over time.

I made the decision that in order to increase student agency and self-regulation I would need to make

the learning in the classroom more student centered without compromising rigour.

In order to develop student understanding I would need to teach for understanding

By focusing on lifeworthy learning and conceptual ideas that relate to the real world I hoped to engage the students

By shaping the learning around concepts and leading students to deep understanding of concepts I would need to draw out student thinking by embedding a range of visible thinking routines into the learning.

I would use student responses to these thinking routines formatively so that I could determine the learning needs for each student, and provide feedback in a timely manner – differentiate authentically.


Reinforce the importance of thinking and understanding over scores

• Use of variety of formative learning tasks• Embed peer and self assessment and feedback strategies• Expectations around contributing to class thinking forum• Protocols for student engagement on social stream and

class discussion – Listening and respect• Collaborative Learning - with and from each other• Proactive use of visible thinking routines as formative

feedback NOT “one off” activities that are completed an then never used or referred to again

Displayed in the classroom for students to see


Social stream as a collaborative platform for making student thinking visible

Focus on developing Conceptual Understanding – “big ideas” that go to the heart of the learning

Use of questions and thinking routines to draw out prior knowledge and push thinking.

Reflecting: What did I notice?How will this inform my practice and the choices I make?

Feedback: Student voice surveys

Approaches

I began the year by asking my students to respond to the question:

What is understanding?

“Understanding is wisdom. It is very different from knowledge, which is memorising facts.

Understanding something isn't about knowing all the minutiae, but the overarching concepts and ideas. Someone who

understands something is able to analyse, to form an opinion, and make connections. For example, if someone is trying to

understand the vikings, they wouldn't memorise all the dates of raids, and numbers of boats, they would learn about the cultural

values, and the motivations to raid other countries.”

What is Understanding?

“Understanding is the ability to define the key concepts and ideas of something. It means you can draw connections from things that

you've previously learnt and know, therefore giving yourself a better picture of what you are trying to understand. It is being able to form in depth conclusions that are brief, yet able to host a large

number of developed ideas. When one truly understands something they are able to give detailed accounts of the topic and can teach others their knowledge. Being able to understand is the

ability know without thought, having a subconscious knowledge of something in large complexity allowing you to explore the idea into

even more complexity.”


“Understanding something is basically one step further than knowing something. It involves much more knowledge of your topic and more experience in what there is in each aspect of whatever it

is you have an understanding of. To understand something you need to dedicate time, effort and patience. It is not something that

will happen overnight. You need to invest time into your topic to perfect your understanding of the topic or activity that you wish to improve upon. Effort is required as without it you will struggle to achieve the desired understanding of whatever it is you are trying

to get better at. Someone doesn't become a professional sportsman with out putting in the time or the effort that it takes to understand what sport they are involved in. One of the best ways to understand

something is to demonstrate your knowledge to others who are interested in the same thing. This can be by teaching it or even

having a casual chat about it with some friends.”


“Understanding is not the same as knowledge. You need to able to explain, describe or show how you comprehend your understanding. Understanding something is about knowing

how something operates, what it is and being able to replicate it yourself. Understanding is making connections between different things. Understanding is looking at your knowledge and looking at it in different perspectives. For

example, when we first learnt shells and electronic configurations in chemistry I didn't understand why electrons

go in particular shells after 20 electrons. I now know and made the connection from 1/2 chemistry and understand that

shells fill up in a certain order of subshells now.”


“Understanding something is closer to knowing how and why something is, as opposed to knowing that something is. If you know that the mitochondria is the powerhouse of the cell, that doesn't matter if

you don't know what a cell is, or what a mitochondria is, or why a cell needs a powerhouse,

or what a powerhouse is or what a cell does, or how a mitochondria works more specifically.”


“Understanding is being able to make mistakes and learn from them. To really understand something you should be able to

analyse and organise your thoughts. To appreciate, understand and question the different perspectives, understanding is to

know something or to do and action second nature.”


