Explicit Examples by Sue https://padlet.com/sue_cattell/j92kxqafofc9 ATL en-us 2018-02-25 09:16:14 UTC 2025-04-10 14:48:22 UTC hello@padlet.com Gross Motor Skills https://padlet.com/sue_cattell/j92kxqafofc9/wish/235688443 Teacher develops an obstacle course that includes a range of gross motor movements. 
* speed ladder (coordination)
*balance beam (balance)
* tunnel (upper body strength)
*small hurdles (agility & coordination) 
*hoops/ stepping stones (balance & coordination)
*climbing wall (strength)

Include a range of varied gross motor activities.

Student mastery would be demonstrated by successful completion of the course without falling/stumbling (or recovering appropriately)]]> 2018-02-27 00:49:51 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235688443 resilience https://padlet.com/sue_cattell/j92kxqafofc9/wish/235690315 -various case studies based on assessment results 
-analyze assessment with common mistakes, make up a case study of a fictitious student based on the identified mistakes, student need to come up with action/solution which they can use themselves to achieve improvement]]> 2018-02-27 00:57:47 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235690315 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235690755 4 STATIONS 
Station 1 
Show a picture of the target practice (always missing the target) 
  • Ask groups for what the person might be thinking
  • If you were his teacher, what would you be telling him?
 Station 2 
  • Imagine/reflect on a problem/challenge you have had that did not end the way you wanted
  • How could you have managed it better?
Station 3 
  • Picture of a picture of people in a park
  • Record the positive things/thinking happening
 Station 4 
  • Look in your classroom
  • List what is positive in the room
]]> 2018-02-27 00:59:54 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235690755 Safety hodgsonmandy https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691207
Introduction to new Year One and Two playground
- Develop collective essential agreement looking at different areas and possible scenarios that would harm themselves or others
- Get the children to take photos or video tutorials of areas and make some expectations around how to use these areas 
- Research some other playgrounds safety regulations
-Visit other playgrounds around Hong Kong in a variety of environments eg neighbourhoods, schools etc
- Get children to develop some games or play materials that they would like to teach or see in the playground

Formative assessment: Anecdotal records of interactions in the playground, incident reports collected (if any), general observations from adults as to what has been seen and heard in the playground

]]> 2018-02-27 01:02:09 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691207 Practise strategies to overcome distractions https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691429 Give an example scenario of possible distractions in the classroom.

Brainstorm and identify what distracts you the most?

Write an essential agreement of what you can and can't do in the classroom.

Add visuals of expected/unexpected behaviours around the room.

Mastery of the skill: Student self-evaluation.


]]> 2018-02-27 01:03:22 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691429 Affective skills Building Resilience (DP) https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691525 Create a mandala The goal to help students and children explore their feelings through colour. The Mandala is split into four sections: SELF, FRIENDS, SCHOOLS, HOME. Students will colour in each area of the Mandala in a way that represents how they feel about that area of their life. They can use a variety of colours or just one colour, however best represents their feelings. After they have coloured each section in, discuss the colour(s) with them. Use active listening to learn about why they chose the colours. This can help students discover and express their own feelings as well as help parents or teachers learn about how the student or child is doing with each area of their life. Before issues can be addressed and learned from, they must first be discussed.

]]> 2018-02-27 01:03:42 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691525 Mindfulness - (concentration) https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691715 To build students' concentration use a memory game, e.g. items on a tray.
Have a tray of 20 various items that you inform students they will see for a set amount of time, i.e. 2 minutes. (During that viewing time the students cannot use any items to record what's there and must be silent and only view.)
Once the 2 minutes is up then students have a set time to list out as many items on the tray as possible. (Prizes could be awarded for the most on this occasion.)

Another tray is then prepared with different items or items are removed from the original tray. Students have another amount of time, max. 2 minutes to realize which items are missing or to think about what are there. 
Reflection time then given about how students memorised or concentrated to get the list they achieved. Highlight any changes between the first two trays, i.e. students that achieved well. How did they do it, what specifically made them improve.

