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Be Intentional About  Including Think Time

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Be Intentional About  Including Think Time

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The professional learning texts mentioned in the mini-course are linked here. Please feel free to add additional related resources and reading recommendations.

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Contextual Wellbeing is a systems based approach to supporting equitable education, youth wellbeing and self-determination in all schools and colleges.

The Contextual Wellbeing model divides the school social context into four distinct domains: People (e.g. staff and students); physical space (e.g. classroom set-up, outdoor spaces); policies and practice (e.g. homework policy, behavioural management practices) and social norms (e.g. whether or not to trust others, how to treat others).

The model recognises that schools are social systems and as such, all members of the social context of the school are social beings, shaped by their community. People thrive in a healthy school context but struggle in an unhealthy one, no matter how much 'wellbeing & resiliency teaching' they are given.

The majority of schools currently have inequitable practices, stressed staff and a competitive focus. This means that only a minority thrive.

The Contextual Wellbeing model is concerned with the development of a school social context which is equitable and supportive of ALL members of that context and as such, enables everyone to flourish - academically, socially and emotionally, without the need for constantly gritted teeth or self-reflection.

People - e.g. school staff, students, parents and allied professionals. All members of a school community impact on the social context in terms of their values, attitude, skills and expressed behaviours. Attention paid to supporting autonomy, relatedness and competency can help all help members of the school community thrive (as per Deci and Ryan Self-Determination Theory). For example, socially competent staff with manageble levels of stress, and high levels of wellbeing will model positive behaviour to the entire class.

Physical Space - e.g. classroom and shared spaces, indoors and outdoors. The school physical environment is shaped by people and as such reflects the norms, values and ideals of the school community either openly or covertly. For example, a school reception that displays community photos gives out a very different message to one that displays trophies. In contrast, the power of nature to support student wellbeing and engagement in learning has been increasingly recognised.

Policy and Practice - e.g. behavioural management policy, rewards and awards, homework policy. The policy and practices held by a school shape the level of equity within that school in addition to supporting either a focus on process or on outcomes. Policies and practices dictate the importance placed on play and creativity, the value placed on competition and the need for control over cohesion and autonomy. For example, a school policy that does not include the use of rewards to motivate students is one that supports intrinsic motivation and equity far more than a policy that rewards the 'top' students and places everyone in a competitive hierarchy.

Social Norms - i.e. the unwritten rules that guide behaviour within the school community. Social norms stem from values and develop through repetition. Unhealthy social norms include locking bags and lockers as a sign of mistrust, talking in class and disrespecting teachers and seeing learning as a socially undesirable activity. In contrast, healthy social norms include being honest and trustworthy, being respectful to others and seeing learning engagement as a positive trait. Healthy social norms need to be actively and openly nurtured within the school community.

A school can develop a healthy social context with careful consideration of each of these four domains. In general terms, healthy contextual domains support social cohesion and the process of learning over and above competition and an outcome focus.

Download the Contextual Wellbeing brochure for a summary of the Contextual Wellbeing model. If you would like more information or support for your school's journey to Contextual Wellbeing please contact Dr Helen Street (via our contact page) directly.

Please note - Contextual Wellbeing is not an add on program or activity. It is an ongoing process towards building positive, equitable school communities where everyone has the opportunity to flourish.

E: Helen.Street at UWA.edu.au
T:0011 61 (0) 8 - 9388 8843 F:0011 61 (0) 8 - 9388 8848

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CONTEXTUAL WELLBEING Contextual Wellbeing Model Insearch of Equitable Education

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Contextual Wellbeing is a systems based approach to supporting equitable education, youth wellbeing and self-determination in all schools and colleges. The Contextual Wellbeing model divides the school social context into four distinct domains: People (e.g. staff and students); physical space (e.g. classroom set-up, outdoor spaces); policies and practice (e.g.

