Which has more value
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Which has more Value?. Synopsis . Metacognition Recognition A range of strategies for using solo taxonomy in geography – task – lesson – skill - unit Using post it notes for various T&L in a geography classroom from questioning-photo analysis, peer learning strategies

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Which has more value

Which has more Value?


Synopsis

Synopsis

  • Metacognition Recognition

  • A range of strategies for using solo taxonomy in geography – task – lesson – skill - unit

  • Using post it notes for various T&L in a geography classroom from questioning-photo analysis, peer learning strategies

  • Apple TV - iPad use in a geography classroom for statistic analysis, mapping, collaboration, animating, improving knowledge of spatial awareness + the power of public critique using apps such as Board Cam.

  • Sensory learning in geography to aid empathy with the world around us. Work with Deaf students.

  • Questioning Strategies from planning – creation

  • Collaborative literacy leading to exhibition presentation of learning. Including the whole workshop creating and exhibiting their new geography to take back to school.

  • Developing cross curriculum thinking to Guerrilla adapt other departments to open up to working together driven by students;)

  • Student driven task development linked to blooms circles aim for students to self manage what they do when and self reflect, evaluate in 1:1 interactions with teacher + study buddy.

  • Revision reflection tasks in geography

  • Home learning strategies or PBL in geography depending on school strategies.


Metacognition recognition

Metacognition Recognition

  • Knowing about knowing

  • Knowing your students

  • Knowing that they know you know their learning and some personal!

  • Knowing what you are going to teach / they will learn.

  • Knowing HOW you will deliver HOW they will be inquisitive / experience / learn from the lesson – week – unit – year. BIG PICTURES. Keep referring back to successes.

    How

  • Marking

  • Critique

  • 1:1 discussions about learning.

  • Prompt resources that can trigger learning discussions

  • Question Matrix

  • Blooms Wheels

  • Both linked to Solo over the unit – year. NOT JUST LESSON.

  • Display work pride – rigour – ALLOWING TIME – redrafting home learning choice.

  • Technology – iPads – SAMR

  • Mission Explore Peeralised Piracy – Steel ideas from other teachers via recommendations from students they note somewhere in their book and it makes reading their books more intriguing with a possible gem 


Augmented reality qr codes wordfoto

Augmented Reality, QR codes, Wordfoto


Mission explore

Mission Explore


Using what we have in the room map

Using what we have in the room MAP!


Which has more value

When was the eruption?

What caused the eruption?

How many died?

What type of plate boundary created this volcano?

What were the responses?

Why was it a lateral blast?

How would you monitor the volcano?


Plan of a lesson but do i know the type of questions i the students will use create

Plan of a lesson. But do I know the type of questions I / the students will use / create?


The question plan

Closed/Hinge point?

Question Wall!

The Question Plan

print and scribble your way to deeper thinking Questioning!

TV style Qs?

Objective Questioning

Question of Sport

What happens

next/before

Going for

Gold

Blockbusters

Socratic Qs/

PPPB

MTW If this is answer..

What is Q?

Clarify ?

Challenge

assumptions

Question the

question

Pointless

Columbo - What if...?; suppose...? What would change if?

Evidence for

argument

Implications &

consequences

Question Monitoring (pupil names / focus)

Viewpoints and

perspectives

Teacher Led or Student Led?

Q ordering. Number your generated Qs for appropriate stages of when to introduce them.

Question continuum

Question grid Qs


Which has more value

Underline your Q Style / Focus

1st

2nd

Deeper Q

Question journey to deeper thinking

Question Style:- Blockbusters, Going for Gold, Pointless, Question Wall,

What Happens Next/Before, PPPB, Objectives Qs, Thunks,

‘If this is the answer…what is the question?’,‘Just One More Question-

What if…?; Suppose we knew…?; What would change if…? Socratic questioning and Socratic Circles “Why do you say that?” ….“Could you explain that further? What is the counter argument for..? But if that happened, what else would result?” or “How does… affect ….? ”Hinge point questions, Question continuum, Questioning monitor

Question Focus:- define, describe, analogy, explain, comment, classify, compare and or contrast, cause, effect, sequence, create, analyse, evaluate, generalise, predict


Solo using question matrix how am i using solo with the question matrix

Solo using question matrix How am I using solo with the Question Matrix?


The question plan1

Closed/Hinge point?

Question Wall!

The Question Plan

print and scribble your way to deeper thinking Questioning!

TV style Qs?

Objective Questioning

Question of Sport

What happens

next/before

Going for

Gold

Blockbusters

Socratic Qs/

PPPB

MTW If this is answer..

What is Q?

Clarify ?

Challenge

assumptions

Question the

question

Pointless

Columbo - What if...?; suppose...? What would change if?

Evidence for

argument

Implications &

consequences

Question Monitoring (pupil names / focus)

Viewpoints and

perspectives

Teacher Led or Student Led?

Q ordering. Number your generated Qs for appropriate stages of when to introduce them.

Question continuum

Question grid Qs


Work evidence

work evidence


Socratic questioning

Socratic Questioning


Questions for clarification

Questions for Clarification

  • What exactly does this mean?

  • How does this relate to what we’ve been talking about?

  • What is the nature of…….?

  • What do we already know about this?

  • Can you give me an example?

  • Are you saying…….or……..?

  • Can you rephrase that please?


Questions that challenge assumptions

Questions that challenge assumptions

  • What else could we think of?

