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Material for Gallery Walk

EL HAL Checklist__12May21.docx

Extended Reading List_GEB_NOV2019.pdf

Levels of Service.pdf

Monitoring HAL programme outcomes.docx

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Rubric for Assessing the Design of a Differentiated Unit.pdf

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For Graphic Organiser Participants

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For Jigsaw Participants

3a. Circle of Viewpoints.pdf

3b. RAFT (Doubet_Hockett_2015).pdf

3c. Sallamah DU_Extract.pdf

DU 3_Ride On.pdf

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Day 1 Breakout Room Groupings (For General Session) 

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Day 1 Breakout Room Groupings (For General Session) 

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This grouping is for the General Session (first half of Day 1). Please find your breakout room groupings here, as well as your roles for the discussion activities.
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FiDLHA EL Part 2 Class 1 Day 1 Grouping (For General Session) 

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Please find your breakout room groupings here, as well as your roles for the discussion activities.
Your tasks and page references for the Graphic Organiser discussion are included in the appropriate tab.
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Please find your breakout room groupings here, as well as your roles for the discussion activities.
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General Session Breakout Room Takeaways 

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General Session Breakout Room Takeaways 

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Scribes, please find and open the google document for your group, and help fill in your group's takeaway for this discussion.

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Grouping for Gallery Walk (Lesson Feedback) 

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Grouping for Gallery Walk (Lesson Feedback) 

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This grouping is for lesson feedback (2nd half of Day 1).  Please retrieve the correct folder of lesson materials (by level) from our Day 1 resource folder.  Duplicate the template and save it with your name and the lesson you are critiquing.  Put the feedback in the folder labelled by name of the lesson plan owner.  For group discussion, please go to the breakout room assigned.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Please check the appropriate tab of the Day 2 Groupings documents to find which group and event you will be participating in.

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Elements of thought:
-Writing - argumentative/expository.
-Use for exploring ideas for debates
-Teach use of speech to bring a point across / persuade
- Issue: time consuming to teach
e.g. Picking evidence and deciding on the consequences and implications takes time
- Students have to be independent enough to do research on their own / materials have to be provided by teacher

Analysis of text types:
- Use for poetry /reading lessons
- students must be able to select relevant keywords
- flexible (supports various text types)
e.g. informal writing, compare and contrast of text types (creating realisation of similarities/differences between structures of text types and leading students into understanding on choice of text type and its relevant purpose), this can then be used as a platform from which students can develop/create a similar text type

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Venn Diagram (p.4) - Easy, accessible to all levels
- Compare and Contrast info in a text (Dogs with Jobs - STELLAR 2.0)
- Comprehension Skills ; engaging with a text
- Character Analysis / Study
- Book Review

Hamburger (p.18-20) - Perhaps for Upper Pri
- Debates (structuring arguments)
- STELLAR readers (main idea, supporting details)
- Expositions
Stimulus-based conversation

Dagwood (p.21) - Perhaps for Upper Pri
- Debates (structuring arguments)
- STELLAR readers (main idea, supporting details)
- Expositions

Challenges when using graphic organisers
- Scaffolding / Handholding in using the graphic organisers needed to avoid very surface, superficial answers.
- Varying abilities might interact with it differently (some might grapple; other like fish to water)
- Dagwood might be a bit too complicated? We have not used it before and thus have problems visualising its use.

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Teaching ideas using Jigsaw:
Ride On
- possibly bring in different modes of public transport
- Each expert group can focus on one mode of public transport. The lower progress students will be given comprehension texts where they will study and consolidate key information.
- Higher progress students - to do research to study future trends of public transport
- Hamburger model (Exposition/Persuasive): When the students convene in their mixed group, they will come up with an exposition text on public transport.

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Cause & Effect
1.
- Shape their thinking
- Makes thinking visible
- Cause & effect: provides scaffold
- Highlights the relationship between cause & effect
- Used as a scaffolding tool
2. Enables possibility of adding more than one cause that contributes to an effect

Literature Web
1.
- Enrich learning by having a deeper understanding of a text, providing a deeper message
- Providing structure and differentiated roles
- DI according to ability
- Allocating key words to different groupings
- Gives an awareness of what a story is like, to inject feelings, describe characters, key words to address
- Provides some form of structure
- Talks about imagery

2. Insights
- To have more guiding questions and proper scaffolding to guide students on how to use the Literature Wed
- To assign different books to different groups (though interesting but might need more preparation)
- Need to have teacher-modelling
- I DO-YOU DO-WE DO

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Examples:
Home group (5 in a group), choose 5 different topics, students go into the various expert groups
Can be used for reading comprehension e.g. based on characters
To identify main ideas in comprehension passages (via paragraphing/chunking) and return to home group to share/sequence the paragraphs
For information texts
Grammar MCQs or for Synthesis and Transformation (Experts return to home group and explain why answers are right/wrong)

Strengths
Experts to guide peers
Reinforces learning when students share
More depth, tap on one another's learning
When peers speak to one another, it's pitched at their level
Everyone has to participate (no silent member)
Learn how to work in teams
Everyone has a voice

Issues/doubts
Responsibility of each learner
Pass their handouts in home group for peers to copy instead of sharing/talking - perhaps can have a group product that they need to come up ("forces" them to share)
Make jigsaw more manageable (do over a few days)

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Lit Web:

- useful for analysing STELLAR readers & compre texts
- good for using discussion of compositions + peer reviews of exemplars (to compare good and not-so-good pieces)
- Literature books (eg. local author): good for exploring the book (feelings, ideas, structures)
--> expert / jigsaw groups or individuals to do one part each and then share
- Use of suggested questions (Pg 12)
- To include Thinking Routines (eg. See, Think, Wonder)?

Cause-and-effect:
- seemingly more useful for Science
- English à S&T? / Some Compre OE qns like T / F + reasons?
--> parts of the book / story which requires cause & effect

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1.       Possibilities for use

Compare and contrast

Character analysis: To compare 2 characters – protagonist vs antagonist

Vocabulary: Comparing similar idioms/similes/metaphors – the little differences between two similar idioms

Vocabulary web

Breaks down the different aspects of the word

Child can analyse at a deeper level and has to think of application of the word

2.       Highlight points shared on graphic organisers

Structured and helps students to look at similarities and differences

·       But scope is important (categories for them to compare)

Might help to organize their thoughts but could possibly limit their thinking?

·       To create a parking lot so that students can explore different ideas

·       Help them to understand that there must be a basis for comparison (similar traits)

Helps in comprehension

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Please find here the links to the enrichment web padlets. Access the padlet that corresponds to your group. You may choose to use this link to view the padlets from other groups after today's activities.

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Copy of Compiled Enrichment Web_RS SJ RO WSDK (Upload after ws).pdf

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