Task 2 – Teaching Strategy cards | Centre for Creative Quality Improvement by · February 3rd, 2021 · Edit Visual Text Hi Folks. We can't start on Task 2 until we've dealt with any consequences of Task 1. The deadline for Task 1 is today (Thursday, Feb 4th), so I'll write to you with the outcome of Task 1 on the morning of Friday, Feb 5th, then open the wiki for editing. Sorry I wasn't clearer. Best wishes, Tony. <ul> <li><span style="color: #339966">To edit this wiki, please click on the 'Edit' tab (above, right).</span></li> <li><span style="color: #339966">When in edit mode, ensure you are on the 'Visual' tab (above, right)</span></li> <li><span style="color: #339966">When you have completed your contribution or edits, please scroll to the bottom of the page (not the table) and click the black 'Save' button.</span></li> <li><span style="color: #ff0000">If you want your work to be double checked by someone else, then please highlight it in red.</span></li> <li>If you are confident that someone's red text is correct, then please turn it black (remembering to leave the 'learning' element blue).</li> <li>To change font colour, you need to 'reveal' the colour picker. Click on the penultimate icon once you're in 'edit mode', then click the 'A'. <a href="https://www.ccqi.org.uk/wp-content/uploads/2021/02/Wiki-text-colour-change.png"><img class="alignnone size-medium wp-image-82528" src="https://www.ccqi.org.uk/wp-content/uploads/2021/02/Wiki-text-colour-change-300x42.png" alt="" width="300" height="42" /></a></li> </ul> <table border="1" cellspacing="0" cellpadding="0"> <tbody> <tr> <th rowspan="2" valign="top"><a name="_Hlk63241407"></a><strong>No.</strong></th> <th rowspan="2"><strong class="vertical">Initials</strong></th> <th rowspan="2"><strong>Title</strong></th> <th rowspan="2"><strong>Learning theory</strong></th> <th rowspan="2"><strong>Theorist</strong></th> <th rowspan="2" width="50%"><strong>Content</strong></th> <th colspan="9"><strong>Impact on</strong> <strong>Emotional Learning Elements</strong></th> </tr> <tr> <th valign="top"><strong class="vertical">Flow</strong></th> <th valign="top"><strong class="vertical">Self-efficacy</strong></th> <th valign="top"><strong class="vertical">Self-regulation</strong></th> <th valign="top"><strong class="vertical">Risk taking</strong></th> <th valign="top"><strong class="vertical">Discovery</strong></th> <th valign="top"><strong class="vertical">Preparedness</strong></th> <th valign="top"><strong class="vertical">Social assimilation</strong></th> <th valign="top"><strong class="vertical">Curiosity</strong></th> <th valign="top"><strong class="vertical">Reason to learn</strong></th> </tr> <tr> <td valign="top">1</td> <td valign="top">TD</td> <td valign="top">Step-by-step</td> <td valign="top"><span style="color: #ff0000">Behaviourism</span></td> <td valign="top"><span style="color: #ff0000">Skinner</span></td> <td valign="top"><span style="color: #ff0000">Break down your chosen topic and the lesson content into 'bite-sized' pieces, i.e. A, B, C…</span> <span style="color: #ff0000">Ensure learners can <span style="color: #0000ff">demonstrate understanding/recall/apply/use</span> (as appropriate) 'A' before moving on to 'B', and so on. Be sure to reward learners' observable successes.</span></td> <td><span style="color: #ff0000">L</span></td> <td><span style="color: #ff0000">H</span></td> <td><span style="color: #ff0000">L</span></td> <td><span style="color: #ff0000">L</span></td> <td><span style="color: #ff0000">M</span></td> <td><span style="color: #ff0000">L</span></td> <td><span style="color: #ff0000">L</span></td> <td><span style="color: #ff0000">L</span></td> <td><span style="color: #ff0000">L</span></td> </tr> <tr> <td valign="top">2</td> <td valign="top">TD</td> <td valign="top">Scientific experiment</td> <td valign="top"><span style="color: #ff0000">?</span></td> <td valign="top"><span style="color: #ff0000">?</span></td> <td valign="top"><span style="color: #ff0000">Teach learners how to design a research experiment: hypothesis, experimental strategy, data collection and conclusion.</span> <span style="color: #ff0000">After carrying out their own experiment, ask learners to swap with a peer and carry out theirs.</span> <span style="color: #ff0000">Finally, ask them to</span> <span style="color: #0000ff">compare results and draw conclusions from the comparison. </span></td> <td><span style="color: #ff0000">H</span></td> <td><span style="color: #ff0000">H</span></td> <td><span style="color: #ff0000">H</span></td> <td><span style="color: #ff0000">M</span></td> <td><span style="color: #ff0000">M</span></td> <td><span style="color: #ff0000">L</span></td> <td><span style="color: #ff0000">M</span></td> <td><span style="color: #ff0000">H</span></td> <td><span style="color: #ff0000">M</span></td> </tr> <tr> <td valign="top">3</td> <td valign="top">JL</td> <td valign="top">'Quescussion'</td> <td valign="top">?</td> <td valign="top">?Piagets</td> <td valign="top">Ask learners to contribute to a 'quescussion'. Cannot make a statement or share an opinion, must <span style="color: #0070c0">critically think </span>and answer with another question related to the main question. For example: What is wrong with the education system today? Can only answer with own question, i.e: 1. Why do we test children at age 11 for academic selection? 2. Is the lack of physical education in school contributing to obesity issues in society? Finally, host a dotmocracy, students vote by placing a dot beside the question they wish to <span style="color: #0070c0">explore and discuss </span>in more detail.</td> <td>L</td> <td>L</td> <td>M</td> <td>H</td> <td>H</td> <td>M</td> <td>M</td> <td>M</td> <td>M</td> </tr> <tr> <td valign="top">4</td> <td valign="top">JL</td> <td valign="top">Student-generated test questions</td> <td valign="top">?</td> <td valign="top">?</td> <td valign="top"> <p class="black">Ask learners to brainstorm possible exam questions and<span style="color: #0070c0"> create questions with </span>model answers on a given topic.</p> <p class="black">Ask learners (peers) to respond to their questions. Learners <span style="color: #0070c0">evaluate </span>answers and <span style="color: #0070c0">assess</span> peer responses then <span style="color: #0070c0">provide</span> feedback <span style="color: #0070c0">comparing </span>to their own model answer.</p> </td> <td>M</td> <td>H</td> <td>H</td> <td>M</td> <td>M</td> <td>L</td> <td>H</td> <td>M</td> <td>M</td> </tr> <tr> <td valign="top">5</td> <td valign="top">PH</td> <td valign="top">Think – pair – share</td> <td valign="top">Social constructivist Cognitivist</td> <td valign="top"> <p class="Black"><span style="font-size: 10.0pt">Vygotsky </span></p> </td> <td valign="top">Introduce a topic and give learners time to think and write down everything they know about it, you can determine the timeframe – <span style="color: #00ccff">developing their retrieval skills.