Responding to each other on social stream:

Goal: Respectful engagement Strategy: respectful engagement protocol established at

the start of the year

Class Protocol Introduced: Respond, Read, Select, Respond

Respond to questionRead other comments

Select a comment that challenges/pushes your own thinkingRespond respectfully

Understanding is "one step beyond knowing". It is being able to do something almost sub-consciously, and knowing almost everything about a certain thing. To

develop understanding, you must first be introduced to a certain thing, and then you must either practise, study, or experience that thing or topic over and over again, until you can formulate your own ideas and explain them effectively to someone else. To understand something you have to actually experience it, such as riding a bike. You can read as many books about bicycle riding as you want, but unless you actually go out and ride the bike, you won't truly understand how to ride a bike.

The bike example is very true. There was an experiment where someone reversed the direction of the bike. Turning the handle left will make the bike turn right and

turning the handle is right will make the bike go left. Furthermore, everyone knows how to ride the bike and has the knowledge that reversing their thinking will make

them ride the bike. However, this isn't enough because you don't understand or haven't practised the motion.



“Understanding is not necessarily just knowledge. Knowledge is generally what you have been told whereas understanding is a deeper knowledge. Understanding how to do something is not needing assistance in order to partake in the activity. When

someone understands something it can become a second nature and become automatic. Understanding is the next level after knowledge. It is the ability to apply

knowledge For example I know how to play scales on the trumpet, it has now become a second nature to me, at first I had to think about every little thing but

now I don't even need to think.”

“I agree with what you are saying about understanding being beyond and deeper then knowledge, but I think that understanding doesn't necessarily

mean that you do not need assistance to do something. I believe this because you always have something to learn and you may understand an aspect of what you are learning but you can only understand so much on your own. Sometimes you need other people to help push you further and nudge you

outside of your comfort zone”

1. Understanding is not necessarily just knowledge. Knowledge is generally what you have been told whereas understanding is a deeper knowledge. Understanding how to do something is not needing assistance in order to partake in the activity. When someone understands something it can become a second nature and become automatic. Understanding is the next level after knowledge. It is the ability to apply knowledge For example I know how to play scales on the trumpet, it has now become a second nature to me, at first I had to think about every little thing but now I don't even need to think.

2. I agree with what you are saying about understanding being beyond and deeper then knowledge, but I think that understanding doesn't necessarily mean that you do not need assistance to do something. I believe this because you always have something to learn and you may understand an aspect of what you are learning but you can only understand so much on your own. Sometimes you need other people to help push you further and nudge you outside of your comfort zone

3. I agree with understanding not just being knowledge. My example was that someone could have read how to ride a bike but still not know how to and therefore need a deeper understanding. I think this relates to your statement too.

4. I would add that understanding would also involve being able to teach the thing, at some basic level. As an understanding of something would be required to explain it to someone with no pre-existing frame of reference.


I introduced students to the Understanding Map to extend their thinking

Broad concepts about reading and literature

Making Thinking Visible

Thinking Routines used formatively to inform me about where the students are at in their learning and what my next steps might be to

develop deeper understanding.

Thinking Routines Matrix from the upcoming book Making Thinking Visible by Ritchhart, Morrison & Church (Spring 2011)

Routine Key Thinking Moves Notes

Routines for INTRODUCING & EXPLORING IDEAS See-Think-Wonder Description, Interpretation & Wondering Good with ambiguous or complex visual stimuli Zoom In Description, Inference, & Interpretation Variation of STW involving using only portions of an image Think-Puzzle-Explore Activating prior knowledge, wondering,

planning Good at the beginning of a unit to direct personal or group inquiry and uncover current understandings as well as misconceptions

Chalk Talk Uncovers prior knowledge and ideas, questioning

Open-ended discussion on paper. Ensures all voices are heard, gives thinking time.

321 Bridge Activates prior knowledge, questioning, distilling, & connection making through metaphors

Works well when students have prior knowledge but instruction will move it in a new direction. Can be done over extended time like the course of a unit.

Compass Points Decision making and planning, uncovers personal reactions

Solicits the group’s ideas and reactions to a proposal, plan or possible decision.

