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1. To provide a structure to deeply understand a teaching practice, especially when one is required to customise it based on different student profiles.

2. Teachers will be encouraged to think more systematically about the questions and data they use to make changes. Effective facilitation is crucial in step 4, when the group broadens the TTT Anchor’s thinking about how he/she generally approaches making changes in his/her practice.

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TTT Anchor as facilitator (who also participates) to lead the conversation and keep time.

Level subject teachers as presenters who share their notes about the changes they have made in their practice.

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1. Writing - To prepare before TTT

Each teacher reflects and writes about the following prompt, “Tell about a customisation/ change in teaching practice you will be making for lesson. Think about:

a. What will you be teaching/doing?

b. What change will you be making?

c. Why do you think you should make the change?

d. How do you decide what to do?

e. How would you know if the customisation is working for your students?

f. Who else will contribute to the success of your lesson?

The group establishes an order for each teacher to present and facilitate

2. Presentation (3 min per teacher)

3. Clarifying Questions (2 min per teacher)

4. Discussion (3 min per teacher)

The group talks about what they heard from the presenter, by raising questions and adding thoughts and insights. The goal here is for the presenter to leave with a greater understanding of how he/she customises the lesson for his/her students and how he/she changes his/her teaching practice accordingly. (The presenter listens and takes notes.)

5. Reflection (2 min per teacher)

The presenter shares her views on the feedback given by the group. The facilitator then broadens the conversation by asking, “What new insights occurred for all of us?”

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(3 min as a group)

The facilitator leads the group through a discussion of this protocol process using the following prompts:

1. What went well?

2. What could be improved?

3. Did you change your thinking? If so, in what ways?

4. How did this protocol work for you?

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Heat, cool and compress atoms and molecules and watch as they change between solid, liquid and gas phases.

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Deck Toys - Learning Paths for Lesson Adventures

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Deck Toys - Learning Paths for Lesson Adventures

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states of matter solids liquids and gases, movement and heat

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Based on how your students  have done in WA2 and your observation of their daily work and attitude, share your reflections on the following: a. What inferences are you able to draw? What explanations might shed light on this trend? b. What are some of the best classroom practices being implemented? What are the next steps we could take to bridge the learning gaps?

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Based on how your students  have done in WA2 and your observation of their daily work and attitude, share your reflections on the following: a. What inferences are you able to draw? What explanations might shed light on this trend? b. What are some of the best classroom practices being implemented? What are the next steps we could take to bridge the learning gaps?