</span> Next, put the students in pairs, this promotes discussion, collaboration and negotiation, ask them to add more or discard ones that they agree are irrelevant – <span style="color: #00ccff">this develops elaborative exploration and negotiation </span> Next, the pair become a four, to further share ideas, clarification and explanations -<span style="color: #00ccff"> develops critical analysis. </span> Finally, divide the key points give each group one to discuss and evaluate. They should capture their learning in a way that can be shared, this can be taken further if you add peer assessment to the final answer. for example a Padlet.</td> <td>M</td> <td>H</td> <td>H</td> <td>M/H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> </tr> <tr> <td valign="top">6</td> <td valign="top">PH</td> <td valign="top">Builds knowledge through problem solving</td> <td valign="top">Cognitivism</td> <td valign="top">Piaget Bruner Asubel</td> <td valign="top"> <p class="Black"><span style="font-size: 10.0pt">Students actively build their understanding through the teacher setting problems to be solved by students <span style="color: #00ccff">develops independent learning </span></span><span style="font-family: inherit;font-size: inherit;color: #00ccff"> </span></p> <p class="Black"><span style="font-size: 10pt;font-family: inherit">Encourages retrieval of information and then provides opportunities to build understanding of a topic <span style="color: #00ccff">develops critical analysis skills</span>.</span></p> <p class="Black"><span style="font-size: 10.0pt">Attempts to relate to real-life situations and examples increasing the relevance to students - <span style="color: #00ccff">develops application to practice </span></span></p> </td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>M</td> <td>H</td> <td>H</td> </tr> <tr> <td valign="top">7</td> <td valign="top">KLB</td> <td valign="top">Learning is doing</td> <td valign="top">Social Participation/Situated Learning Communities of practice (C0P)</td> <td valign="top">Wenger</td> <td valign="top">1. Develop a detailed plan that includes activities, expected outcomes i.e., detailed task list/words of the week/create vignette/start discussion 2. Develop a timeline, reporting procedures. 3. Draw CoP members into discussion/Increase participation 4. Frame questions. Probe, ask, clarify keep discussions on topic , 5. Pay attention to details that show you value individuals 6. Identity and post resources (people, publications, reports) that will support the community during its initial development 7. Evaluate progress - timed Share results– Disseminate what was created and learned 8.Address challenges immediately</td> <td>M</td> <td>H</td> <td>H</td> <td>M</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> </tr> <tr> <td valign="top">8</td> <td valign="top">KLB</td> <td valign="top">Principles of instruction</td> <td valign="top">Metacognition</td> <td valign="top">Rosenshine</td> <td valign="top"> <ol> <li>Goals/objectives are clear to the students</li> <li>time allocated for instruction</li> <li>content covered is extensive</li> <li>Monitor students’ performance</li> <li>questions are set at a low cognitive level to produce many correct responses</li> <li>feedback to students is immediate and academically orientated</li> <li>the teacher controls the instructional goals</li> <li>the teacher chooses material appropriate for the student’s level</li> <li>the teacher paces the teaching</li> <li>interaction is structured but not authoritarian</li> </ol> </td> <td>L</td> <td>L</td> <td>L</td> <td>L</td> <td>M</td> <td>M</td> <td>M</td> <td>M</td> <td>L</td> </tr> <tr> <td valign="top">9</td> <td valign="top">KLB</td> <td valign="top">Visible Learning</td> <td valign="top">Visible learning theory</td> <td valign="top">Hattie J</td> <td valign="top">The teacher decides on learning intentions and success criteria make them transparent to students and demonstrates them by modeling. The teacher checks for understanding, and at the end of each lesson revisits what was covered and ties it all together The teacher presents a worked example and explains each step by scaffolding the learning, worked examples support skill acquisition and reduce a learner’s cognitive load. Later, students can use worked examples during independent practice, and to review and embed new knowledge.</td> <td>L</td> <td>M</td> <td>M</td> <td>L</td> <td>M</td> <td>L</td> <td>L</td> <td>M</td> <td>L</td> </tr> <tr> <td valign="top">10</td> <td valign="top">KLB</td> <td valign="top">Working together</td> <td valign="top">Social Participation</td> <td valign="top">Lev Vygotsky’s</td> <td valign="top">Give example so tasks of varying difficulties to determine the level of which to begin instruction, relate to real situations. Use Zone of proximal, focus on the lower limit, so students can reach goals/objectives with support Students work collaboratively in small groups and everyone participates in a learning task. Collaborative learning is supported by designing meaningful tasks of varying difficulties. Students negotiate roles, responsibilities, and outcomes. Guide and motivate students working in groups, apply ideas and foster peer learning</td> <td>L</td> <td>L</td> <td>L</td> <td>L</td> <td>M</td> <td>L</td> <td>M</td> <td>M</td> <td>M</td> </tr> <tr> <td valign="top">11</td> <td valign="top">KLB</td> <td valign="top">Break down the learning process</td> <td valign="top">Metacognition</td> <td valign="top">Flavell J.</td> <td valign="top">Identify what they already know. Teach problem-solving, involve them and tell them what they learned. <p class="trt0xe">Ask students to communicate their knowledge, skills, and abilities to a specific audience, such as another group.</p> <p class="trt0xe">Set goals and monitor their progress.</p> Evaluate and revise their own work.