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Acknowledgments About the Author Introduction 1. What Is Inquiry? My Own Inquiry Journey Experience #1: Inquiry Self-Survey 2. Beginning Your Inquiry Journey How to Use This Book Tips for Success What's the Role of Administration? The Inquiry Leader Self-Reflection Tool Staff Reflection Survey The Importance of Balance and Harmony 3. Taking Stock of Your Classroom Experience #2: How Do You Know If You're "Doing" Inquiry? Experience #3: What Do Your Students Think? Experience #4: What Do Others See in Your Classroom? Experience #5: What's the Student Experience? Experience #6: What Does All This Tell You? 4. What Does Inquiry Look Like? The Inquiry Five Strategies Experience #7: What Are Your Burning Questions About Inquiry? Experience #8: Who, When, and How Should You Answer Questions? Experience #9: How Can Questions Be Savored? Experience #10: What Does Your "Ideal" Class Look Like? 5. Strategy #1: Get Personal Introduction to Get Personal Experience #11: Mad-Libs: Who Are You? Experience #12: Who Were Your Teachers? Experience #13: What Stories Can You Tell? Experience #14: How Do You Tell a Story That Sticks to the Soul? Experience #15: What Does Your Classroom Say About You? Experience #16: Why Do You Teach? Experience #17: What Is the Third Space? Experience #18: Ask Me Anything! 6. Strategy #2: Stay Curious Introduction to Stay Curious Experience #19: What's Your Expertise? Experience #20: What Still Intrigues You? Experience #21: Who Are Your Teachers Today? Experience #22: Are You a Luddite or Linkedin? Experience #23: What Do You Teach? Experience #24: What Would Your Curriculum of Questions Look Like? Experience #25: What's Your Teaching Approach? Experience #26: How Do You Respond to Students? 7. Strategy #3: Ask More, Talk Less Introduction to Ask More, Talk Less Experience #27: What's Really Happening in Your Classroom? Experience #28: Who Is Hiding in Plain Sight? Experience #29: What Questions Are You Asking? Experience #30: How Do You Teach With Your Mouth Shut? Experience #31: How Do You Get Students to Listen to One Another? Experience #32: How Do You Get Students to Talk Together? Experience #33: What Are Socratic Seminars, Harkness, and Spider Web Discussions? Experience #34: Which Questions Work Best in Inquiry Classrooms? 8. Strategy #4: Encourage Evidence Introduction to Encourage Evidence Experience #35: What's the Most Important Question to Ask? Experience #36: How Do You Get Your Students to Back Up Their Claims? Experience #37: How Do You Teach "Crap Detection"? Experience #38: How Do You Provoke Healthy Debates? Experience #39: How Can You Practice the Evidence-Seeking Process? 9. Strategy #5: Extend Thinking Time Introduction to Extend Thinking Time Experience #40: How Do You Get Students to Think More? Experience #41: How Can You Get Students to Ask More Questions? Experience #42: How Do You Cede Control Without Losing It Completely? Experience #43: How Do Inquiry and Mindfulness Connect? Experience #44: How Can You Support Innovative Student Thinking? Experience #45: How Do You Start Project-Based, Problem-Based, and Challenge-Based Learning? 10. Now What? Experience #46: How Do You Plan for Inquiry? Experience #47: How Do You Assess Inquiry? Experience #48: How Do You Make Time for Inquiry? Experience #49: How Do You Explain Inquiry to Skeptics? Experience #50: What Does Inquiry Look Like to You? 11. Inquiry Resources Kimberly's Top Ten Lists Inquiry Books Inquiry Videos and Podcasts Inquiry Organizations Inquiry Blogs Appendices More Reasons to Fall in Love With Inquiry: the Inquiry Five (i5) and Alignment Documents The i5 and Common Core State Standards The i5 and Next Gen Science Standards The i5 and Danielson Teaching Framework The i5 and Marzano Framework The i5 and Approaches to Teaching and Learning (International Baccalaureate) The i5 and High Leverage Practice (TeachingWorks, University of Michigan) Curriculum at-a-Glance (Southern Hemisphere) References Index

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This book provides the opportunity to do inquiry as you read about it. Learn what inquiry-based instruction looks like in practice through five key st...

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A collection of routines to use in classrooms that make thinking visible and support deeper thinking across all subject area.

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Help students see themselves in a more positive, confident, and personally fulfilling light?
Cultivate the conditions for agency and equity in our classrooms and schools so all learners can thrive?
Shift education so that our students become more empowered, more competent, and more compassionate young people?

