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Listening actively to other perspectives and ideas.

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With a list of success criteria, sentence starters, students can write and post meaningful content on seesaw. Students then peer assess by showing each other what they have posted on seesaw.

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Students will be shown how to hold a drawing pencil in a particular way so that can shade using the side of their pencil. Next they practise creating the different drawing techniques exemplars using this method. Then they create a sketch and use/explore/develop the different drawing skills/ techniques. Students then reflect on how well they have applied the drawing techniques to the task.

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Explicit teaching - Plan going on an overseas holiday, what would you need to do to get there. Peer assess, have their buddy see if they could make it through the holiday.

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Giving them a timeline, or have them create their own,to see the bigger picture. 

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Giving them a timeline, or have them create their own,to see the bigger picture. 

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- Practising appropriate hygiene and self-care. This comes with an understanding of how the body works, and how to best take care of it.
We could explicitly teach this through the correct use of certain hygiene products.
Another way would be to create a mix and match type activity where students would move and manipulate words and visuals to create definitions of certain healthy/unhealthy behaviours.
Research activity on nutrition, or could watch 'That Sugar Film' or 'Supersize Me', then discuss implications for their own lives.

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When completing a summative task or the like, create a learner calendar so they can map out their workload.

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Having them take a few minutes to reflect on what they have done and where to next. 

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Having them take a few minutes to reflect on what they have done and where to next. 

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During a game of touch, football, netball or Tapuae. Take time to pause the game and have students look at the space around them.
Coaching Points:
- How can you change your body shape to allow youself to see more of the playing area?
- When should you be checking for available space? always.
- How can you communicate with teammates to let them know that they are in space or need to move into space?

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Students analyse the way that they like to hold a pencil and use this to make an ergonomic pen that supports their writing style.

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Using time effectively and appropriately.
Giving students a task and asking them, how much time do you need to complete this?

Students need to assess themselves by creating an end goal. Eg in maths, students set out to complete X amount of tasks. They need to decide on a start time, end time.

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Planning and designing a website that caters to cyber safety online.
1) Explore why cyber safety is important (Discussion)
1a) Explore prior knowledge (Mix, Whisk, Whirl)
2) Show an example of what a site may look like (Google Sites Template)
3) Work with the learners to come up with a list of must have information/visual aspects.  (Success criteria)
4) Model tools (Google Sites) that enable learner success.
5) Discuss and set time frame (Two sessions)
6) Signpost discussion in regards to formative assessing as work progresses.

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Students to focus on task given to them to complete instructions in the timeframe given.
As I rove the class I have 1:1 mini conferences about where they are at and why?
work with a group so there are ideas for slow starters.

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Explicity explain with visuals all the gross things that can happen to you or others if you use a machine unsafely.

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SCHOOL BEHAVIOUR: Bus Stop group the different areas in the school, what is the expected behaviour for each area? What is their responsibility? How will they self-manage.

WWA BEHAVIOUR: Class Agreement in table groups possibly reword and use Mix|Whisk|Whirl - How do I want to feel? How do I want to be treated? How should I treat others? How do I want others to feel? Share ideas and create a class agreement.

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Learners create a schedule for having showers during the week. Questions to ask themselves: when is the best time to have a shower, given my family situation? How many other people are using the bathroom? Do I have any sports activities after school that will require me to have a shower? Do I need to negotiate with family members around bathroom use?
Assess: Self-assess at the end of the week to see I need to make any changes to the schedule.

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Select and use technology effectively and productively.

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Select and use technology effectively and productively.

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Select a destination more than 10 km but less than 200 km away from TNIS .
Use whatever technology you are comfortable with to determine how many different routes and modes of transportation you could use to get to your destination.
SC:
Able to choose a destination that fits the criteria
Form assess: Explain more than one route and mode of transport.

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Practise strategies to reduce stress and anxiety

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Practise strategies to reduce stress and anxiety

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Ensure learners know the learning intentions and success criteria of the lesson.
Make goals realistic for all learners
Realise some learners might feel insecure so encourage, praise good outcomes and smile.