</td> <td>M</td> <td>L</td> <td>L</td> <td>L</td> <td>M</td> <td>L</td> <td>M</td> <td>M</td> <td>L</td> </tr> <tr> <td valign="top">12</td> <td valign="top">KLB</td> <td valign="top">I do, you do, we do</td> <td valign="top">Direct Instruction</td> <td valign="top">Becker & Engelmann</td> <td valign="top">Review Previous lesson Show your students what exactly they have to learn and what is expected from them, lesson objectives. Present New Instruction via Demonstration or modeling - Use clear and guided instructions, so students can begin absorbing the new material. The lesson content organized step-by-step, with the steps building on each other. Guided Practice Here, together with the practice concept together the student attempts the skill with the assistance of the teacher and other students. The guided practice is conducted by the teacher. who guides initial practice, correct mistakes, reteach (if necessary), and provide practice so that students can work independently? Questions (Convergent)- Answer, give responses e.g. What is the common theme here? What is the single most important point that has been made? Feedback/Corrects Evaluation/Review</td> <td>M</td> <td>M</td> <td>L/M</td> <td>L</td> <td>M</td> <td>L</td> <td>L</td> <td>L</td> <td>L</td> </tr> <tr> <td valign="top">13</td> <td valign="top">KLB</td> <td valign="top">Co-operation</td> <td valign="top">Social Learning</td> <td valign="top">Bandura</td> <td valign="top">Organise the class into mixed-ability groups, each group needs to be able to see each other, members are expected to support each other, responsibility is shared and help each other. If everyone stuck they ask the teacher. - students follow a sustained piece of individual work - a series of structured worksheets or booklet for example</td> <td>M</td> <td>M</td> <td>L/M</td> <td>M</td> <td>M</td> <td>M</td> <td>M/H</td> <td>M</td> <td>M</td> </tr> <tr> <td valign="top">14</td> <td valign="top">JFL</td> <td valign="top">Conversion</td> <td valign="top">Cognitive Load Theory</td> <td valign="top">John Sweller</td> <td valign="top"> <ul> <li>Ask students to look at a piece of text</li> <li>Ask students to convert the text into a different format</li> </ul> Examples may include from text to mind map, storyboard or ranked bullets. Or turn any into text. Students will be able <span style="color: #3366ff">to convert a story in target language into a story board.</span> </td> <td>H</td> <td>H</td> <td>H</td> <td>L</td> <td>M</td> <td>L</td> <td>L</td> <td>L</td> <td>L</td> </tr> <tr> <td valign="top">15</td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top">16</td> <td valign="top">JFL</td> <td valign="top">Distillation</td> <td valign="top">Social Constructivism</td> <td valign="top">Vygotsky</td> <td valign="top"> <ul> <li>Teacher draws a filter tunnel and a beaker on the board</li> <li>Pair students with a text</li> <li>Instruct the students to find the most important words</li> <li>First pair writes chosen words in the filter tunnel</li> <li>Every pair then adds ONLY words that are NOT already in the filter tunnel</li> <li>Debate which words to let through into the beaker</li> <li>Agreed filtered words become the basis for notes</li> </ul> Students will be able <span style="color: #3366ff">to distil the meaning of a text through filtration</span></td> <td>M</td> <td>M</td> <td>H</td> <td>M</td> <td>H</td> <td>L</td> <td>H</td> <td>M</td> <td>M</td> </tr> <tr> <td valign="top">17</td> <td valign="top">PH</td> <td valign="top">Paired peer explanation</td> <td valign="top">Social constructivism Cognitivism</td> <td valign="top">Vygotsky Bruner</td> <td valign="top">First - Produce pre-prepared questions to be asked at chunked intervals in the session. At the intended interval give out the questions to the class and they initially work on them individually to determine what they have learned. <span style="color: #00ccff">Tests understanding and promote long-term memory through retrieval.</span> Next students are then paired and explain their answers to each other, they then decide if they agree, or want to produce an improved joint answer <span style="color: #00ccff">develops explanation skills. </span> Then nominate pairs to share their answers with the whole class <span style="color: #00ccff">to develop explanation and listening skills.</span> Finally provide time for students to improve their answers.</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> </tr> <tr> <td valign="top">18</td> <td valign="top">JFL</td> <td valign="top">Go Large</td> <td valign="top">Social Constructivism</td> <td valign="top">Vygotsky</td> <td valign="top"> <ul> <li>Clear the desks and create a circle of chairs.</li> <li>Use the central arena and ask a student/s to demonstrate a teaching point on a large scale with a range of materials. For example, the ignition of a car.</li> <li>While building the model use other students’ suggestions and your own commentary to explain what goes where and why.</li> <li>Repeat (as many times as required), with the students giving feedback at the end.</li> </ul> Students will be able to <span style="color: #3366ff">develop their interdependence and use their senses by building a model ignition of a car</span></td> <td>L</td> <td>L</td> <td>H</td> <td>H</td> <td>H</td> <td>M</td> <td>H</td> <td>H</td> <td>H</td> </tr> <tr> <td valign="top">19</td> <td valign="top">HJ</td> <td valign="top"><span class="TextRun SCXW50215986 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW50215986 BCX8" data-ccp-parastyle-linked-defn="{"ObjectId":"c1004126-3750-4ad3-bf91-6e9433c280d6|210","Properties":[134231262,"true",134233614,"true",201340122,"1",201342448,"1",268442635,"22",469769226,"Open Sans Light,Times New Roman,Calibri",469775450,"Black Char",469777841,"Open Sans Light",469777842,"Times New Roman",469777843,"Calibri",469777844,"Open Sans Light",469777929,"Black",469778129,"BlackChar",469778324,"Default Paragraph Font",469778325,"[\"Strong\"]"],"ClassId":1179649}" data-ccp-parastyle-defn="{"ObjectId":"c1004126-3750-4ad3-bf91-6e9433c280d6|211","Properties":[67122396,"",134233614,"true",201340122,"2",201342447,"5",201342448,"1",268442635,"22",469769226,"Open Sans Light,Calibri",469775450,"Black",469777841,"Open Sans Light",469777842,"",469777843,"Calibri",469777844,"Open Sans Light",469777929,"Black Char",469778129,"Black",469778324,"Normal"],"ClassId":1179649}" data-ccp-parastyle="Black">Scaffolding</span></span><span class="EOP SCXW50215986 BCX8" data-ccp-props="{}"> </span></td> <td valign="top"><span data-contrast="auto">Social </span><span data-contrast="auto">Constructivism</span><span data-ccp-props="{"335551550":1,"335551620":1,"335559740":259}"> </span> <span data-ccp-props="{"335551550":1,"335551620":1,"335559740":259}"> </span> </td> <td valign="top"><span class="TextRun SCXW206043303 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW206043303 BCX8" data-ccp-parastyle-linked-defn="{"ObjectId":"c1004126-3750-4ad3-bf91-6e9433c280d6|210","Properties":[134231262,"true",134233614,"true",201340122,"1",201342448,"1",268442635,"22",469769226,"Open Sans Light,Times New Roman,Calibri",469775450,"Black Char",469777841,"Open Sans Light",469777842,"Times New Roman",469777843,"Calibri",469777844,"Open Sans Light",469777929,"Black",469778129,"BlackChar",469778324,"Default Paragraph Font",469778325,"[\"Strong\"]"],"ClassId":1179649}" data-ccp-parastyle-defn="{"ObjectId":"c1004126-3750-4ad3-bf91-6e9433c280d6|211","Properties":[67122396,"",134233614,"true",201340122,"2",201342447,"5",201342448,"1",268442635,"22",469769226,"Open Sans Light,Calibri",469775450,"Black",469777841,"Open Sans Light",469777842,"",469777843,"Calibri",469777844,"Open Sans Light",469777929,"Black Char",469778129,"Black",469778324,"Normal"],"ClassId":1179649}" data-ccp-parastyle="Black">Bruner</span></span><span