Explanation Game Observing details and building explanations Variations of STW that focuses on identifying parts and explaining them in order to build up an understanding of the whole from its parts and their purposes

Routines for SYNTHESIZING & ORGANIZING IDEAS Headlines Summarizing, Capturing the heart Quick summaries of the big ideas or what stands out CSI: Color, Symbol, Image Capturing the heart through metaphors Non-verbal routine that forces visual connections Generate-Sort-Connect-Elaborate: Concept Maps

Uncovering and organizing prior knowledge to identify connections

Highlights the thinking steps of making an effective concept map that both organizes and reveals one’s thinking

Connect-Extend-Challenge Connection making, identify new ideas, raising questions

Key synthesis moves for dealing with new information in whatever form it might be presented: books, lecture, movie, etc.

The 4 C’s Connection making, identifying key concept, raising questions, and considering implications

A text-based routine that helps identifies key points of complex text for discussion. Demands a rich text or book.

Micro Lab A protocol for focused discussion Can be combined with other routines and used to prompt reflection and discussion

I used to think Reflection and metacognition Used to help learners reflect on how their thinking has shifted and changed over time.

Routines for DIGGING DEEPER INTO IDEAS What makes you say that? Reasoning with evidence A question that teachers can weave into discussion to push students to give

evidence for their assertions. Circle Viewpoints Perspective taking Identification of perspectives around an issue or problem. Step Inside Perspective taking Stepping into a position and talking or writing from that perspective to gain a

deeper understanding of it. Red Light, Yellow Light Monitoring, identification of bias, raising

questions Used to identify possible errors in reasoning, over reaching by authors, or areas that need to be questioned.

Claim Support Question Identifying generalizations and theories, reasoning with evidence, counter arguments

Can be used with text or as a basic structure for mathematical and scientific thinking.

Tug of War Perspective taking, reasoning, identifying complexities

Identifying and building both sides of an argument or tension/dilemma

Word-Phrase-Sentence Summarizing and distilling Text-based protocol aimed at eliciting what a reader found important or worthwhile. Used with discussion to look at themes and implications.

Thinking Routines Used with Year 10s

Routines for Introducing and Exploring IdeasThink Puzzle ExploreChalk Talk/Flat ChatExplanation Game

Routines for synthesizing and Organising IdeasHeadlines

Generate Sort Connect Elaborate: Concept MapsConnect Extend Challenge

I used to think…Now I think…

Routines for Digging Deeper and Exploring ComplexityWhat makes you say that?

Step insideClaim Support QuestionWord Phrase Sentence

Routines for notetaking+1

Routines for engaging in building on each other’s ideas respectfullyRRSR

our social stream responding protocol

DRAWING OUT STUDENT PRIOR KNOWLEDGE, INITIAL THOUGHTS AND UNDERSTANDINGS ABOUT MACBETH

Think Puzzle Explore: Draws out prior knowledge and understanding

1. Think: What do you think you already know or understand about Shakespeare's, Macbeth?2. Puzzle: What lingering questions or puzzles do you have about the play's ideas, characters, language and plot?3. Explore: What else do you believe you need to know, learn to do or understand better in order to deepen your understanding of the play and its ideas?

After thinking about each of these questions, post your detailed responses here.

UsingThink Puzzle Explore

Student Response

I think I know the main themes of Macbeth.

The main themes of Macbeth are greed and ambition, and how it can lead to unspeakable evil, and then the demise of the character."absolute power corrupts absolutely" -

I am bit puzzled about the role of the witches

I would like to explore further if Shakespeare designed the witches' prophecy to be self -fulfilling or to be the personification of Macbeth's desires, or just a device to kick the plot into action, or playing the role of the spoiler like the chorus at the start of Romeo and Juliet.

For instance, does Shakespeare propose the prophecy as something that may have happened without the interference of Macbeth?

"Step Inside" Thinking Routine to develop understanding of character in Macbeth

1. Read through the scene or section of scene that you have been allocated.2. Discuss with your partner/s the context of this scene - in terms of action and character development.3. Discuss the characters involved in your scene?4. For each character, choose a key moment in the scene and discuss the following questions:

a) What can the character perceive?b) What does the character know about or believe?c) What does the character care about?