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Explicit teaching of safety in the laboratory- examples of safety issues and explanations for rules (e.g. always wear shoes, no school jackets etc).

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Use the scenario task cards that have been given to us in the WWA kit. Students get given the statement and then they need to respond to the scenario using an informed choice.
- Appropriate course of action/behaviour and opinion.

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When a student 'fails', make a mistake. These mistakes are an opportunity to develop new learning by trying something new through feed forward questioning. This should lead learners to co-construct new learning and positive outcomes. Tchr can make explicit mistakes and model the resilience strategies you want the students to utiliise.

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Get students to share the design and build roles within a group that take responsibility for a robot to achieve success across a challenge map.
1 - Give students a robot.
2 - get one to be the engineer. One to be the programmer. One to be the assistant.
3 - With clearly defined roles each needs to work within their role to help the group achieve success.
4 - get the group to swap roles and see what is most difficult for each person to do.
Done.

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Learners need to communicate without touching their partner to walk through the course successfully. Formative assessment will be throughout the course and if they are successful or not.
Team building.

Supports oral language

Explicitly teach directions and estimating.

Respecting others - Listening sensitively to others.

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Non verbal communication - Kinesthetic Communication 

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Non verbal communication - Kinesthetic Communication 

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Teach the students the skill or students learn it themselves, e.g passing, catching, striking, dancing, etc. Each group will learn a skill and go around and teach other groups that skill and they move around the class until everyone has that skill.
To evaluate we would get each group to demonstrate their skill meeting a set of skill requirements at various levels of the curriculum.

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- Listening carefully
- Compromising
- Reacting reasonably
- Accepting responsibility
- Being fair.

Role play (teacher to give scenario to students). Students will then act out the scenario in groups while the audience peer assess whether they were able to see evidence of the group showing the listed ATL skills of resolving conflict. Students will write down if they saw them showing it and where they saw them demonstrating it.

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Explicitly teaching adopting a variety of roles, by allocating groups of four, then assigning specific job roles (i.e. Programmer, Designer, Performer and Photographer) to complete the task. Students are explicitly told that we are doing this becasue we want to learn how to work cooperatively in a group,  being a leader in some circumstaces and a follwer in others, sharing materials and taking turns. Implicitly they may learn other trans skills such as group decision making.

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Guess the Emotion

This activity is simple and effective, especially for children, but it could easily be helpful to adults. Many people don’t seem to be aware of the expressions they make that could either reinforce or detract from what they’re saying, or could give the wrong signals to those they are listening to.

Divide your group into two teams.

Give each team a set of cards with an emotion on it.

Have a participant from Team A act out the emotion on the card until his or her team guesses correctly. Switch and have Team B act out their card.

Cycle out opportunities so that each group member has a chance to act.

Make it competitive. Award points and assign short time limits such as one or two minutes for the group to guess.

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Pose a problem (explicit) (1 for each group, or 1 problem for different perspectives).  Instructions include:  discuss with class about group "rules".
Group is to resolve the problem (implicit) and share between groups.  Discuss with class what the group roles could be - a scribe, someone to keep the group focussed, a leader to keep the group respectful.  Discuss active listening and respectful discussion.
Teacher observation: displaying the "correct" skills - mature discussion and active listening .

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Your ship is sinking. There is one Lifeboat left that can only hold five people (You and 4 others).As a group you have to choose who out of the 6 remaining passengers gets a place. You realise that you may be out to sea for a while as all communication is down. You must choose from the list and argue why you deserve to get a place on the boat and what four others you would like to save too. The list you have is as follows:

A doctor who is old and frail

A heavily pregnant woman

A 7 year old boy with a broken leg who will find the cure for cancer in the future

A nurse who has a terminal illness

A criminal who knows how to navigate the sea

A rich man who is the husband of the pregnant woman

A  spiritual fisher woman who is a marine biologist and meteorologist, has a great sense of humour but she's mute

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Cultures and Travellers learning engagement

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Cultures and Travellers learning engagement

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Culture and Travellers learning engagement

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Culture and Travellers learning engagement

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The Blame Game

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Learners are introduced to the Tikanga of the Food Tech room, Mise-en-place. It is a system the define how learners collaborate, co-operate and assume roles and responsibilities in the kitchen. Teacher/Learners model and practice the routines to develop courteous behaviour, collaborative action in the various activities. To evaluate, learners gain fluency and begin to operate effectively in the kitchen with maximum co-opetion and minimum tchr instruction.