class="EOP SCXW206043303 BCX8" data-ccp-props="{}"> </span></td> <td valign="top"><span data-contrast="none">P</span><span data-contrast="none">rovide a variety of</span><span data-contrast="none"> tailored</span><span data-contrast="none"> </span><span data-contrast="none">aids</span><span data-contrast="none"> (</span><span data-contrast="none">usually</span><span data-contrast="none"> visual</span><span data-contrast="none">)</span><span data-contrast="none"> </span><span data-contrast="none">to <span style="color: #339966">support</span></span><span style="color: #339966"> each learner to reach their learning</span><span data-contrast="none"><span style="color: #339966"> objectives</span>. Some will need more</span><span data-contrast="none">/less</span><span data-contrast="none"> scaffolding than others</span><span data-contrast="none">. S</span><span data-contrast="none">ome will need the scaffolding removed as they get more confident</span><span data-contrast="none">. </span><span data-contrast="none">Some will need it put back in place if they get a bit wobbly. </span><span data-contrast="none">Like learning to ride a bike with stabilisers</span><span data-contrast="none">.</span><span data-ccp-props="{}"> </span> <span data-contrast="none">Ensure each learner can reach their learning goals using the appropriate support to </span><span style="color: #00ccff"><span style="color: #3366ff">work towards independent learning and self-confidence. </span></span></td> <td>L M</td> <td>L H</td> <td>L H</td> <td>L H</td> <td>M H</td> <td>L H</td> <td>L M</td> <td>L H</td> <td>L M</td> </tr> <tr> <td valign="top">20</td> <td valign="top">HJ</td> <td valign="top"><span class="TextRun SCXW217376175 BCX8" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW217376175 BCX8">I do, we do, you do</span></span><span class="EOP SCXW217376175 BCX8" data-ccp-props="{"335559740":259}"> </span></td> <td valign="top"><span data-contrast="auto">Social </span><span data-contrast="auto">Constructivism</span><span data-ccp-props="{"335551550":1,"335551620":1,"335559740":259}"> </span> <span data-ccp-props="{"335551550":1,"335551620":1,"335559740":259}"> </span> </td> <td valign="top"><span class="TextRun BCX8 SCXW116260973" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun BCX8 SCXW116260973">Vygotsky</span></span></td> <td valign="top"><span data-contrast="none">The teacher first </span><span data-contrast="none">models the task (I do), then the student complet</span><span data-contrast="none">e</span><span data-contrast="none">s</span><span data-contrast="none"> the task </span><span data-contrast="none">together </span><i><span data-contrast="none">with</span></i><span data-contrast="none"> the teacher through <span style="color: #339966">guided practice</span> (we do).</span><span data-contrast="none"> Gradually, the teacher releases responsibility and the student does the task on their </span><span data-contrast="none">own (you do). </span><span data-contrast="none"> </span><span data-ccp-props="{}"> </span> <span data-contrast="none">E</span><span data-contrast="none">nsure learners are provided the <span style="color: #339966">balance between support and freedom</span> by assessing</span><span data-contrast="none"> their ongoing abilities and adapting accordingly. </span><span data-contrast="none">Ensure that students can <span style="color: #00ccff">demonstrate their learning and </span></span><span style="color: #00ccff">skill by doing the task alone</span><span data-contrast="none"> by the end of the lesson</span><span data-contrast="none">.</span><span data-contrast="none"> </span><span data-ccp-props="{}"> </span></td> <td>M H</td> <td>L H</td> <td>M H</td> <td>H H</td> <td>M M</td> <td>H M</td> <td>M M</td> <td>L H</td> <td>M H</td> </tr> <tr> <td valign="top">21</td> <td valign="top">HJ</td> <td valign="top">Project-based learning</td> <td valign="top">Constructivism</td> <td valign="top"><span class="TextRun SCXW259330858 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW259330858 BCX8" data-ccp-parastyle-linked-defn="{"ObjectId":"c1004126-3750-4ad3-bf91-6e9433c280d6|210","Properties":[134231262,"true",134233614,"true",201340122,"1",201342448,"1",268442635,"22",469769226,"Open Sans Light,Times New Roman,Calibri",469775450,"Black Char",469777841,"Open Sans Light",469777842,"Times New Roman",469777843,"Calibri",469777844,"Open Sans Light",469777929,"Black",469778129,"BlackChar",469778324,"Default Paragraph Font",469778325,"[\"Strong\"]"],"ClassId":1179649}" data-ccp-parastyle-defn="{"ObjectId":"c1004126-3750-4ad3-bf91-6e9433c280d6|211","Properties":[67122396,"",134233614,"true",201340122,"2",201342447,"5",201342448,"1",268442635,"22",469769226,"Open Sans Light,Calibri",469775450,"Black",469777841,"Open Sans Light",469777842,"",469777843,"Calibri",469777844,"Open Sans Light",469777929,"Black Char",469778129,"Black",469778324,"Normal"],"ClassId":1179649}" data-ccp-parastyle="Black">Dewey</span></span><span class="EOP SCXW259330858 BCX8" data-ccp-props="{}"> </span></td> <td valign="top"><span data-contrast="none">Convert a real-world problem</span><span data-contrast="none">/challenge</span><span data-contrast="none"> into a project</span><span data-contrast="none"> that the <span style="color: #339966">students learn </span></span><span style="color: #339966"><i>through</i></span><span data-contrast="none">, rather than just do. Teacher acts as </span><span data-contrast="none">facilitator who coaches the students</span><span data-contrast="none">,</span><span data-contrast="none"> as they</span><span data-contrast="none"> </span><span style="color: #339966">collaborate to solve the problem</span><span data-contrast="none">.</span><span data-contrast="none"> Learning comes alive!</span><span data-ccp-props="{}"> </span> <span data-contrast="none">Ensure the project is <span style="color: #339966">meaningful</span> and captures students’ interest by letting them lead. </span><span data-contrast="none">Students <span style="color: #00ccff">develop thinking and collaboration skills</span> beneficial in the workplace, as they </span><span data-contrast="none"><span style="color: #00ccff">acquire and apply new knowledge in a problem-solving context</span>.