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* Plan opportunities for students to practice and apply skills in meaningful context
* Encourage communication
* Having formal conversations
* Explore perspectives
* Provide explicit opportunities
* Students practise and develop their mindfulness skills
* Provide opportunities for students to reflect
* Offer opportunities (UDL)
* Create atmosphere where students create mindfulness as a core skill
* Support students to participate in mindfulness activities

Activity
Breath awareness activities
* Explicitly teach mindfulness routines - providing them with a skill that will help them
* Mindful breathing
* Shark fin
*Mindfulness checklist
* sleep tracker
* Environmental print
Active mindfulness activities
* Mindful steps
* Mindful sounds
* Gratitude practice
* Activity tracker

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Building a tower.

In groups and using given materials, build the highest tower possible. Student have time to build the tower. Stop the groups from working and place a new set of parameters around the challenge (eg. a red block must only touch a red block), etc. Listen/look for reactions and responses, then discuss the way forward, acknowledging the setback and disappointment, brainstorm ideas about how to work through the adversity and encourage students to suggest mindset or other strategies to change their state of mind. If desired, continue and again change the parameters. Include discussion of persistence, how students can remove barriers, invite them to share their emotions after the conflict and then in terms of moving forward with the task.
Provide feedback (teacher/peer/self) that reinforces , resilience, positive thinking and a growth mindset.

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Science experiment lesson: give students the steps/stages of the lesson and as a group they are to decide on the time frame for each step. Have a student in charge of tracking and recording time.  Next to each step/stage have students write a short list of things they will be doing if they are on task. Setting group roles - timer, self-regulating: are we on task, scribe etc
Formative assessment - as a group, they finish the experiment on time and their reflections on the process.

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Low ropes course activity is interactive learning experience building resilience through...
- Manage setbacks
• Work through adversity.
• Work through disappointment.
• Work through change.
As students challenge themselves through the low ropes element and experience the above, teachers guide and assist students to work through... and build resilience .
Students provide feedback/ self reflection/ spotters provide encouragement - coaching one another through task.

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Set goals that are challenging and realistic
Beginning of the term goals
- Model goal setting as a teacher by using an inquiry into statement. This sets the goal for the lesson so that students know that goals are ongoing.
- use a SMART acronym
- write the goal on a post it note
- sit with a partner and read your goal to them and have them identify what the goal is, how it is measured etc.
- identify the 3 steps that can be taken to meet the goal and write them on a post it note that lives on their desk
- on a weekly basis refer to the goal steps and encourage students to monitor their progress against their own criteria
- reflect on goals at the end of the term to identify what strategies supported their achievement of the goal or what prevented them from achieving it.

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Have students work through some conflict/difficult scenarios and then in pairs create a comic outlining some solutions.

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Activity
Provide an activity that has printouts of different questions and define if they are open-ended or closed questions. Define what makes open ended questions so powerful. Think pair share with each other to spark conversation.  Put questions in action with a focus on drawing out thoughts knowledge and feelings.
Place an emphasis on the reasoning and ensure they are well reasoned. Set boundaries around the responses to open-ended questions - about having a go and not being in competition with others.
Link open-ended questions to the wonder wall in classrooms and keep revisiting unintentionally as a class.
1. question everything - teachers and students
2. Actively using wonder walls and revisiting often
3. giving feedback on questions, students and teachers e.g this question is deep, but it's worded in a way that elicits a short answer response. can you change it so you can draw a longer response
4. Teacher create a example of a 'bad' question and ask students why it wasn't good... 'why was it a hard question to answer and why did it make you think deeper?'
5. Regular practice
6. include as a part of developmental play... could be kahiba. The relaxed nature leds to deeper thinking
7. Provide support (scaffolding), make your own thinking visible and give them concrete materials
8. Explain and model different types of questions e.g what needs to be clarified? how does this idea relate to... why is that... what am i not seeing here that i should be seeing? - share your own questions "i am trying to figure out.." " I have been exploring..."
9. Embrace student choice
10. Use multiple grouping options
11. encourage students to slow down and thinking time - white space - allows them to wonder
12. Reduce the fear it is powerful when the students "i don't know, lets find out". Encourages students to realise they have permission to ask questions.

Invest yourself in the process and allow the students to know who you are. It builds relationships and allows the class culture to value inquiry.

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We've got a Dilemma!
Cooperative Small Group Activity.

Explicitly teach the roles to be assigned. Present them in a variety of methods (eg, modelled, illustrated, written with an explanation, etc). The students will listen closely to instructions.

Each group is provided with the role prompts. They are then provided with a social dilemma. The students will take on a role within a group. They will practise cooperation in a group by being courteous, sharing and taking turns. They will build consensus and negotiate effectively in order to come up with one group-agreed response to the dilemma. To get to this point, the students will listen closely to others’ perspectives.

All the participants will be encouraged to participate according to their role.

During the plenary, groups share their dilemma, their opposing views and provide reflection on how they negotiated a resolution. They will listen respectfully to others. Other groups'  members are invited to provide feedback focused on the perspectives expressed and the interpersonal relationship factors shown.

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Recognising and creating signs, interpreting and using symbols

Students as a whole group develop visual signs and the meanings behind them. Could be done on the computer to build in IT skills.

In small groups, students to design a set of instructions to complete a simple task or a map to send them on an adventure.