Then ask each student to aim to increase their attainment and review the strategies they used. (Again prizes could be awarded for most improved, rather than most this time.)]]> 2018-02-27 01:04:41 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691715 Time-Management fitzps1_4 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691926 Give students a task i.e you need to build a structure out of lego and then write a procedural piece of writing of how to make it. When they finish the structure have them write how long it took. They have 40 minutes. 
-At the 40 minute mark stop all students. Have them share their instructions with a partner and see of their partner can create their structure using their instructions. Discuss who is finished and who is not. Ask how long they spent on each portion. Discuss what was the most important part of the task - the structure or or the writing piece? 
Next - discuss how they could be more successful in completing the task i.e. spend less time on creating the structure and more time on writing clear instructions. Have students repeat. ]]> 2018-02-27 01:05:50 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235691926 Practise strategies to overcome impulsiveness and anger kingho2009 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235693262  1Tell a story about anger/impulsiveness; 
2 ask students to do a role play about the story
3 analyse story characters' behaviour and the reasons behind it.
4  group discussion about the story, think about other strategies/options to deal with the situation.
5 Rewrite the story, role play 
6 Compare their feelings before and after, 
7 Make reflection 
]]> 2018-02-27 01:12:34 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235693262 Informed Choices Give the students a range of different scenarios from which they can choose. As a group read the decision options. They need to consider these things when making the choices. Use a consensus board. Health Safe Good for your well being Feelings Impact on you Impact on others Each day give them a different scenario on each day of the week Eg. Monday: - My friend has cookies in their lunch box. Do I ask if they will give me one? Tuesday - My friends are chasing someone on the playground. I know they don’t like being chased do I join in and chase them? Wednesday - We have “free choice” seating in class today. I’d like to sit next to my best friend - should I? Teacher will scribe what the students say for each scenario under each heading (health, safety etc) considering the pros & cons, fact & opinion. At the end each child will be asked what choice they make (non-judgemental) - using the human graphing method a few kids are asked to say what made them choose that. https://padlet.com/sue_cattell/j92kxqafofc9/wish/235693780 2018-02-27 01:15:39 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235693780 Resilience https://padlet.com/sue_cattell/j92kxqafofc9/wish/235694007 -Students need to fail, be OK with failure, reflect on failure, and learn from failure.
-They must face an appropriately challenging obstacle, be unafraid to take a risk and fail.

A breakout session: the task needs to be appropriately engaging, difficult, students will still learn something about themselves, improve communication and team building, but will ultimately be unable to complete the task.

A breakout session (riddles or puzzles) with a time-limit that makes it impossible to complete

When students fail, they will need to reflect on their failure.

Before the breakout session, students will be exposed to several mindfulness techniques. Along with these techniques, they are encouraged to consider when to best use them.

  1. Have you ever felt like you were pressured so much that there was no possible way you could succeed? You had so many tasks in front of you that you weren’t sure where to begin?
  2. Give the students several hypothetical scenarios for role-playing in pairs.
  3. In pairs, have students consider how did you deal with this pressure, stress?
  4. As a class, brainstorm and discuss ways to deal with or relieve that pressure.
  5. Here are some techniques that can help you take a step back, appreciate where you are, and hopefully consider where to go.
  6. Agree upon at least three techniques to deal with pressure
  7. Give them the breakout challenge
  8. Encourage them to use mindfulness techniques when appropriate
  9. Once they fail, have them reflect.
  10. Even though you failed, what did you gain?
  11. What have you learned about yourself?
  12. What would you do differently next time?
]]> 2018-02-27 01:16:58 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235694007 Time Management https://padlet.com/sue_cattell/j92kxqafofc9/wish/235694042 Brainstorm 
What can prevent us from managing time well?
Elicit a list that students can refer to when reflecting.
e.g. Looked for a pencil

Task 
Three step instruction ( open to teacher /student choice) 

Materials 
Whiteboard
Marker
Timer
Checklist (teacher/ student created)

Instruction 
Write 3 step instruction
Allocate own time 
Start the problem
Example checklist - can co create 
Keep simple ]]> 2018-02-27 01:17:08 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235694042 Managing Self-Talk luoj3_5 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235694180 Self-Motivation: Practise manage self-talk 
 
Tuning in – Give students a difficult task (Chinese – a list of Chinese characters, task is to add one more stroke to change the character to another one) 
 
Finding out – Students write down what their first thoughts are on a piece of post in note (individually), and share with a partner (think/pair/share), then post it on the wall. Teacher clarifies these thoughts as self-talk. 
 
Sorting out – Teacher guides students to sort out the thoughts into different categories (positive, negative, neutral). Discussion on where and how these thoughts were forms (from previous experiences, peer pressure, previous feedback…). 
 
Going further – Whole class discuss how these self-talks affect their performances (apply some of the thoughts to complete the task and compare the results). Small groups take negative thoughts and turn into positive self-talk. 
 
Making connection – Gather the positive self-talk thoughts into a pool, students take turns to read and other students make suggestions on the contexts that these thoughts can be applied in. 
 
Taking action – Whenever students encounter a difficult task, they can go to the pool and pick up a positive self-talk thought to help them. 
]]> 2018-02-27 01:17:46 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235694180 Nonverbal communication: https://padlet.com/sue_cattell/j92kxqafofc9/wish/235705881 Complete a puzzle/ challenge without talking and limited resources.
 