</span><span data-ccp-props="{}"> </span></td> <td>H L</td> <td>H L</td> <td>H L</td> <td>H L</td> <td>H L</td> <td>M M</td> <td>H L</td> <td>H L</td> <td>H M</td> </tr> <tr> <td valign="top">22</td> <td valign="top">DP</td> <td valign="top">Application of theory</td> <td valign="top">Cognitive</td> <td valign="top">Piaget</td> <td valign="top">Deliver theory A. Ask learners to apply A to new scenarios provided, <span style="color: #0000ff">justifying their rationale</span> in relation to the theory A</td> <td>H L</td> <td>M L</td> <td>M L</td> <td>M L</td> <td>H L</td> <td>H L</td> <td>H L</td> <td>L</td> <td>M</td> </tr> <tr> <td valign="top">23</td> <td valign="top">DP</td> <td valign="top">Self marked answers</td> <td valign="top">Behaviourist</td> <td valign="top">Pavlov Skinner </td> <td valign="top">Learners are provided with specific questions that they must provide a written answer to. Learners are then provided with a mark scheme that they must <span style="color: #0000ff">assess their response against</span>. Learners make an association between their own response and the mark scheme and are ‘rewarded’ with marks gained</td> <td>H L</td> <td>H L</td> <td>H L</td> <td>H L</td> <td>M</td> <td>H L</td> <td>L</td> <td>M L</td> <td>M</td> </tr> <tr> <td valign="top">24</td> <td valign="top">DP</td> <td valign="top">Quiz with prizes</td> <td valign="top">Behaviourist</td> <td valign="top">Skinner</td> <td valign="top">Learners must participate in a quiz (can be anonymous) where prizes/rewards are offered. <span style="color: #0000ff">Scores from the quiz</span> can be used to identify gaps in knowledge and direct further learning activities</td> <td>L</td> <td>M</td> <td>M</td> <td>M</td> <td>L</td> <td>L</td> <td>M</td> <td>M</td> <td>M</td> </tr> <tr> <td valign="top">25</td> <td valign="top">HJ</td> <td valign="top">Communities of practice</td> <td valign="top"><span data-contrast="auto">Social </span><span data-contrast="auto">Constructivism</span></td> <td valign="top"><span data-contrast="auto">Wenger</span><span data-ccp-props="{}"> </span> and/or <span data-contrast="auto">Lave</span><span data-ccp-props="{}"> </span></td> <td valign="top"><span data-contrast="none">Encourage a community of practice where <span style="color: #339966">students learn in a social context</span> with others who share their </span><span data-contrast="none">specialist </span><span data-contrast="none">interest</span><span data-contrast="none">s.</span><span data-contrast="none"> </span><span data-contrast="none">A</span><span data-contrast="none">n informal</span><span data-contrast="none"> </span><span data-contrast="none">advice network</span><span data-contrast="none"> where <span style="color: #339966">students learn through relationships</span></span><span data-contrast="none"> </span><span data-contrast="none">between</span><span data-contrast="none"> their peers </span><span data-contrast="none">and community practitioners</span><span data-contrast="none">. Like a</span><span data-contrast="none"> sophisticated</span><span data-contrast="none"> enthusiast's club</span><span data-contrast="none">!</span><span data-ccp-props="{"335551550":1,"335551620":1,"335559740":259}"> </span> <span data-contrast="none">Be sure to n</span><span data-contrast="none">urture </span><span data-contrast="none">the </span><span data-contrast="none">community of practice</span><span data-contrast="none"> and allow it to</span><span data-contrast="none"> develop its own <span style="color: #339966">identity</span> through its members</span><span data-contrast="none">. </span><span style="color: #3366ff">Learners will transfer good practice and develop professional skills. </span></td> <td>H L</td> <td>H L</td> <td>H L</td> <td>M L</td> <td>H M</td> <td>H L</td> <td>H L</td> <td>H M</td> <td>H L</td> </tr> <tr> <td valign="top">26</td> <td valign="top">PH</td> <td valign="top">Retrieval grid</td> <td valign="top">Cognitivist</td> <td valign="top"></td> <td valign="top"> <p class="Black"><span style="font-size: 10.0pt">First, produce a question grid that covers a variety of topics that have been covered over a few weeks. </span></p> <p class="Black"><span style="font-size: 10.0pt">Each question is given a point-based upon how long ago the topic was covered, for example, last week would be 1 point, in the first half-term this might be 5 points. </span></p> <p class="Black"><span style="font-size: 10.0pt">The students are given a set amount of time to answer as many questions as possible, without looking at their notes. <span style="color: #00ccff">This promotes deliberate recall of information and complex thinking, as well as identifying gaps in knowledge. </span></span></p> <p class="Black"><span style="font-size: 10.0pt">The teacher then uses nominated questioning for the answers, this can provide an opportunity to add extension questions, <span style="color: #00ccff">this promotes deeper learning.</span></span></p> </td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top">27</td> <td valign="top">KLB</td> <td valign="top">Chunking</td> <td valign="top">Cognitivist</td> <td valign="top">Miller</td> <td valign="top">Chunking Process Break larger amounts of information into small units Identify similarities or patterns Organize the information Group information into manageable units For example, birthdays are not recalled 11261995 or 11/26/1995</td> <td>M</td> <td>H</td> <td>H</td> <td>L</td> <td>L</td> <td>L</td> <td>M</td> <td>M</td> <td>M</td> </tr> <tr> <td valign="top">28</td> <td valign="top">MH</td> <td valign="top">3 way matching</td> <td valign="top"></td> <td valign="top"></td> <td valign="top">Take a particular topic and construct 3 groups of matching cards that describe features of the same example. Students must match the 3 relevant matching cards and argue why they match. As an extension students can add to their matches with a 4<sup>th</sup> feature. Assessment is then of 3 / 4 points of knowledge and the link between these Students should match these cards on large sugar paper so the cards can be moved around and they can annotate what they are doing. Students work in pairs / 3s Maths example – topic straight line graphs One group of cards has the equation of the straight line One group of cards has the sketches of the graphs with where graph crosses axis and the gradient One group of cards has a set of coordinates that sit on the line Extension may include equations of lines that are parallel or perpendicular Here the assessment is for interpreting straight line graphs visually, interpreting equations, rearranging equations, substitution into equations. <span style="font-family: inherit;font-size: inherit">For the teacher, the assessment is very visual. This type or activity stimulates discussion and argument and pulls on a range of students’ skills thereby broadening accessibility.