school visits (2)
DESCRIPTION
ÂTRANSCRIPT
Research Hypothesis: Building complex language and ideas in class
dialogue.
Coatesville Primary (International Baccalaureate, Public School)
Avila College (Mid-range Catholic Girls School)
PATTO’s Strategic Plan
• To create a personalised learning environment characterised by high achievement focus and high expectations amongst the whole school community.
The Lesson Plan • Avila: Yr12 80 minute Drama class Focus: solo performance • Coatesville: 2x Grade 6 Art Class, 50 minutes Focus: Collage techniques with Knights as stimulus
The Structure:
Routine Criteria
Play Reflect
The ROUTINE: Environment
In both schools we found: •Students sit in same seat •Visual stimuli accessible throughout entire lesson •Personal storage areas for students •Displays of ‘quality work’ were often of ideas and processes rather than ‘final tasks’ •Laptop access in rooms •Class moved around space depending on focus at that time
Learning Intention made explicit at start of lesson –and referred back to throughout as it was on display throughout Students encouraged to independently referred back to learning processes required and criteria of task Standard of displayed language was complex –very difficult concepts explained. Clear formatting Time management shown
THE CRITERIA: Setting up the Lesson
THE PLAY: Inquiry Based
•Learning begins with physical stimulus and student-centered discussion •Teacher’s questions open-ended •Focus of lesson brought back to stimuli •Student reflect throughout learning on appropriateness of stimulus •TRIALING AND PLAY ENCOURAGED
THIS IS AN OBJECT APPLY IT TO THE LEARNING FOCUS
THE REFLECTION
• Continuous throughout the lesson
• Students encouraged to be critical of progress
• Mistakes a healthy part of learning
• Team reflection • Blog used as ongoing
reflective and assessment tool.
Tips to Use at Home
• Consistent seating arrangements • Move around the classroom –use learning
stations!! • Group work • HAND IT OVER. Arm the students with the tools,
introduce a prop and let them go. • Less is more. Say less, mean more. • Always demonstrate the upmost language
standard. Scaffold it down.
Even preps can demonstrate complex ideas and language when they are encouraged to think and play.