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Does each section of the GR instructional model have to occur in order? EG: Could you begin with a group task, to later be clarified?

Should we be including a reflection phase to the model

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how detailed should the GRR lessons be in our planners?

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shown in our planning?

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Does each one need to exist in each lesson? Could they  exist over a few lessons?

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Does each one need to exist in each lesson? Could they  exist over a few lessons?

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Expectations for use of GRR @ AP9C

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Teacher
Together
Student

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Are there specific lengths of time that are ideal for each section?

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- Explicit teacher instruction
- Teacher-guided instruction
- Peer-guided exploration
- Independent exploration

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Shared
Independent

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Teacher #1: verbalise
Teacher #2: demonstrate
Students #1: explore
Student #2: feedback to refine.

Process continues

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I think it is a way of developing student voice.
I think it is more about student centered learning activities.
I think it is about giving the students more ownership / responsibility.
I think it is more about the process of learning rather than what we learn

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Share the earning
demonstrate learning
practise learning together, in groups, individuallly

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Shared

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I do - you watch
I do - you help
you do - I help
you do - I watch
explicit instruction

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shared

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Teacher does            Students do

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Vygotsky - collaborative learning.
Can be used in individual lessons as well as units/year levels

Guided instruction - collaboration - independent practice. Rinse and repeat

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I do (Teacher)
We do (Teacher/Students)
You do (Student)
You do together (Group work)

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We do
You do