</span></td> <td>L</td> <td>L</td> <td>L</td> <td>M</td> <td>H</td> <td>H</td> <td>H</td> <td>H</td> <td>M</td> </tr> <tr> <td valign="top">29</td> <td valign="top">MH</td> <td valign="top">Categorising</td> <td valign="top"></td> <td valign="top"></td> <td valign="top">Students are given a set of 20 cards with names / statements / facts on students have to categorise these cards based on their own criteria (teacher can set number of categories). Students work in groups of 3 History example – monarchs Write the names of 20 monarchs on the 20 cards e.g. Elizabeth I , Henry V, Victoria, Charles II, Mary, Edward VI, George III, William I, Harold II etc Minimum number of categories = 4. Students group according to their own categories and explain category. Categories could include any of <ul> <li>Religious beliefs</li> <li>Had an heir</li> <li>Executed</li> <li>Invaded countries</li> <li>Periods of rebellion</li> <li>Foreign policy</li> <li>Architecture</li> <li>Industry</li> <li>Public health</li> <li>Fashion</li> <li>Places of burial</li> </ul> </td> <td>L</td> <td>L</td> <td>M</td> <td>H</td> <td>H</td> <td>M</td> <td>L</td> <td>L</td> <td>L</td> </tr> <tr> <td valign="top">30</td> <td valign="top">MH</td> <td valign="top">Knowledge review</td> <td valign="top"></td> <td valign="top"></td> <td valign="top">Working as a group, teacher put a single simple word, statement, diagram, picture on the board / display. Students come to the board / display to add anything relevant or related to what is on the board, explaining why. The additions to the board can be related to anything that is now on the board Biology example – animal cell Teacher write Animal Cell on board. Students have free rein to write / draw anything on the board that is related to the animal cell. They must say why. Contributions might include: mitochondrian, nucleus, osmosis, DNA, etc <span style="font-family: inherit;font-size: inherit">This might then lead to other cell structures or could go down the route of Watson and Crick (for DNA), Miescher, Levene…</span></td> <td>M</td> <td>M</td> <td>M</td> <td>H</td> <td>H</td> <td>M</td> <td>M</td> <td>M</td> <td>L</td> </tr> <tr> <td valign="top">31</td> <td valign="top">MH</td> <td valign="top">Race against the clock</td> <td valign="top"></td> <td valign="top"></td> <td valign="top">Consider a set of facts / absolutes that have to be known and remembered by students. At a fixed point in each lesson get students to list these facts in a fixed period of time. There should be a ceiling number of facts. When the time is up students feedback to the teacher on how many facts they did not get. Over a period of lessons, reduce the time allowed to complete the task. Where possible increase the number of facts expected to be listed. Maths example – Times Table challenge Students complete a 12x12 multiplication grid in 5 minutes. They feedback on how many they have not achieved. Where students complete the grid, students must complete a 13x13 grid next time. After a few weeks, reduce the time to 4 minutes and return to 12x12 grids. Repeat</td> <td>L</td> <td>M</td> <td>L</td> <td>L</td> <td>M</td> <td>M</td> <td>H</td> <td>H</td> <td>M</td> </tr> <tr> <td valign="top">32</td> <td valign="top">IB/HH</td> <td valign="top">Modelling</td> <td valign="top">Cognitivism</td> <td valign="top">Bandura</td> <td valign="top"> <table width="101%"> <tbody> <tr> <td width="13%">Modelling allows the teacher to guide the students on how to approach a given question or problem with the tool of a <span style="color: #00ff00">worked out example</span>. The teacher goes through the individual elements of a problem<span style="color: #00ff00"> highlighting key aspects of the method/answer</span>. The teacher will emphasise the critical points where common mistakes may occur. The student observes and takes notes. The student may be asked questions to ensure that understanding of each element has been understood. The model or exemplar is used by the student to support gradual <span style="color: #0000ff">demonstration of independent practice.</span></td> </tr> </tbody> </table> </td> <td>L M</td> <td>L H</td> <td>L H</td> <td>M H</td> <td>H H</td> <td>H H</td> <td>M H</td> <td>H H</td> <td>H H</td> </tr> <tr> <td valign="top">33</td> <td valign="top">IB/HH</td> <td valign="top">Socratic questioning</td> <td valign="top">Constructivism</td> <td valign="top">Sweller/Kirschner</td> <td valign="top"> <table width="101%"> <tbody> <tr> <td width="13%">This method of questioning takes the concept of <span style="color: #00ff00">minimally guided instruction</span>. Meaning, that by guiding students <span style="color: #0000ff">construct their own</span> <span style="color: #0000ff">solutions</span> the learning is richer as the student has to <span style="color: #0000ff">form links and connections independently</span>. Based on the Socrates’ philosophy of<span style="color: #00ff00"> persistent questioning</span> and that the teacher’s role is to guide the student in their own discovery and understanding through a course of leading questions. This method of interrogation asks “why” and “how” questions as well as “what”, “where”, “when” and “who” questions. The continuous challenging dialogue supports the student’s ability to acquire critical thinking skills.</td> </tr> </tbody> </table> </td> <td>H L</td> <td>H L</td> <td>H L</td> <td> <table width="101%"> <tbody> <tr> <td width="4%">M L</td> </tr> </tbody> </table> </td> <td>H L</td> <td>H L</td> <td>H L</td> <td>H L</td> <td>H L</td> </tr> <tr> <td valign="top">34</td> <td valign="top">IB/HH</td> <td valign="top">Elaboration</td> <td valign="top">Cognitivism</td> <td valign="top">Ausubel</td> <td valign="top"> <table width="101%"> <tbody> <tr> <td width="13%">This study skill examines the need to <span style="color: #00ff00">probe for further information</span> to ensure that learning is secure and <span style="color: #0000ff">develops a sense of fluency.</span> The idea of expanding understanding forces the student to examine<span style="color: #0000ff"> links and connections between prior and new knowledge.</span> There are a number of methods to elaborate and expand understanding but an effective method of <span style="color: #00ff00">elaborative interrogation</span> is asking questions. Simply asking “how” and “why”. <span style="color: #0000ff">Encouraging students to explain and describe</span> supports students to be able to attach experience to learning, to justify learning and ultimately to have a rich ability to show confidence and fluency.</td> </tr> </tbody> </table> </td> <td>M L</td> <td>H L</td> <td>M L</td> <td>H L</td> <td>H L</td> <td>H L</td> <td>H L</td> <td>H L</td> <td>H L</td> </tr> <tr> <td valign="top">35</td> <td valign="top">IB/HH</td> <td valign="top">Retrieval Practice</td> <td valign="top">Cognitivism</td> <td valign="top">The Learning Scientist</td> <td valign="top"> <table width="101%"> <tbody> <tr> <td width="13%">Retrieval practice <span style="color: #00ff00">checks understanding intermittently</span> throughout a class, a term or a whole course. Crucially, it requires the student to <span style="color: #0000ff">retrieve knowledge without any information</span> to hand. It relies upon the planning of teaching content and testing understanding of the content. This is done on <span style="color: #00ff00">a low-stakes basis</span>; namely through quizzes, questioning, flashcards, think-pair-share and many other classroom methods of checking for understanding. It has been proven that regular testing of knowledge supports the success of students in the high stakes summative assessment.