They work in pairs and have one pair of scissors and one glue stick and they need to complete the puzzle without talking.  They need to use nonverbal skills, facial expressions with limited resources.]]> 2018-02-27 02:20:33 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235705881 Resolving Conflict (Y1-2 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706145 Discuss social language with students: how we speak to each other to solve problems (what words/phrases are helpful?)
Brainstorm what strategies we know already if someone is bothering us, keep this list. 

Role Play Scenarios
Give the children picture clues of social conflict situations, ask them to choose one in a small group. Support them to role play the situation and use language to solve the problem they are faced with.

Bring the group back together and share the role plays.

Discuss what strategies were used and add to the class list if required.

Mastery is evident when a child chooses appropriate strategies to resolve conflict in real situations.]]> 2018-02-27 02:21:56 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706145 Group Decision Making https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706199 Group activity where students have to go on an island/planet/etc and have to decide on only 10 things that they can take from a list of 30. The focus is on the actual process of coming to a decision.  The group will reflect afterwards how well they managed the task - what went well, what they can improve...

]]> 2018-02-27 02:22:13 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706199 Resolving Conflict https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706329 Role play based upon a scenario or photograph. Students (1) discuss what the situation is and what the potential conflict might be. (2) Students then discuss the situation from the different perspectives of individuals in the scenario/photograph. (3) Students discuss possible solutions.
  ]]> 2018-02-27 02:22:50 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706329 Listen actively to other perspectives and ideas https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706556 Begin with modelling and give examples of how to listen actively.

Discuss the "7 norms of Collaboration"- https://twitter.com/charlottenagy5/status/907646642668662786

Role play

Self evaluation/ peer evaluation]]> 2018-02-27 02:23:47 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706556 Cooperating hodgsonmandy https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706661 Beginning of the year learning engagements..

Colour and do a puzzle together
Construction play
Team challenges ~ Stopping at times to talk about team success and challenges
Class discussions on what makes an effective collaborator
Make it a specific line of inquiry
]]> 2018-02-27 02:24:24 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235706661 Listening hodgsonmandy https://padlet.com/sue_cattell/j92kxqafofc9/wish/235708029 -What makes a good listener
- Listening Larry ~ whole body listening
- Series of listening activities with noises
- mindfulness activities including stories like my quiet place,
- Make class criteria as to what they think is a good listener - get children to put their photo/a sticker beside the criteria they are working on]]> 2018-02-27 02:26:42 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235708029 Making fair and equitable decisions https://padlet.com/sue_cattell/j92kxqafofc9/wish/235708541 - objective 1: distinguish between equality and equity
- objective 2: explain equality and give a concrete example
- objective 3: explain equity and give a concrete example 
- objective 4: discuss how equitable decisions are advantages 
- objective 5: apply understanding of equitable decision making to suggest solutions for nations to reduce greenhouse gas emissions
- lesson activity: Students work in groups of 4s/5s. As a group define equality and equity and provide examples of each. Give students data on GHG emissions. Assign half the groups to come up with a 'equal' solution and half the groups to come up with a 'equitable' solution. Pair up a 'equal' group with a 'equitable' group for presentation and discussion of solution. ]]> 2018-02-27 02:29:36 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235708541 Responses to DP Exam Questions https://padlet.com/sue_cattell/j92kxqafofc9/wish/235708577 DP IB Guide - 
  • The ability to communicate, in written or oral form, and understand, or make others understand, various messages in a variety of situations and for different purposes.
  • Fire ppt for Exam skills for DP BM - adapted from EBEA that goes through each exam skill level.
]]> 2018-02-27 02:29:43 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235708577 Group decision Making https://padlet.com/sue_cattell/j92kxqafofc9/wish/235708803 1. Agreeing on how the classroom should be set up.  
2.  Formulating a list of essential agreements (e.g. laptop use, time table, etc)
3. Deciding on roles when working in teams

Peer and self-assessment to follow reflecting on: individual contribution, effective listening, making fair and equitable group decisions, fulfilling respective roles, showing respect and empathy, giving meaningful feedback.