Trevor MacKenzie takes another deep dive into inquiry as he examines the role of assessment in education through the lens of co-designing and co-constructing with students. In Inquiry Mindset: Assessment Edition , he outlines the beliefs, values, and frameworks that allow teachers to scaffold assessment infused with student voice, understanding, and autonomy.

Inquiry Mindset: Assessment Edition offers practical ways to . . .

Co-design assessment with your students to create both a sense of belonging and ownership over learning in the classroom.

Establish greater clarity and a deeper understanding for your students in how they'll be assessed.

Positively impact achievement and scores as well as your students' sense of self and personal responsibility and autonomy.

Give your learners an authentic seat at the assessment table!

"If you value inquiry and seek to develop reflective, self-directed students, get this book. It is brimming with advice and seasoned with soul. Your students will thank you."
- Jay McTighe , coauthor of the Understanding by Design® framework

"I work with schools around the world to help them redesign and align their curriculum and assessment, and this is a book I'll be recommending to those schools from now on. It's a perfect starting point for the work educators need to do to make assessment authentic, meaningful, and powerful."age groups. "in your classroom and schools!"teacher, author, speaker
- Alexis Wiggins , teacher, author of The Best Class You Never Taught Inquiry Mindset: Assessment Edition , Trevor responds to the need for a personalized, reflective, collaborative, and responsive assessment experience for all learners. Trevor's rich and reflective stories, inspiring ideas, carefully crafted processes, and guiding questions are inspiring, intentionally scaffolded, practical, and applicable to all -Rebecca Bushby (Bathurst-Hunt), teacher and coauthor of Inquiry Mindset: Elementary Edition -Guy Claxton,
author of The Learning Power Approach Inquiry Mindset: Assessment Edition builds on the foundation of that inquiry, infusing more student voice, agency, and meaning into our assessment practice. A must-have -Adrienne Gear,

"This is music to my ears! Clear, personal, and eminently practical, Trevor MacKenzie's new book will be core reading for all those who, like me, believe that education has to be about building character as well as knowledge."
-Bena Kallick, author of Learning and Leading with Habits of Mind -Kath Murdoch, teacher, author of The Power of Inquiry

"Trevor helps his students develop and grow their capacities to become more self-assessing. He provides metacognitive prompts, reflective questions, and many processes that bring student voice into practice with a clarion call for inquiry and engagement as an integral part of evaluating their work."

"Trevor offers solid, practical guidance, underpinned by his unwavering passion for an approach that positions the student as an empowered participant in the learning journey for which they are ultimately responsible. I have no doubt teachers will find this a valuable addition to their collection."

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Inquiry Mindset Assessment Edition: Scaffolding a Partnership for Equity and Agency in Learning

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Inquiry Mindset Assessment Edition: Scaffolding a Partnership for Equity and Agency in Learning [MacKenzie, Trevor] on Amazon.com. *FREE* shipping on qualifying offers. Inquiry Mindset Assessment Edition: Scaffolding a Partnership for Equity and Agency in Learning

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Please share YOUR learning stories, examples and celebrate impacts by adding a post in the EKC Community Teachers Lounge.

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Guiding Questions for Students / Learning Spaces Set Up

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Guiding Questions for Students / Learning Spaces Set Up

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Source: 'The Power of Inquiry' Kath Murdoch

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The power of talk / Oracy in the Classroom

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The power of talk / Oracy in the Classroom

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Oracy in the Classroom: Strategies for Effective Talk

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Use this document to support your 'Think Time' self-study process.

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Think, Pair, Share from Harvard Project Zero

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Think, Pair, Share from Harvard Project Zero

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In what lessons have you tried these routines with students? What worked well? Leave your examples here for others to see and be inspired by! ⬇️

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Mini Course Cultivating Community to Empower Literacy Learners (Dec 2023) (14)

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Ask students to propose a plan for seating arrangements. Students can discuss and debate the benefits of various scenarios.

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'What Makes Your Say That?' Routine - Harvard Project Zero

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'What Makes Your Say That?' Routine - Harvard Project Zero