</td> </tr> </tbody> </table> </td> <td>L L</td> <td> <table width="101%"> <tbody> <tr> <td width="3%">L H</td> </tr> </tbody> </table> </td> <td> <table width="101%"> <tbody> <tr> <td width="3%">L H</td> </tr> </tbody> </table> </td> <td> <table width="101%"> <tbody> <tr> <td width="3%">L H</td> </tr> </tbody> </table> </td> <td> <table width="101%"> <tbody> <tr> <td width="3%">L H</td> </tr> </tbody> </table> </td> <td>M H</td> <td>L H</td> <td>L H</td> <td>L H</td> </tr> <tr> <td valign="top">36</td> <td valign="top">IB/HH</td> <td valign="top">Spaced Practice</td> <td valign="top">Cognitivism</td> <td valign="top">Bruner</td> <td valign="top"><span style="color: #000000">Revisit learning at set periods throughout the curriculum, allowing time to forget.</span> <span style="color: #00ff00">Recall and go deeper by linking knowledge and skills.</span> <span style="color: #0000ff">Students will develop stronger recall and retention</span>; they will <span style="color: #0000ff">assimilate new knowledge easier</span> through activating and linking to prior knowledge</td> <td>H L</td> <td>H M</td> <td>H L</td> <td>M L</td> <td>H M</td> <td>H M</td> <td>L L</td> <td>H M</td> <td>H H</td> </tr> <tr> <td valign="top">37</td> <td valign="top">IB/HH</td> <td valign="top">Hexagonal Learning</td> <td valign="top">Cognitivism</td> <td valign="top">Bruner</td> <td valign="top"> <table width="101%"> <tbody> <tr> <td width="13%">A<span style="color: #00ff00"> method that allows student group discussion to develop connections in understanding</span>. Students begin by identifying key words, terminology etc. They learn the concepts or ideas behind these. They then <span style="color: #0000ff">make associations or connections and are able to justify these through critical thinking.</span> Students use laminated, or electronic hexagons. They write key words, terminology, factual knowledge, ideas, equations etc on an individual hexagon. As learning progresses, they create more. The impact comes from students initially being able to explain the concepts behind each hexagon, then searching for associations and linking and transferring new knowledge to prior knowledge and explaining the associations through critical thinking skills. This allows students to explore individually and collaboratively to make sense and attain ownership of their understanding.</td> </tr> </tbody> </table> </td> <td>L H</td> <td>L H</td> <td>M L</td> <td>L H</td> <td>H H</td> <td>M H</td> <td>H H</td> <td>H H</td> <td>H M</td> </tr> <tr> <td valign="top">38</td> <td valign="top">IB/HH</td> <td valign="top">Mind Mapping Command Verbs</td> <td valign="top">Cognitivism</td> <td valign="top">Bloom B</td> <td valign="top"> <table width="101%"> <tbody> <tr> <td width="13%">Creating a <span style="color: #00ff00">supporting structure or model</span> <span style="color: #00ff00">to help students tackle exam-based type questions</span>. Students journey through and <span style="color: #0000ff">develop their</span> <span style="color: #0000ff">understanding of the command verbs</span> from Blooms taxonomy, in order. As we journey through, tasks become more cognitively demanding, the starting point is always the base of Blooms model. Firstly we identify, list or state what we are going to describe or explain, giving more detail, purpose, fact and reasons. From that key information we can move onto comparing, contrasting, justification and evaluation. </td> </tr> </tbody> </table> </td> <td>H M</td> <td>H M</td> <td>H M</td> <td>H M</td> <td>M H</td> <td>H M</td> <td>L L</td> <td>H H</td> <td>H H</td> </tr> <tr> <td valign="top">39</td> <td valign="top">IB/HH</td> <td valign="top">Scaffolding</td> <td valign="top">Constructivism</td> <td valign="top">Vygotsky</td> <td valign="top"> <table width="101%"> <tbody> <tr> <td width="13%">Support students as they learn new skills, knowledge or concepts by<span style="color: #00ff00"> providing a map, stepping stones or scaffold</span> so that that they can clearly recognise the path to success. Ensure they are aware that one day the <span style="color: #00ff00">support will have to be removed</span>. This can be done piece by piece. Provide <span style="color: #00ff00">instructional support for students thinking</span> as they journey towards independence. Students <span style="color: #0000ff">demonstrate competence and</span> <span style="color: #0000ff">problem solving strategies in manageable chunks and develop increased motivation </span>as they move from guided practice to independent practice.</td> </tr> </tbody> </table> </td> <td>L L</td> <td>L M</td> <td>L M</td> <td>L H</td> <td>L M</td> <td>M H</td> <td>L H</td> <td>L H</td> <td>L H</td> </tr> <tr> <td valign="top">40</td> <td valign="top">IB/HH</td> <td valign="top">Using Advanced Organisers</td> <td valign="top">Cognitivism</td> <td valign="top">Ausubel</td> <td valign="top"> <table width="101%"> <tbody> <tr> <td width="13%">A <span style="color: #00ff00">graphic organiser is a visual tool that supports students to connect new knowledge to existing knowledge and see the relationship</span> <span style="color: #00ff00">between individual chunks of learning, ideas or concepts.</span> Students start with factual or background knowledge as their foundation for their graphic organiser and develop these throughout the length of study of a topic or subject by adding connections of more complex or abstract ideas. Students use their graphic organisers<span style="color: #0000ff"> to activate prior knowledge, practice retrieval and partake in group elaboration</span> activities as their knowledge develops.</td> </tr> </tbody> </table> </td> <td>H L</td> <td> <table width="101%"> <tbody> <tr> <td width="3%">H H</td> </tr> </tbody> </table> </td> <td>H L</td> <td>H M</td> <td>H H</td> <td>H M</td> <td>L H</td> <td>H M</td> <td>M H</td> </tr> <tr> <td valign="top">41</td> <td valign="top">CLB</td> <td valign="top">Discovery Learning</td> <td valign="top">Cognitivism</td> <td valign="top">Jerome Bruner</td> <td valign="top">Inquiry-Based Learning which encourages learners to build on past experiences and knowledge, use their intuition, imagination and creativity, and search for new information to discover facts, correlations and new truths.</td> <td>H</td> <td>H</td> <td>H</td> <td>L</td> <td>H</td> <td>L</td> <td>L</td> <td>H</td> <td>M/H</td> </tr> <tr> <td valign="top">42</td> <td valign="top">CLB</td> <td valign="top">Pyramid Discussion</td> <td valign="top">Constructivism</td> <td valign="top"> <p class="Black"><span style="font-size: 10.0pt">Vygotsky</span></p> </td> <td valign="top"> <p class="Black"><span style="font-size: 10.0pt">A speaking activity which allows learners to build on agreeing, disagreeing, negotiation, summarizing and putting forward an argument. Learners form progressively larger groups as they carry out a speaking task which requires each grouping to reach agreement before joining up with another group.