  • You seem to be saying…….?

  • Please explain why/how?

  • How can you prove or disprove that?

  • What would happen if……..?

  • Do you agree or disagree with?


Questions that probe reasons and evidence

Questions that probe reasons and evidence

  • How do you know this?

  • Show me……?

  • Can you give me (your group) an example of that?

  • What do you think causes…….?

  • Can you explain………?

  • Are these reasons valid enough?

  • Why do you think that?

  • What evidence is there to support what you are saying?


Questions about viewpoints and perspectives

Questions about viewpoints and perspectives

  • Are there other ways of looking at that?

  • What do you think?

  • what is the difference between…... and……?

  • Why is it better than……?

  • What is the opposite view?

  • What are the views of your partner / group?

  • How are…… and ……. similar?

  • What are the strengths and weaknesses?


Questions that probe implications and consequences

Questions that probe implications and consequences

  • Then what would happen?

  • What are the consequences of that?

  • How could…….be used to…….?

  • What are the implications of………?

  • How does……. Affect…….?

  • How does…… fit with what we learned before?

  • Why is …….. important?

  • What is the best…….? Why?


Questions the question

Questions the question

  • What was the focus question?

  • What other questions could relate to it?

  • Is the question valid?

  • Does the question give a definitive answer?

  • Do the resources at hand allow us to explore the question?

  • Are you saying…….or……..?

  • Can you rephrase that please?


Solo using photo analysis

Solo using photo analysis

  • Read my blog for this and see the solo possibility

  • http://sayersjohn.blogspot.co.uk/2013/02/describing-photo-20-different-connected.html


Solo stack em jenga

Solo ‘Stack Em’ – Jenga

At the weekend one of my best friends @redhea79 took me out for a walk. As always with us it didn't take long for the conversation to focus on teaching (I know, I know).Andy told me a strategy that he has used and I LOVE IT! Firstly you need a set of Jenga like bricks. Tesco do a set called 'Stack Em' and they cost £5.These are the stimulus resource.


Step 1

Step 1

  • At the end of a topic or as a revision lesson activity get students to note on each brick a keyword from the topic. This is a quick AfL task as you can see what they remember. I get mine to do it as a quick plenary or a quick starter. 

  • 7 groups working in 4s

  • Peer assess – who has a higher stack.

  • Class review / evaluation against glossary


Step 2

Step 2

  • Colour the bricks. I get students to do it as a bit of success criteria development against level ability.

  • The more difficult terms relate to higher level thinking down to the name of a landform as low level. I get students to do this on the outside of the brick.

  • Students could then stack them related to significance, cost, creating a ranking sequence to the tower. They could evaluate each others blocks and students try to work out how they are ranked.

  • The block could be classified into human / physical or environmental. So before you even play the game you have thinking driving the learning.

  • The 4 sides to the brick could link to categories such as economic, environmental, social; or the 2 opposite sides opposites or positives/negatives. And so it continues....


Step 3

Step 3

  • Students in tables of 4 in my room play to remove the bricks. They can do that related to their target so if they are a C target they go for pinks or if they are a B the orange. This is creating the Stretch and Challenge.

  • When the student draws out a word they have to say what it is. the rest on the table could do a Kagantask with it to keep then active rather than passive. 1s draw it, 2s describe it, 3s associate or dissociate from it with another brick for 6 degrees of separation from it or say as many words that are connected to it and count. I use this as a quick timer for the others to move on when they think is right.

  • Each brick that comes out, students can try and think of an overall connection or a theme for later that they will use with that keyword as the focus (EXTENDED ABSTRACT THINKING) (linked to brains on the table). I feel I am getting some qualitative formative assessment from it by verbally checking students.


Step 4 brains on the table david leat link

Step 4 brains on the table David Leat link

  • The game will play out till the block collapses. Then we move onto the next task of 'Brains on the Table' the idea is that students sort the bricks however they want to (or by the criteria you give them on the board. So that you have control if you feel you need it to then make a direct comparison between groups.

  • Students could then cross to another groups brain on the table to get ideas, compare / contrast ask for help a hint etc.

  • I got students to do solo connecting of a landform. Create a list of bricks for a specific landform say like in my example : A Volcano


Stage 4

Stage 4

  • Do students know the 2 types they need to know for the exam? I can check so a hinge point question to start.Do they know one thing about this type of volcano to make them a uni structural learner? They might know it has gentle slopes.


Stage 5

Stage 5

  • Multi-structural students bring in more bricks to surround it but they are not connected they are just associated with a shield volcano.


Stage 6

Stage 6

  • Relational students are creating links between the key words so for example they are connecting gentle slopes with low viscosity basalt lava. Students could then with all these key terms draw on paper or I prefer the table with a whiteboard pen a diagram to incorporate the key terms and to keep connected parts together.


Stage 7

Stage 7

  • Students could take one of the keyword and change the focus of it all or take of the key words and apply it to something else - extended abstract thinking:)


Stage 8

Stage 8

  • Each table of students could have different terms in their pack and so then you could create cross table bridges to connect terms together for the big picture:)


Stage 9

Stage 9

  • You could write differentiated terms around the brick so runny lava on simple term side becomes low viscosity basaltic lava on the Geography Key side / literacy so a mini thesaurus task


Y12 photos to next level

Y12 photos to next level

  • The bricks are then connected together to create a connect the learning of the unit to create a 3D relational structure!

  • Explain how as they connect - Oracy


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