Back to the Future
Table of Contents
Back to the Future .................................................................................................... 1
I wonder why? ........................................................................................................ 2
Quotes ................................................................................................................... 2
Information collection ............................................................................................. 4
Support teams ........................................................................................................ 4
Essential Skills ....................................................................................................... 4
Achievement Objectives .......................................................................................... 7
The Learning Model ................................................................................................. 11
Links to Bloom ..................................................................................................... 11
Immersion ............................................................................................................ 11
Brainstorming ...................................................................................................... 11
Finding Out .......................................................................................................... 12
Creating ............................................................................................................... 12
Celebration ........................................................................................................... 13
Reflecting ............................................................................................................. 13
Focus areas by level. ................................................................................................ 14
Years 1 – 2 ........................................................................................................... 14
Years 3 – 4 ........................................................................................................... 15
Years 5 – 6 ........................................................................................................... 16
Years 7 - 8 ............................................................................................................ 17
Questioning strategies .......................................................................................... 18
Assessment possibilities .......................................................................................... 20
Online resources...................................................................................................... 22
The following pages contain a number of suggested teaching strategies, thinking tools and
resources teachers may find useful when planning the Back to the Future integrated unit
planned for Term 2 2006.
Links to the overall learning process or model, Bloom’s Taxonomy and Information
Literacy/Research processes are also included in this plan.
The plan as it currently stands is not definitive but a starting point for other leaders in the
area to add and adapt.
To support this work an extensive range of resources will be identified and/or designed by
ICT Facilitators, BTTF Lead Teachers, Literacy Team members and leaders in the Gifted
and Talented project.
BTTF 1
I wonder why?
Following are a few of the big ideas that could be developed as a focus for this study
Why people make the decisions they do about their futures?
The present is the place we have just been – where are we going? What will help us get there?
How does the past inform the future?
Today is their future – what does that tell us about ours?
Tomorrow is the first day in the rest of their lives.
Quotes
Abraham Lincoln:
The best thing about the future is that it only comes one day at a time.
Albert Einstein:
I never think of the future. It comes soon enough.
Alex Haley:
In every conceivable manner, the family is link to our past, bridge to our future.
Anais Nin:
We do not grow absolutely, chronologically. We grow sometimes in one dimension, and not in
another; unevenly. We grow partially. We are relative. We are mature in one realm, childish in
another. The past, present, and future mingle and pull us backward, forward, or fix us in the
present. We are made up of layers, cells, constellations.
Dorothy Thompson:
Courage, it would seem, is nothing less than the power to overcome danger, misfortune, fear,
injustice, while continuing to affirm inwardly that life with all its sorrows is good; that everything
is meaningful even if in a sense beyond our understanding; and that there is always tomorrow.
Edward Gibbon:
I have but one lamp by which my feet are guided, and that is the lamp of experience. I know no
way of judging of the future but by the past.
Elaine Maxwell:
My will shall shape the future. Whether I fail or succeed shall be no man's doing but my own. I
am the force; I can clear any obstacle before me or I can be lost in the maze. My choice; my
responsibility; win or lose, only I hold the key to my destiny.
Eric Hoffer:
In times of change, learners inherit the Earth, while the learned find themselves beautifully
equipped to deal with a world that no longer exists.
John F. Kennedy:
Change is the law of life. And those who look only to the past or present are certain to miss the
future.
Niels Bohr:
BTTF 2
Prediction is very difficult, especially of the future.
Pearl S. Buck:
One faces the future with one's past.
Percy Bysshe Shelley:
Fear not for the future, weep not for the past.
Simone Weil:
The future is made of the same stuff as the present.
Thich Nhat Hanh:
Life can be found only in the present moment. The past is gone, the future is not yet here, and
if we do not go back to ourselves in the present moment, we cannot be in touch with life.
Vernon Cooper:
These days people seek knowledge, not wisdom. Knowledge is of the past, wisdom is of the
future.
W.E.B. Du Bois:
Now is the accepted time, not tomorrow, not some more convenient season.
It is today that our best work can be done and not some future day or future year.