</span></p> <p class="Black"><span style="font-size: 10.0pt"> </span><span style="font-size: 10.0pt">For example: In small groups, learners have to agree on the most important of the five senses or the most influential leader of the 20<sup>th</sup> century, etc. They then join with another group and have to agree again, before joining up with the next group, and so forth, until the whole class is involved in one discussion. This activity can also be used in a more graduated approach and learners narrow down on a topic from for example the top five most influential leaders, then top three and finally through discussion/negotiation, etc. agreeing on the most influential. </span></p> </td> <td>M</td> <td>M/H</td> <td>H</td> <td>H</td> <td>M</td> <td>L</td> <td>H</td> <td>H</td> <td>M/H</td> </tr> <tr> <td valign="top">43</td> <td valign="top">HJ</td> <td valign="top"><span class="TextRun SCXW227502515 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW227502515 BCX0" data-ccp-parastyle="heading 2">Unconditional Positive Regard</span></span><span class="EOP SCXW227502515 BCX0" data-ccp-props="{"335559739":120}"> </span></td> <td valign="top"><span class="TextRun SCXW255955542 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW255955542 BCX0" data-ccp-parastyle="Black" data-ccp-parastyle-defn="{"ObjectId":"6aee9854-f670-4697-9d54-1dd5461430e1|211","Properties":[67122396,"",134233614,"true",201340122,"2",201342447,"5",201342448,"1",268442635,"22",469769226,"Open Sans Light,Calibri",469775450,"Black",469777841,"Open Sans Light",469777842,"",469777843,"Calibri",469777844,"Open Sans Light",469777929,"Black Char",469778129,"Black",469778324,"Normal"],"ClassId":1179649}" data-ccp-parastyle-linked-defn="{"ObjectId":"6aee9854-f670-4697-9d54-1dd5461430e1|210","Properties":[134231262,"true",134233614,"true",201340122,"1",201342448,"1",268442635,"22",469769226,"Open Sans Light,Times New Roman,Calibri",469775450,"Black Char",469777841,"Open Sans Light",469777842,"Times New Roman",469777843,"Calibri",469777844,"Open Sans Light",469777929,"Black",469778129,"BlackChar",469778324,"Default Paragraph Font",469778325,"[\"Strong\"]"],"ClassId":1179649}">Humanism</span></span><span class="EOP SCXW255955542 BCX0" data-ccp-props="{}"> </span></td> <td valign="top">Jung</td> <td valign="top"><span data-contrast="none">T</span><span data-contrast="none">he teacher</span><span data-contrast="none"> consistently </span><span data-contrast="none">demonstrat</span><span data-contrast="none">e</span><span data-contrast="none">s</span><span data-contrast="none"> belief in the </span><span data-contrast="none">students</span><span data-contrast="none"> and </span><span data-contrast="none">their abilities</span><span data-contrast="none">, no matter what. </span><span data-contrast="none">The students can make mistakes, misbehave and fail but the teacher</span><span data-contrast="none">’s role</span><span data-contrast="none"> </span><span data-contrast="none">is to r</span><span data-contrast="none">emain </span><span data-contrast="none">steadfast in their view that the student is capable and competent. </span><span data-ccp-props="{}"> </span> <span data-contrast="none">Ensure a learning culture of </span><span style="color: #339966" data-contrast="none">empathy and trust</span><span data-contrast="none"> to enable students to feel </span><span style="color: #3366ff">empowered, recognised and grow their self-confidence</span><span data-contrast="none"><span style="color: #3366ff">.</span> </span><span data-contrast="none">Be sure to f</span><span data-contrast="none">ollow up any </span><span data-contrast="none">necessary </span><span data-contrast="none">discipline with </span><span style="color: #339966">positive reinforcement. </span></td> <td>M H</td> <td>H M</td> <td>H M</td> <td>H H</td> <td>M M</td> <td>L L</td> <td>L H</td> <td>M H</td> <td>L H</td> </tr> <tr> <td valign="top">44</td> <td valign="top">CLB</td> <td valign="top">Jigsaw Technique</td> <td valign="top">Social constructivism</td> <td valign="top"> <p class="Black"><span style="font-size: 10.0pt">Dewey</span></p> <p class="Black"><span style="font-size: 10.0pt">Vygotsky</span></p> </td> <td valign="top">Cooperative learning technique which organizes classrooms into groups with each group receiving a piece of the task/assignment. A successful outcome to the task is heavily reliant on learners collaborating together to gather and exchange information from each of the groups and then assembling and piecing together the information into the correct order/format (jigsaw).</td> <td>L</td> <td>M</td> <td>M/H</td> <td>M/H</td> <td>H</td> <td>L</td> <td>H</td> <td>L</td> <td>L/M</td> </tr> <tr> <td valign="top">45</td> <td valign="top">CB</td> <td valign="top">Round Robin</td> <td valign="top">Social Constructivism</td> <td valign="top">Kagan</td> <td valign="top">Teacher assigns a topic or question with multiple possible answers. In teams, students respond orally, each in turn taking about the same amount of time. (30 seconds each) <span style="color: #0000ff">Here learners have to summarise, analyse and respond to the other students’ comments</span> Variations can include: <ul> <li>All Write Round Robin: each student records each other student’s answer on their own paper.</li> <li>All Write Consensus: after reaching consensus, each student records each other student’s answer on their own paper.</li> <li>Think-Write-RoundRobin: students think about their response, then independently write it down before the RoundRobin</li> <li>Single Round Robin: the team does just one round of sharing, each teammate getting one turn.</li> <li>Continuous Round Robin: each student adds to discussion/list. Goes around many times.</li> <li>Timed Round Robin: each student shares in turn for a specified time.</li> </ul> </td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td valign="top"></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td 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<td></td> <td></td> <td></td> <td></td> <td></td> <td></td> <td></td> </tr> </tbody> </table> Cancel share this: Comments Lesley February 10, 2021 @ 09:09 am Feel free to have a look through and amend, can’t seem to turn them red, but feel I have to look at the emotional states again The comments are closed.
Lesley February 10, 2021 @ 09:09 am Feel free to have a look through and amend, can’t seem to turn them red, but feel I have to look at the emotional states again
Feel free to have a look through and amend, can’t seem to turn them red, but feel I have to look at the emotional states again