Could link the map to a creative writing task, student/parent interview tour, provocation on the environment, put up sings from other countries along their routes to introduce a global focus, bearings and compass directions, older kids planning for younger kids, peer-feedback: did their signs/symbols work, design a Sphero track for another group using symbols only

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Listen to, and follow the information and directions of others.

Activity: Have students pair up and sit back-to-back on chairs.  Student A is given a simple shape or drawing and Student B is given blank paper.  Student A has to provide detailed instructions to allow Student B to replicate the original image.  Students are allowed to ask clarifying questions to help them.  At the end, do a reflection on the challenges of the task.
As a bonus maths link, you could have students use a grid reference system or Cartesian coordinates to make this activity easier but still allowing time to practise the ATL of Communication.

*This activity will work with all students, even if their names are not Student A or Student B.

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Performing a skill based activity, teacher gives demonstration or discussion of action and has information such as drawings or visual references for students to reflect on. (interpret in their own time). Students given roles during discussion.
Listen.
Give students roles during this process. A pair - summarizes the information after demo or discussion. Another pair asks for clarification from other students.
Speaking.
students answering need to be clear, logical & respectful in their responses. Discussing and negotiating ideas and knowledge with peers and teachers.

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At the conclusion of the 'How the world works unit' (Natural disasters) students play the role of an expert in the field of their chosen natural disaster. Each student present their understanding via 3d model, poster, video etc as if speaking to the community at a town hall and informing them of the  impending natural disaster. Students must cover the role of technology in detecting and managing the natural disaster. Including what the community will need to do in order to stay safe before, during and after the natural disaster.  Audience ( other students) are given rubrics in order to peer assess and are also given the opportunity for questions to deepen their inquiry.

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Students were given a topic to research.  Students are split into groups of 3 and each person is allocated a specific sub topic to research.  All of the students across the class who are working on a specific sub heading (Heading A), come together with the teacher to share all of their research.  After this, students go back and meet with their original group.  They then share their research on their sub heading to co-construct an amazing piece of research!
This is also known as a Jigsaw learning strategy.

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During a task students are given  interpersonal roles to complete during the task. (Kahiba for e.g)
Taking on a variety of roles in group learning
A student:

helps other succeed a skill in task

student could be a referee for e.g to make fair and equitable decisions

has to encourage others

has to advocate for the needs of their peers

could manage conflict - mediator (Social & emotional intelligence)

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Students watch video chosen by teacher and write dot point notes. Pausing video as needed. Discuss as a class the type of resource, is it a reputable one. Then show them a less reputable one and less reliable one. Discuss the difference and how we know which one is the better one to use. Focus on the language used in the video, the visuals, the content.

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Timetables (Time)
Holiday

Students must plan a holiday for a family 4 that incorporates a range of transport options, landmarks, dining options, activities and accomodation. The students must present a planned schedule.
Presentation of the planned holidays with screenshot evidence of timetables that fit into the planned schedule. (Online timetables)

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The most extreme pet!
Whole class explicit activity.

Define the vocabulary (extreme). As a group, create criteria to guide decision-making through using all senses (looks like, feels like, sounds like, moves like, smells like).

Students will record observations based on noticing relevant details to draw conclusions about the most extreme pet.

Students will engage with the task by researching features of their pet (in relation to the senses criteria) and present their information in a variety of formats and platforms to represent their 'extreme' pet.

Students will reference their research sources.

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Students make a video of each other completing a task that involves several elements. E.g. PE -students film one another over 20m. They analyse technique against information provided by the teacher on technique (could be a discussion or a video reference for example.  

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Students make a video of each other completing a task that involves several elements. E.g. PE -students film one another over 20m. They analyse technique against information provided by the teacher on technique (could be a discussion or a video reference for example.  

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Data gathering and recording

gathering information

using senses to notice details

Record observations

Synthesize and interpret

sort & categorize info and present accordingly

analyse and interpret info

Eval & Communicate

Draw conclusions

presenting information

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Identify skills and areas for improvement
* given in a timely manner
* Sensitive to the needs of each other and the individual needs
* reference a specific skill or knowledge
* Give feedback verbally and non-verbally and concerntrate on one ability
* use post it notes - go around on each others desk
* Invite kids to give the teacher feedback

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Generating novel ideas and considering new perspectives

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Generating novel ideas and considering new perspectives

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Between a Rock and a Soft Place
Make unexpected or unusual connections between objects and/or ideas. (This is a great idea for use as a provocation.)

Present objects that have very little relationship or connection, eg. a rock and a feather; a gold pan and a pair of chopsticks.

Students are encouraged to find unexpected and unusual similarities between the items.

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Making unexpected or unusual connections between objects and/or ideas

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Making unexpected or unusual connections between objects and/or ideas

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Use the commonality thinkers key to decide upon 2 objects which would generally have nothing in common, and try to outline some points of commonality between them.

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develop criteria for assessing own and others' presentations.

Critically reflect on the effectiveness of their own and others' writing seeking feedback

Identify selections of their own writing and reflect on how they have made progress

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Provocation:
Thinking Strategy
Colour Symbol Image
What do you think of when you hear this piece of music?
make connections
emphasise listening/speaking skills
Generate novel ideas
Make connections
Consider new perspectives
students consider multiple alternatives
use metaphors and analogies
Information transfer
experience of inquiring in a different context
transfer understandings across themes and subjects

afterwards teacher tell what the story is about