https://padlet.com/duncansymons1/rvlhlfisjj3c Record your feedback as you observe teaching here en-us 2018-10-03 04:23:06 UTC 2026-01-22 23:02:14 UTC hello@padlet.com https://padlet.com/duncansymons1/rvlhlfisjj3c/wish/378493623 Claudia
- explicit instruction given on how to fill up Freya model (5 senses, textures, characteristics). Reassurance of no right/wrong answer. 
- roving around for time keeping: you could consider listening in on conversations at tables and start questioning? 
- reinforces NAME ON PAPER 
- classroom management: great that you asked them to show you their best cinema etiquette, some students got it, some were confused. You could consider explicit instructions just like how you started the lesson (eyes forward, lips zipped) ]]> 2019-08-29 23:16:37 UTC https://padlet.com/duncansymons1/rvlhlfisjj3c/wish/378493623 https://padlet.com/duncansymons1/rvlhlfisjj3c/wish/378497517 Olly 
Warm up: Never have I ever 
Responding to comment "marsical chairs" by acknowledging the humour (great!) 
Making a circle: good modelling of what exactly is a circle so everyone has the same idea (cross arms over and shake hands with the person next to you on both sides) 

Setting up rules for Comm of inquiry 
- reading out the rules and giving examples 
- making use of student's sport gear (footy ball): something that is familiar to the students and they were very happy to use it) 

Think-pair-share 
- paired up students so they know exactly who each of them are going to talk to 
- groups of 4: same grouping technique. Olly uses his arms to point to the people who will be in the same discussion group 
- subsequent group question is derived from TPS discussion 

Questions regarding Mars
1. Can humans inhabit Mars? 
- You could consider telling the students to give reasons for their conjecture. Most students got it, but there was one student who said "yes, humans can inhabit Mars". He only gave reasons when his partner gave his reasons 
- good job setting up CoI etiquette by demonstrating how students can build on to other students' ideas (pointing to the person speaking) or contribute a new idea (hand up) 

2. Many people think that we can grow plants on Mars. We're going to discuss that point as a group 
- follow up: what do you mean by air plants?
- "At this point, these are the themes - water and soil components, diseases": Good job summarising themes, it supports students in consolidating ideas that have been shared 
-"look for someone who hasn't spoken" Good job practising inclusive language 








]]> 2019-08-29 23:40:54 UTC https://padlet.com/duncansymons1/rvlhlfisjj3c/wish/378497517 https://padlet.com/duncansymons1/rvlhlfisjj3c/wish/378499140 Olly 
- Making distinction between two students' ideas AI vs rovers as a lead-in to deeper conversations and probings
- summarising everyone's discussion 
Reflection round:  explicitly asked students to state name and make a concluding comment 
- presence of a counter point by a student (what's the point of sending robots with human qualities?). How do you plan to address this? 
- another student comment about impossibility of living on Mars. How will you address this? 
- a student comment about Elon Musk (connection between general knowledge and subject matter) How will you address this? 
- participate in closing comment: interesting thing I have not considered is something based on student discussion - shows genuine interest in what they say 



]]> 2019-08-29 23:49:35 UTC https://padlet.com/duncansymons1/rvlhlfisjj3c/wish/378499140 https://padlet.com/duncansymons1/rvlhlfisjj3c/wish/378501784 Explicitly state the necessity of using a different coloured pen/pencil. Great setting up that expectation and reinforcing it 
Classroom management: eyes this way, 3,2,1 

Mind map as a class 
- building it throughout the week 

Video: Claudia gave reasons for why we had to stop the video at a certain point ]]> 2019-08-30 00:04:22 UTC https://padlet.com/duncansymons1/rvlhlfisjj3c/wish/378501784