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Complete a 'scavenger hunt' given to you by teacher. This might include locating books, journals, articles and other sources of information.

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Students go to: https://zapatopi.net/treeoctopus/
You give them some research questions to answer from the site. Following their research you discuss their findings and the accuracy of the information.
- Explicit teaching: evaluating resources for reliability and resources.
-Implicit teaching: Communication skills, interpreting information, skimming and scanning, recording information etc.

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Put students into groups and give each of them a picture related to your current unit of inquiry.
Each group is also given a copy of the question matrix (https://www.tes.com/teaching-resource/question-matrix-asking-questions-updated-6325478) and formulate questions using the different question starters.
Can also give the groups the same pictures and see the variation in the questions they create.
They can then use these question matrix when creating their own questions.

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Give your students a budget and criteria for a round the world trip. They need to research about the best flights, activities and food they can eat in each place. Have to consider time zones, and currency if you want to go further. Can stream this to different levels. Need to make sure they can get a flight home in the end. Can travel as long as they want on the budget.

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Organizing data Sorting and categorizing information; arranging into understandable formssuch as narrative descriptions, tables, timelines, graphs and diagrams.

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Organizing data Sorting and categorizing information; arranging into understandable formssuch as narrative descriptions, tables, timelines, graphs and diagrams.

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Students given research task- e.g. Chemical and Physical change.
In groups students research through google tm and categorise what they find by pasting information into a chart under the titles: Not Useful. Possibly useful, but I don't understand. Useful and I understand.
The goal is for students to recognise that sometimes they will find information that appears to be useful, but may contain vocabulary or concepts which they do not fully understand.
The implicit learning is the ability to filter information by usefulness and comprehension.

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Make Connections Between Various sources of information

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Make Connections Between Various sources of information

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Set the scene/problem with a story about eating eggs all the time.
The task for the students is to research the most appropriate way to source your own eggs.
Task 1 - Collecting/Recording Data
Write as many notes from different sources on how to successfully keep chickens in your back yard. What do you need to know.
Task 2 - Organising Data
What themes have emerged from research? e.g- where to get chickens, building a coop, chicken welfare, support agencies.

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Make Connections Between Various sources of information

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Make Connections Between Various sources of information

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https://thinkerstoolbox.wikispaces.com/Thinkers+Keys

The picture key - Get learners to define the attributes of two totally different everyday objects. Following this, learners need to come up with a way to combine two ATTRIBUTES (not just the items) to create a new item.

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Produce a play making use of previously acquired information.
Think and discuss the setting, the characters, the costumes to portray character type, the sound effects, props, use of space, the introduction, the ending, the bow.
Peer reflection- Give starters...
I liked the way...
It looked effective when...
Next time I will...(you could)..
Another idea would be...

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Choose an idea or object to be analysed and place it on the map.
Part Whole Analysis Hot Map: http://pamhook.com/wiki/HOT_SOLO_Analyse_Map
Using texts, images, photos and drawings, explain what would happen if each part of the whole was missing e.g. if analysing the school, what would happen if the teachers were taken out.
Students then write if each part is important or not to the original idea and why/why not.

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Body Sculpting—Using Theatre to Explore Important Ideas

Students are given time to consider their feelings on a thought-provoking abstract or concrete image. Next, they come up with words that describe their reactions—trapped, free, angry, joyful, etc. They are then paired up and one person is the sculptor, while the other is the “clay.” The sculptor poses the clay into a form that artfully displays the word they wish to portray. Here are some guidelines:

1. Sculptors can either physically mold the “clay” or act as a mirror for them to show the “clay” the position/image they want.