5. Post your responses here.

1. "I have lived long enough. My way of lifeIs fall'n into the sere, the yellow leaf,And that which should accompany old age,As honor, love, obedience, troops of friends,I must not look to have, but, in their stead,Curses, not loud but deep, mouth-honor, breathWhich the poor heart would fain deny and dare not."

2. “She should have died hereafter.There would have been a time for such a word.Tomorrow, and tomorrow, and tomorrow,Creeps in this petty pace from day to dayTo the last syllable of recorded time,And all our yesterdays have lighted foolsThe way to dusty death. Out, out, brief candle!Life’s but a walking shadow, a poor playerThat struts and frets his hour upon the stageAnd then is heard no more. It is a taleTold by an idiot, full of sound and fury,Signifying nothing."

What insights into M’s mind do we gain from the following 2 soliloquys?

How does M describe his life and why does he see it in this way?

Asking rich questions on social stream

In what ways might Macbeth's life be considered a tragedy?

To what extent do Macbeth and Lady Macbeth demonstrate awareness - prior to the act of killing Duncan - of the consequences of murder? Does this make a difference to how we view each character?

To what extent does the play, Macbeth, explore the tension between the impulse to transgress and the need for moral boundaries? Any takers?

To what extent does Shakespeare's play, Macbeth, explore the human soul's capacity to

cope with guilt and evil?

Questions used to prompt student thinking

Moving to a study of Animal Farm.

Continuing to challenge the existing “passive” culture of classroom learning

and to reshape the culture of the classroom

into a dynamic learning environment

where students are actively engaged and thinking

in every lesson

Focus on conceptual ideas to frame student learning

What are some of the broad concepts at the heart of the study of a text?1. Writers use language in a variety of ways to explore and comment on ideas that transcend time and

place2. Writers use language to challenge or reinforce thinking patterns, beliefs, ideologies and systems.3. Writers use language to enlighten and to entertain.4. Writers use a variety of techniques and form to create meaning (reveal aspects of human nature) or

effect (generating an emotional impact on) an audience?

1. Readers read to be entertained 2. Readers read to engage with new ideas3. Readers read to develop a deeper understanding of themselves, the world around them and

their place in that world.4. Readers use their understanding of technique and form to interpret a writer’s message.

What are some of the core concepts at the heart of the study of George Orwell’s Animal Farm?

1. Language, information and knowledge are power2. Power corrupts, absolute power corrupts absolutely3. The corruptibility of human nature4. How good will and sound principles can fall victim to ambition, selfishness and hypocrisy..5. Any society which has leaders with absolute power is ultimately doomed to failure

due to the inevitability of leaders manipulating power for their own personal benefit.


Steps towards Building Conceptual Understanding

1. Prior to reading the novel, students began by exploring core ideas on the social stream.

2. Students were asked to read the novel over the holidays

3. Students completed a knowledge quiz in first class

4. Students were asked to think about and write down what they each believed Orwell’s central messages were.

The question asked was:

What powerful ideas (that transcend time and place) is Orwell trying to convey to his readers?

Using the Social Stream to Make Student Thinking Visible and Build Collaboration

Engage students in thinking about concepts or big ideas –that live at the center of the learning

Build this as a platform that captures student thinking

Reinforce this as an essential part of student learning and growth where core ideas can be explored and developed

Students to see this as part of the learning culture in the classroom

Reinforce protocols that allow all students to feel safe to express their viewpoints.

Write a paragraph of between 150-200 words in which you explain your understanding of the causes and

consequences of revolution.

Further to the stream of posts on causes and consequences of revolution, write a considered

response to the question, Why do you think revolutions fail?

Drawing Out Thinking about Important Concepts

What powerful ideas (that transcend time and place) is Orwell trying to convey to his readers?

