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Can so be "what did I do-what do I do now"
At the start of the unit, let students write down everything they know about the concepts and content related to the unit. At the end of the unit, give this back to them and ask them to write down the new things they now know or what they have changed in their daily life (for example, how they are solving conflict) You can scaffold this by asking questions that might make them think about the changes in their understandings.

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Students respond to a provocation or question from the teacher in a one minute video response using Flipgrid.

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Students can make videos, take photos, create sound files of their work and reflections. Also involved in the class community so students can reflect and comment on their peers ideas and reflections.

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Students form groups and create a cooking show. They conduct research, plan, practice, and video record their own cooking show. Whilst group members are performing particular steps in the cooking show, other members present information that they have researched (according to the rubric) as "time-fillers" whilst things are cooking, baking, etc.

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"I used to think...., but now I think..."

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"I used to think...., but now I think..."

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Students post their work around the classroom for others to see. During class, other students walk around the posts and use sticky notes to make constructive comments and ask questions about the work that they did not understand. The work is then collected and can be revised, altered, or explained to strengthen understanding of the concept.

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Students chose a concept related to the unit and research it to find out more by working systematically through the inquiry cycle. At the end they record the ways what they now know connects to elements in their life. They set a goal to make a specific change which they can track and reflect on.

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Allows students to explore a concept or topic or subject through imagined involvement

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Providing a place in the classroom for students to pose questions they have that can help strengthen/deepen their learning and understanding.

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After learning about rights and responsibilities as a global citizen, the students decided they wanted to experience what voting is like so we organized a voting day for them to vote for a charity they wanted to donate that month's dress down day money to.

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Pause at different times in the unit and have students discuss:
I changed my ideas about ... I now know .....
I was surprised about ...
I still want to know ....

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After learning about saving the environment, students came up with an idea of going on a strike. They wrote and read letters, created posters and signs to raise an environmental awareness.

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On a unit about exploration, students 'become' an explorer of the past in order to explain their motivations, worries, experiences; they can also answer questions from the 'museum guests' (the school community)

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Thinking routines that could be used are:
1. outside circle to try to explain about  a concept currently exploring but also to share personal perspectives

2. STop , Start Continue (reflective)

3. Circle of Viewpoints  to increase perspective

4. On meeting experts from a particular field trip create Think, Wonder and See

5. Monitor thinking: write areas that they feel important onto blue post-its and red for additional questions

6. When groups are deciding on a particular idea, students will do 5-3-1. THey will choose 5 items / ideas they wish to implement then choose 3 that they feel most important and then finally narrow it to one- by having them justify their reasons

7. Connect, Extend Challenge

8) Create a success criteria each time they do an learning engagement. What ATLS are needed to complete this engagement. What does it look like in this context?

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Students choose a landmark that they would like to create a guidebook on. They conduct research on the landmark and why its significance, and then they create some artwork to include in the book (which is a pop-up book), search, save, and print photographs of relevance to the pop-up book, organize and write relevant and important information on the landmark (from their perspective), and compile it together. Concepts and skills based.

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Students are given a lot of pictures of different habits, animals and humans dressed for different climate. Students are asked to sort the pictures as to which humans / animals belong to which habits. They should explain their thinking in writing or in an audio recording. They can also explain why they didn't put other combinations together.

This is to assess students' understanding on how animals and humans adapt to different environment.

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Students examine mentor texts and decide what makes a successful book. They they synthesise this information and then we build success criteria around what they notice.

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Guest Speaker - providing more background information about a natural disaster or sharing personal research or experience.
Field Trips - E.g. visiting the old age-home, how are we making a difference in others life.

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Unpack the central idea by putting key words on different tables. Have the kids write what they think the words mean on the papers (creating kind of a mind map of the word) - put the central idea together and then have the kids write it in their own words after looking at what their classmates wrote down. This is a great preassessment of what they know.

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Unpack the central idea by putting key words on different tables. Have the kids write what they think the words mean on the papers (creating kind of a mind map of the word) - put the central idea together and then have the kids write it in their own words after looking at what their classmates wrote down. This is a great preassessment of what they know.

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To prepare for a project, the student will take the lead in co-creating a checklist of things to do, including learning goals they will need to meet, in order to successfully complete their project.

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EY K1
Students had made their own inventions to save the environment. We did an exhibition set-up in our classroom. Other classes from our grade came to "tour" the exhibition and ask questions about the inventions.
Teachers were able to assess student's understanding. (how they made it, why they made it, how it works)

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Feedback and feedforward, compliments and tips/suggestions
(teacher-student, peep-peer, self)