2. Images can be concrete or abstract.

3. Sculptors must treat their clay with gentleness and respect (very important!).

4. There are no wrong answers; whatever image you get is fine.

5. All body sculpting must be done in silence.

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Dialectical thought:
Have class debate or small group debates based on topics around your inquiry at the time.
E.g. WWA - is puberty worse for girls or boys.

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Dialectical thought Café ConversationsUnderstanding different viewpoints is a great way to delve deeply into a topic. 5 to 10 students are given character sheets. These might include gender, age, family status (married, single, how many children, etc.), occupation, education level and significant life events. The group is also given a historical event or similar topic.Students can create identity charts in collaboration with each other to determine their character’s viewpoint. When they can adequately represent their character, what follows is a “cafe conversation.” Don’t forget to go over guidelines on how to respectfully disagree! Allow at least 20 minutes for a conversation.

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Dialectical thought Café ConversationsUnderstanding different viewpoints is a great way to delve deeply into a topic. 5 to 10 students are given character sheets. These might include gender, age, family status (married, single, how many children, etc.), occupation, education level and significant life events. The group is also given a historical event or similar topic.Students can create identity charts in collaboration with each other to determine their character’s viewpoint. When they can adequately represent their character, what follows is a “cafe conversation.” Don’t forget to go over guidelines on how to respectfully disagree! Allow at least 20 minutes for a conversation.

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Metacognition Analysing one’s own and others’ thought processes; thinking about howone thinks and how one learns.

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Metacognition Analysing one’s own and others’ thought processes; thinking about howone thinks and how one learns.

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Metacognition with a focus on process means applying thinking skills and understanding thinking. Students can evaluate the thought processes they used throughout a unit. For instance, at each step of their Exhibition, what thought processes were they applying? Were they trying to acquire all the information first, and then going through steps of comprehension to evaluation, or do you parse each piece of information into small sections to be analysed and evaluated as you go?

Use the list of thinking skills for vocab.
Set some problem solving tasks- fun activities like the 'Escape room' challenge- what kinds of thinking do you need to apply for each puzzle? Will the same type of thinking apply to every puzzle?

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- Fractured fairytales, trying to come up with a different point of view for the villains in the story
- Conscious Alley, where you pick a character in a story, a child in the class walks through the alley, while the rest of the class is saying thoughts of that character. A new character will then be chosen, and the process repeats itself.
- Debates where everyone gets a say from the 2 opposite points of view.
- Hot Seat, where you put a student in the role of a certain character, so that they have to think like that character.

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Barometer—Taking a Stand on Controversial IssuesWhen posed with a thought-provoking prompt, students line themselves up along a U-shaped continuum representing where they stand on that issue. The sides of the U are opposite extremes, with the middle being neutral. The teacher starts a discussion by giving equal opportunity for individuals in each area of the continuum to speak about their stand. The students use “I” statements when stating their opinion.

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Barometer—Taking a Stand on Controversial IssuesWhen posed with a thought-provoking prompt, students line themselves up along a U-shaped continuum representing where they stand on that issue. The sides of the U are opposite extremes, with the middle being neutral. The teacher starts a discussion by giving equal opportunity for individuals in each area of the continuum to speak about their stand. The students use “I” statements when stating their opinion.

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Dialectical thought

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We are going to practice our Application Skills by using the 'puberty' knowledge we have discovered to create a board game.

You will be successful if other people can play your game according to the guidelines

the players will learn new and useful information about 'puberty'

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Physical changes
(anonymous setting)
Students to write prior knowledge and/or 1st thoughts of physical changes on post-it notes.
Remove repeated information.
Put into order of interest and/or relevance to them.
Students prioritise what information they would like to explore more.
Expand thinking - by researching new info about physical changes.
Students to write "My new thinking  is" .. recorded on post it notes.

I used to think, now I think...