Periodic review to check current viability of project]]> 2018-02-27 02:30:58 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235708803 Group Decision Making https://padlet.com/sue_cattell/j92kxqafofc9/wish/235709748 Assign roles (1) Scribe (2) Discussion Director (3) Researcher (4) Editor (5) Illustrator (6) Runner Discuss as a class what each role might be. Provide a text/story for discussion. Roles can be rotated over time.]]> 2018-02-27 02:37:08 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235709748 Communication skills pengx1_4 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710186 Give and receive meaningful feedback
- Use dialogue toolkit
http://learn.outofedenwalk.com/dialogue-toolkit/
1. notice
2. Appreciate
3.Probe

]]> 2018-02-27 02:39:55 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710186 Speaking and listening https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710298 Fishbowl conversation
Chinese whisper/telephone game]]> 2018-02-27 02:40:40 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710298 What Can I do? https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710307 Present each group with a task/problem. Students (1) discuss how they will solve the problem/complete the task. (2) what they can contribute in completing the task. (3) work through the problem/task. (4) Students evaluate what went well and what needed to improve. ]]> 2018-02-27 02:40:42 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710307 Collaboration Activity (DP Students) https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710343 Teacher divides the class into groups of 5. The teacher has either a famous artwork or train map that she will ask members one at a time to come and look at for 10 seconds and then they need to return to the group to recreated collaboratively what they have seen. Once completed the class can look at the closest match and talk about the collaboration/communication skills that they experienced - good and bad.]]> 2018-02-27 02:40:55 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710343 Collaborate with peers and experts using a variety of digital environments and media https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710792  
Create a green video on the UN Global Goals (https://www.globalgoals.org/) 
Students work in pairs to create a video that highlights a problem from the Global Goals and then an action they will take with the issue 
Students connect with experts from RDC, students and Bauhinia Trainer and watch video editing tutorials connect Video is placed on a shared space on Google Drive 
Shared space is promoted on Twitter and Seesaw 
When shared on Twitter, tag the UN and other associated notables 
]]> 2018-02-27 02:43:26 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710792 Read critically and for comprehension https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710884 2018-02-27 02:44:02 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710884 Communication Skill - Give and receive meaningful feedback siaha1 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710886 1 In groups, give each group of students a 3x3 grid. Write a word in each grid. Throw the dice and use the number to highlight the corresponding word. Use the highlighted words to make a sentence. Give each other feedback on the sentences made and build on each other’s sentences. 
2 Class discussion on giving positive and constructive feedback. Use one sentence as an example and practise giving positive and constructive feedback to improve on that sentence. 
3 Provide a list of useful words to use when giving feedback. 
4 Teacher models giving feedback. Students trial giving feedback with peers.  
5 Reflect on the practice. 
]]> 2018-02-27 02:44:03 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235710886 Fake Tripadvisor reviews make restaurant #1 in London https://padlet.com/sue_cattell/j92kxqafofc9/wish/235711795 2018-02-27 02:49:44 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235711795 The best hotel in Hong Kong-The Peninsula https://padlet.com/sue_cattell/j92kxqafofc9/wish/235713070 https://en.tripadvisor.com.hk/Hotel_Review-g294217-d302040-Reviews-The_Peninsula_Hong_Kong-Hong_Kong.html

https://www.booking.com/hotel/hk/the-peninsula-hong-kong.en-gb.html?aid=357003;label=gog235jc-hotel-XX-hk-theNpeninsulaNhongNkong-unspec-hk-com-L%3Aen-O%3AosSx-B%3Achrome-N%3AXX-S%3Abo-U%3AXX-H%3As;sid=2cbf525ba1485706558cbfb18b12b346;dist=0&sb_price_type=total&type=total&

http://www.discoverhongkong.com/eng/see-do/culture-heritage/historical-sites/colonial/the-peninsula.jsp

https://en.wikipedia.org/wiki/The_Peninsula_Hong_Kong]]> 2018-02-27 02:58:09 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235713070 wpaetzold https://padlet.com/sue_cattell/j92kxqafofc9/wish/235713786 2018-02-27 03:02:45 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235713786 Observing: - https://padlet.com/sue_cattell/j92kxqafofc9/wish/235716525 Need a paper plate and a pencil per student.
Put a still life object in front of the kids (eg a plant). Or something with an interesting shape or texture.
Poke a hole in the center of the plate and put the pencil through it.
Day 1: for 5 mins draw the still life object. Using the plate/pencil so you can see your hand.
Day 2. Do the same (different plant) but this time give them criteria of what to look for - eg. Leaf shape and veins.
Day 3. Draw a plant (different) again with out the plate and include the criteria but add more info to the criteria like, texture or colour.

Discussion points as you are working with the students each day. They are looking for detail,  they  need to represent something as it is not what they think it is. They maybe looking from your own perspective but they need to represent what they actually see.