ManipulationGreedInequalityCorruptionToo much power corruptsWrong Leaders are electedRevolutions failImbalance of power and equalityThe pigs have become what they originally set out to destroyHypocrisyThe nature of truthPower corruptsTrust and loyaltyThe pursuit of freedomLeadershipCommunism and DictatorshipIndividual power and greed corrupting good leadershipImbalance of power

Pigs becoming just like menRebellion and revolutionHow communism effects the lives of IndividualsLeadership and powerHow leaders become corrupted and manipulate others for their own greedThe need for rules to create orderPeople blindly following rules without questionSocial hierarchyEagerness and hunger for powerHow people are manipulatedDistribution of power in a societyThe corrupting influence of powerHow power can compromise moralityIdealism is not achievablePower is addictiveHumans themselves cause all good things to come to an endHumans are manipulative, gullible, idealistic, greedy, destructive and power hungry by nature

What did I notice?

How did I respond?

Most students were able to zone in on the key ideas Only some students were able to make clear claims about the writer’s core ideas and messages. A number of students identified statements of fact rather than contestable claims

Looked at ways to assist students in writing effective claims Provided multiple opportunities for students to work collaboratively to develop their claim writing skills


I summarized the students’ comments into core ideas. Social justiceOppressionPropagandaLeadership

The power of languageIdeology

DeceptionCorruption

Utopia/DystopiaFreedom and individual responsibility

DictatorshipsRebellion/Revolution

Government and LeadershipFalse narratives and the rewriting of history

Rules and order in societyComplacency

Language and truthCommunism

Dictatorships and Tyrannies

Writing Claims


Students were placed in mixed groups of 3 or 4 Their learning task was to create effective claims for 5 or 6 core ideas.

The students had to cast their claims as clear “statements”

I reinforced the expectation by asking the following questions:

In Animal Farm, what do you believe Orwell is claiming about the power of language?

In Animal Farm, what do you believe Orwell is contending about power?In Animal Farm, what do you believe Orwell is arguing about the

corruptibility of human nature?In Animal Farm, what do you believe Orwell is suggesting about governance

and leadership?

Writing Claims

What follows is a range of examples of claims that students came up with.

Freedom: Orwell is saying the freedom is hard to achieve under an oppressive governmentDictators: Dictators use propaganda in unjust ways.Communism: Communism effects people in negative ways even though they are manipulated into thinking otherwiseUtopia: Orwell suggests that communism is not an example of a utopian world/governmentIdealism: Orwell suggests that creating an ideal world is unrealisticHuman nature: Humans are susceptible to manipulation when they invest in those in powerSocial class: Those in higher social classes feel they have the authority to manipulate the lower social classes

Propaganda: Propaganda is most dangerous when it is used to excuse individual actionsOppression:After a revolution anyone can become an oppressor even if they were once oppressed themselvesThe Power of Language:Words can be interpreted differently depending on what people want to be trueBlind trust:Blind trust can lead to destructionPower and corruption:Orwell claims that power has the ability to corrupt somebody to such an extent that it can change their moralityRules and social order:Orwell suggests that leaders are going to break rules for their own gain.Government and Leadership:Orwell displays that governments and leadership are full of corruption

What did the students do?

In groups, students had to review the claims for accuracy and validity.Students worked collaboratively to re-word claims Students were asked to find alternative words and phrases to Reduce unnecessary repetition of “Orwell shows…”

What did I notice?

Some claims were inaccurate, some were not valid based on the details of the novel .Some students wrote claims that were statements of fact.The phrase “Orwell shows…” was overused – need to introduce students to alternative vocabulary in order to avoid unnecessary repetition

Building a Working Vocabulary


Claims or Facts: What is the difference?

Some students confused these two repeatedly.We needed to clarify as a class what the difference was between making a claim about the writing or the writer’s purpose that is contestable – an interpretation that can be argued and supported with evidence - and a claim that is merely a statement of fact or opinion.

Expanding Ideas – Flat Chat Thinking RoutineI then looked at strategies I could use to get students thinking about the core concepts in greater depth.I selected the Flat Chat/Chalk Talk thinking routine. This is a routine specifically aimed at drawing out student thinking related to a topic.

We started with the following ideas that the students had chosen:

Power and PowerlessnessGovernance and LeadershipSelf-interestLanguage and PowerEquality and freedomHuman CorruptibilityAnimalism

Many students did not have a broad working vocabulary that would enable them to discuss effectively the conceptual ideas explored in the novelMost students did not dig below the surface and were making only the most obvousconnections

What did I notice?