It is today that we fit ourselves for the greater usefulness of tomorrow.
Today is the seed time, now are the hours of work, and tomorrow comes the harvest and the
playtime.
C McCahon
If you are afraid of the journey stick to the guided tour.
BTTF 3
Information collection
Detailed materials prepared by resource teams.
Masterton website – lesson plans, resource lists.
www.mastertonschools.school.nz
REAP collective server (large file repository)
Future problem solving – might we have a challenge a week especially for the able ones?
Support teams
WERC
REAP EOTC staff
Lead teachers:
ICT
Literacy
G&T
Masterton Archive.
Masterton Public Library
Advisers
Essential Skills
The BTTF focus will challenge and enable all students to succeed to the best of their ability. Individual
students will develop the essential skills to different degrees and at different rates.
Communication Skills
Students will:
communicate competently and confidently by listening, speaking, reading, and writing, and by
using other forms of communication where appropriate;
convey and receive information, instruction, ideas, and feelings appropriately and effectively in a
range of different cultural, language, and social contexts;
develop skills of discrimination and critical analysis in relation to the media, and to aural and
visual messages from other sources; o argue a case clearly, logically, and convincingly;
become competent in using new information and communication technologies, including
augmented communication for people with disabilities.
Numeracy
Students will:
calculate accurately;
estimate proficiently and with confidence;
use calculators and a range of measuring instruments confidently and competently;
recognise, understand, analyse, and respond to information which is presented in mathematical
ways, for example, in graphs, tables, charts, or percentages;
organise information to support logic and reasoning;
Information Skills
Students will:
BTTF 4
identify, locate, gather, store, retrieve, and process information from a range of sources;
organise, analyse, synthesize, evaluate, and use information;
present information clearly, logically, concisely, and accurately;
identify, describe, and interpret different points of view, and distinguish fact from opinion;
use a range of information-retrieval and information-processing technologies confidently and
competently.
Problem-solving Skills
Students will:
think critically, creatively, reflectively, and logically;
exercise imagination, initiative, and flexibility;
identify, describe, and redefine a problem;
analyse problems from a variety of different perspectives;
make connections and establish relationships;
inquire and research, and explore, generate, and develop ideas;
try out innovative and original ideas;
design and make;
test ideas and solutions, and make decisions on the basis of experience and supporting evidence;
evaluate processes and solutions.
Self-management and Competitive Skills
Students will:
set, evaluate, and achieve realistic personal goals;
manage time effectively;
show initiative, commitment, perseverance, courage, and enterprise;
adapt to new ideas, technologies, and situations;
develop constructive approaches to challenge and change, stress and conflict, competition, and
success and failure;
develop the skills of self-appraisal and self-advocacy;
achieve self-discipline and take responsibility for their own actions and decisions;
develop self-esteem and personal integrity;
develop a range of practical life skills, such as parenting, budgeting, consumer, transport, and
household maintenance skills.
Social and Co-operative Skills
Students will:
develop good relationships with others, and work in co-operative ways to achieve common goals;
take responsibility as a member of a group for jointly decided actions and decisions;
participate appropriately in a range of social and cultural settings;
learn to recognise, analyse, and respond appropriately to discriminatory practices and behaviours;
acknowledge individual differences and demonstrate respect for the rights of all people;
demonstrate consideration for others through qualities such as integrity, reliability,
trustworthiness, caring or compassion (aroha), fairness, diligence, tolerance (rangimarie), and
hospitality or generosity (manaakitanga);
develop a sense of responsibility for the well-being of others and for the environment;
BTTF 5
participate effectively as responsible citizens in a democratic society;
develop the ability to negotiate and reach consensus.
Work and Study Skills
Students will:
work effectively, both independently and in groups;
build on their own learning experiences, cultural backgrounds, and preferred learning styles;
develop sound work habits;
take increasing responsibility for their own learning and work;
develop the desire and skills to continue leanirng throughout life;
make career choices on the basis of realistic information and self-appraisal.
BTTF 6
Achievement Objectives
Choose those that are applicable to your class/ syndicate
Copy & paste into your own planning sheet or use the model provided.