 ]]> 2018-02-27 03:17:45 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235716525 record data https://padlet.com/sue_cattell/j92kxqafofc9/wish/235716602 Prior knowledge of different ways to collect information.  Task of using different data to collect .
Give a set of information they will record it. Explicitly teach some of the skills(strategies) that did not show up by students. Know that they know the skill give a set group of information and have them record the data.]]> 2018-02-27 03:18:08 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235716602 Observing: https://padlet.com/sue_cattell/j92kxqafofc9/wish/235716704 Students are asked to observe an event (playground opening, dance performance, drama etc). They may record as they go. 
Explanation would be provided regarding what we are observing and why. 

Students come together and share their observations (record on a PMI chart/ voice recording etc)

Gallery walk to observe other people's PMI charts. 

Group discussions follow to identify strong themes or patterns, anomalies and interesting observations. 

Mastery is evident when students can accurately recall details of events (consistent with the observations of others).]]> 2018-02-27 03:18:43 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235716704 Plan a 2-night (weekend) trip to Macau on a budget of say $3000pp rangers9 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235716759 (planning, collecting/organising/interpreting data, presenting research findings)]]> 2018-02-27 03:19:02 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235716759 Seek a range of perspectives from multiple and varied sources https://padlet.com/sue_cattell/j92kxqafofc9/wish/235717506 Identify examples of primary and secondary sources.

Stakeholder activity to see other perspectives to solve the problem.

OPVL research skill-practice

Triangulation technique

]]> 2018-02-27 03:23:32 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235717506 Interpreting data https://padlet.com/sue_cattell/j92kxqafofc9/wish/235718416 A fun site which contains fake news elements about explorers. Students have to identify what is factually correct, or not. Good for critical thinking.]]> 2018-02-27 03:28:09 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235718416 Present information in a variety of formats and platforms kingho2009 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235718710 4 stations in classroom to present information 
-      IT (google slide, keynote, comic life)
-      Visual (I-movie, drawing)
-      Writing –booklet
-      Role play/drama
]]> 2018-02-27 03:29:53 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235718710 Evaluating and collecting resources (OPVL) rangers9 https://padlet.com/sue_cattell/j92kxqafofc9/wish/235718800 2018-02-27 03:30:42 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235718800 Collect and analyse data to identify solutions and make informed decisions https://padlet.com/sue_cattell/j92kxqafofc9/wish/235718904 -Students identify disposable plastic being used here in the school
-For one week, students record the number of disposable plastics being used here at the school
-Students make anecdotal observations on what plastics are being recycled and what plastics are being trashed
-Students analyse data to make informed decisions that could include more recycling bins, less plastic use, etc
]]> 2018-02-27 03:31:42 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235718904 Research - being aware https://padlet.com/sue_cattell/j92kxqafofc9/wish/235719076 SQRW
S = Survey - students have 30 seconds to 1 minute to read the heading of an article, the subheadings, the images and their subtext, plus read the introduction & the conclusion.
Q = Question - Write 3-5 questions you have about the article.
R = Read - Students now read the whole article for answers to their questions.
W = Write - Students then write their answers to their questions having read the whole article.]]> 2018-02-27 03:32:49 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235719076 Read Critically and for Comprehension https://padlet.com/sue_cattell/j92kxqafofc9/wish/235719341 Bring up the idea with students of the dangerous chemical 'Dihydrogen Mono-oxide' and get them to research and present the dangers of this chemical. At the end, get the class to vote on whether to ban this chemical.

It is then revealed to the students that Dihydrogen Mono-oxide is in fact just water, and they voted to ban it.

This is used to illustrate to students how information can be manipulated and presented in specific ways to elicit specific reactions from readers and that, even when all the information presented is correct, that misleading conclusions can be deliberately orchestrated.]]> 2018-02-27 03:35:09 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235719341 Implicit ATL Communication in Hip Hop Artist Identity Task https://padlet.com/sue_cattell/j92kxqafofc9/wish/235719725 2018-02-27 03:37:16 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235719725 Survey Skills https://padlet.com/sue_cattell/j92kxqafofc9/wish/235720572 Interesting self-survey for students for them to reflect on their own learning.
http://sarc.sdes.ucf.edu/form-studyskills]]> 2018-02-27 03:41:09 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235720572 Access information to be informed and inform others https://padlet.com/sue_cattell/j92kxqafofc9/wish/235720638 The class can be divided into 9 pods of 3 people.

Each person is given a specific document to read through and pick out key information using the

Students encouraged to access the internet, books and ]]> 2018-02-27 03:41:33 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235720638 Thinking skills tableau https://padlet.com/sue_cattell/j92kxqafofc9/wish/235731185 You may wish to interpret ...]]> 2018-02-27 04:56:37 UTC https://padlet.com/sue_cattell/j92kxqafofc9/wish/235731185