Which has more Value?

1. Which has more Value?

2. 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.

3. 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 

14. Augmented Reality, QR codes, Wordfoto

16. Mission Explore

17. Using what we have in the room MAP!

24. 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?

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

28. 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

30. 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

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

34. 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

37. work evidence

38. Socratic Questioning

39. 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?

40. 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?

41. 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?

42. 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?

43. 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?

44. 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?

45. 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

46. 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.

47. 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

48. 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....

49. 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.

50. 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