Developing a working vocabulary

In groups the students had to come up with a vocabulary list that was relevant and important to the novel.

Some groups worked on drawing words from chapters in the novel, others selected words from the introduction to the novel and others still had the job of reading articles about the novel

Together they came up with a list of 153 words.

Generate Sort Connect Elaborate

Student Generated Word List

Learning Task: In groups of 3 or 4 the students were to sort the words into groups in any way that they thought was significant.

Having sorted the words into groups, the students then had to make the connections between the words clear by providing an umbrella heading for each groups of words.

Next I wanted the students to make connections between the “big ideas” and the details of the novel.

In groups of 3 or 4, I asked students to consider a random list of quotations selected from the novel – each group having about 15 -20 quotes.

Students then had to read the quotes, discuss them and then connect the quotations to the most relevant flat chat page.

Making Connections between Ideas and Quotations

Students were asked to think about and discuss in groups the characteristics of an effective paragraph

This is what they came up with

TEEL ModelTopic sentence

Examples and evidence from textExplanations

A linking sentenceStrong language and vocabulary

We developed this further as a class by introducing the ideas of argument and the

language of thinking

Argument ModelClaims

Reasons Evidence

ExplanationsCapturing the Heart.

(Think –Pair –Share)

Criteria 1 2 3 4 5

Opening Claim No claim Claim Relevant claim Clear and relevant claim Powerful and relevant claim

ReasonsExplanations

No reasons or explanations

1 reason and explanation 2 or more reasons and explanations

2 or more relevant reasons and explanations

2 or more relevant and powerful reasons and

explanations

Evidence(Quotes and examples)

No evidence provided 1 piece of evidence 2 or more pieces of evidence

Range of Evidence provided to support reasons

Highly effective range of evidence provided to

support reasons

Link No attempt to link threads back to big idea

Some attempt to link threads

Clear attempt to link threads

Clear attempt to link threads meaningfully

Powerful link that connects threads back to claim

Conceptual and Transitional Vocabulary

Minimal use of conceptual and transitional

vocabulary

Some use of conceptual and transitionalvocabulary

Range of conceptual and transitional

vocabulary

Strong relevant range of conceptual and transitional

vocabulary

Sophisticated and diverse range of conceptual and transitional vocabulary

Fluency and accuracy of expression

Flawed accuracy of expression

Reasonable accuracy expression

Accurate expression Fluent and accurate expression Highly fluent and accurate expression

An assessment rubric for a paragraph was co-created from this whichthe students would use to assess each others’ paragraphs

and provide constructive feedback

Students to write group paragraphs on ONE

of the Concepts

“big ideas”already explored

They had only 30 minutes to do this.

Students encouraged to use the resources from around the room to assist them

Students discussing and clarifying claims

Students discussing and co-constructing group paragraphs – need for reasons and evidence

Students discussing claims and using text to check for relevant quotations

Students were then required to use the paragraph rubric

which we had co-constructedto assess a group paragraph

and to provide constructive feedback

that would move the group’s paragraph forward.

What did students notice in the paragraphs of their peers?

• Lack of depth in explanations• Lack of variety of vocabulary• Limited use of evidence from the text – examples and quotations• Repetition of ideas rather than development and complexity• Need to make more meaningful connections between ideas and evidence

What strategies can assist students to expand their ideas and develop complexity?

