65 discussion, debate & reflection that builds understanding
65 discussion, debate & reflection that builds understanding
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Work together in large groups to draw an invention on A4.
Your teacher is not going to give you instructions on how to do this!
Afterwards, reflect and discuss how it went - how did you get on? What would have made it better?
67 listening as an active process that involves constant R-R-I
67 listening as an active process that involves constant R-R-I
Why is it important to reflect on what is being said?
How can we take turns to speak?
70 setting goals and milestones in order to be more efficient
70 setting goals and milestones in order to be more efficient
You are going to do a mini research project
It could be on on different animals for example
Work out how to present/publish eg written, drama, comic, ICT.
What are the steps to be taken before starting project?
73 taking ideas & concepts & being creative with them
73 taking ideas & concepts & being creative with them
Innovators like Ben Franklin have shaped our world with innovation.
Here are some ideas you could use to build your confidence in your ability to innovate.
76 mutually supportive learning relationships, which require empathy
76 mutually supportive learning relationships, which require empathy
Understanding comes when we share and take risks together.
How can we do that with our classmates?
77 initiative, thoughtfulness & humility
77 initiative, thoughtfulness & humility
In this humorous story, Max's family offer him advice and opinions on the best way to eat spaghetti.
What do you think is the best way to do something, for example tying your shoelaces or adding 14+18?
78 practising collaboration capabilities until they become habits of mind
78 practising collaboration capabilities until they become habits of mind
How would you describe the team work in this clip?
What about in this clip?
Set up and complete a group activity.
When finished draw a picture of themselves and the others in the group.
Draw lines showing who they worked with in the group.
The lines should have arrow heads showing the direction of the interaction. ie if Lucas asked Josh, then Lucas’s arrow would point to Josh.
If the interaction were equal, then the arrows would point in both directions.
Discuss the patterns looking at how many pathways of learning and working together there were and the directions they go in.
Follow up later in the day/another day with the group working together again on another task by first reflecting on their picture and challenging them to make more connections in different directions across the group.
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