Introduce Concept Maps as a strategy to flesh out big ideas even further

Thinking Routine: Generate, Sort, Connect, Elaborate

Governanceand

Leadershipon AF

Those Governed / Followers

Horses

Mollie

Vain

Self- interest

Ribbonsand

sugar

Likes to bepampered by

humans

Boxer

StrongLoyal

Simple minded

Clover

Motherly.QuestionsNapoleonsilently

Sheep IgnorantEasy to

manipuate

Act withoutthinking orquestioning

Followblindly

Chantslogans

rather thanthinking forthemselves

Donkey

Benjamin

Cynical

Lazy

Intelligent

Hens

Protest andrevolt against

personalinjustice

Eventuallyconfess tocrimes notcommitted

PublicallyExecuted

Raven

Moses

PerpetuateMyths and Lies

Promise of Sugar CandyMountain - Utopia

Paradise

In league with pigs

Tamed by man

DogsBluebell,

Jessie, andPincher

Litter of puppiesTrained by NapoleonSavage

Body Guards andprotectors of Napoleon

Loyal to Napoleon

Types of Leadershipand Governance

Ethical/Fair

Snowball

Seeks fairconditions and a voice for all

Votes

Meetings

Committees

Ideas driven

Boxer

Leads by exampleand hard work

Naive and unintelligent

Physically strongLoyal

Trusted by all

Unethical/Corrupt

Farmer Jones

Authoritarian Exploits the animals

Beats the animalsinto submission

Neglectful

Takes for himself

Napoleon

Trains dogsas guards

UsesSquealer as a

messenger

Abandonsvoting

OrganisesExecutions of those

who oppose

Abandons freespeech andmeetings

Squealer

Mastermanipulator

SpreadsLies

Usespropaganda to

justify N'sdecisions and

actions

Spokespersonfor Napoleon

Liaisesbetween theanimals and

Napoleon

Unethical/CorruptLeadershipBehaviours

Lies

ManipulationSelf-interest

Violence

Develops andMaintains a

Regime of Fear

Executions ofInnocent People

Greed

Making Connections between Core Concepts, Related Concepts and Evidence from the Text

Students were then required to write an individual paragraph on one of a list of unseen topics

Learning Task – students to write an individual paragraph

Students then submitted their paragraphs for me.

I then organised peer assessment groups based on the relative strengths and weaknesses of the student responses

I sorted the papers so that each group was assessing a range of 3 or 4 de-identified paragraphs

They had only 30 minutes to do this.

Identifying areas for student learning and further growth

Learning needs determine group formation

Assessment and Feedback: Using the rubric for Peer and Self Assessment

Peer assessmentThe students worked in groups using the paragraph assessment rubric to assess the papers and provide constructive feedback

Self assessment

Each student had to compare all 3 levels of feedback - peer, self and teacher – and take notice of commonalities, patterns, contradictions and recommendations for improvement

The students sat silently with their own paragraphs and read them from beginning to end. They then had to use the rubric to assess their own piece and identify important areas forimprovement

Teacher Assessment.

Students using rubrics – familiarisation with criteria and translation to action

I vary student groupings depending on the nature of the learning task

I sort the students into different groups depending on their strengths and weaknesses

Students working collaboratively with assessment criteria to provide peer feedback

What was noticed?

• Some over-simplification of ideas• Making connections between related ideas• Need for stronger use of evidence – quotations and examples• Building explanations• Fluency - need for more varied and confident use of transitional

language (connectives

Decision to develop concept map skills further so that students could practice organizing their thinking, making connections between ideas and

evidence, building explanations and reaching for greater levels of complexity

How did I respond?

Co-construction of a Concept Map

Making Connections and Building Explanations

Finding relevant evidence from the text

Co-construct a rubric for assessing concept maps

Constructing Individual Concept Maps for Assessment

Students could plan on scrap paper before translating to an A3 sheet

Students could bring in nothing but coloured pens and a copy of their novel

Students had no prior knowledge of the concepts with which they could work

Students could use their texts to find relevant evidence - examples and quotations

Students had time to think about how to organize concepts, connections and evidence

Students had assessment criteria visible at all times

Color was used to represent hierarchies of thinking from abstract concepts to concrete evidence

What next?

Prior to the essay assessment task students were required to construct An individual concept map that would be used as an assessment.

We created a rubric that would be used to assess the concept map.

Prior to the essay, student will complete two further online quizzes one testing their recall of details from the novelthe other testing their knowledge of quotations

Using Student Voice surveys to gauge student reactions to classroom approaches

How effectively students transfer the strategies introduced into their preparation for and execution of the essay and exam.

Quality of student written analytical responses

Teaching and Learning Forum # 4 Academic - St Leonard's ...

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