OR Highlight those that apply – You could review this sheet post BTTF and see if you
covered others unexpectedly / incidentally
(thanks to Joanne Gallacher of Eastern Hutt for much of this material)
English
Oral Language Listening
Listen to and interact with others to clarify understanding in a group/ class
discussion
Listen to and interact with others to clarify understanding of narrative, information,
ideas and opinion and to contribute to discussion – one to one, group or class
Oral language: Speaking
Talk clearly in small/ large groups about ideas, organising material effectively and
attending to other’s responses
Talk coherently in small and large groups, about experiences, events, information,
ideas and opinions, organising material effectively and questioning and supporting
others
EL: identify and discuss language features and their effects in a range of texts, and
use these features in speaking and recording adapting them to the topic, purpose and
audience
TC: discuss and interpret spoken texts, considering relevant personal experience and
points of view
PI select, assemble and interpret information using appropriate technology
Written Language Reading
Personal reading: Select and read for enjoyment / information a range of written texts
making confident use of cues
Respond to language, meanings and ideas in different texts, relating them to personal
experiences
PR L3: select and read for independently for enjoyment and information, different
contempory and historical texts, integrating eh reading process with ease.
L4: add using a variety of reading strategies
Written language: Writing
TC: discuss and convey meanings in written texts, exploring relevant experiences and
other points of view
PI: gather, select, interpret and present coherent structured information from a variety
of sources, using different technologies and explaining the processes used.
Written language
Write on a variety of topics, beginning to shape ideas in a variety of genres, such as
letters, poems and narrative, making choices in language and form
Transactional Writing: Write instructions and explanations, state facts and opinions
and recount events in authentic contexts
TC: identify and express meanings in written texts, drawing on personal background,
knowledge and experience
PI: Identify, retrieve, record and present coherent information using more than one
source and type of technology
Visual Language: Viewing
Respond to meanings and ideas
Visual Language: Presenting
BTTF 7
Use verbal and visual features to communicate ideas or stories using drama, layout,
video and still photography
EL: understand that communication involves verbal and non-verbal features which
have conventionally accepted meanings
TPI View and use visual texts to gain and present information, become familiar with
and use appropriate technologies
L3: use verbal and visual features to communicate information, ideas and narrative
through layout, drama\, video, or still photography
L4: … or other technologies and media
EL: Identify features of verbal and visual language and use them to create particular
meaning & effects
TC: identify and discuss ways in which verbal and visual features can be combined for
a particular purpose and audience
Preview and use visual texts to retrieve, interpret, organise and present information
coherently: use appropriate technology for effective presentation
Science
L 1/2 investigate and describe their ideas about some everyday examples of physical
phenomena.
…describe in simple terms how items everyday technology and affect our lives
Making sense of the nature of Science and it’s relationship to Technology
L3 - investigate the impact of some well-known technological innovation or scientific
discovery on people/local environment
L4 – investigate ways in which developments in science and tech have changed the
lives of older members of the community and made life easier for people
Material World
Group objects according using observable physical properties
The Arts
Visual Arts Developing practical knowledge (identify and explore the principles of art),
Developing Ideas (develop ideas in response to motivation), Communicating &
Interpreting, (use images to tell stories) Understanding the Visual arts in Context
(identify images in everyday life.
Possible LE
PK CI UC: Design and construct a model
PK DI: Study & Make drawings of a variety of buildings- focussing on detailed features
– variety of media
Drama – teachers choice
Music
Practical knowledge (listening and exploring), Developing Ideas (invention and
presentation), Communicating & Interpreting (basic performance skills),
Understanding in Context (identify music in everyday life)
Possible LE:
In groups use instruments, body percussion or Computer (ACID / Garageband) –
create a short piece of music, which could be played -- at the opening or during an
advertisement for 1 of the famous buildings.
Technology
Within a range of technological contexts students can: (technological inventions)
Knowledge & Understanding:
Identify and depict ideas about components of tech systems
Describe how particular groups of people carry out technological systems
Level 3
BTTF 8
Investigate and describe the use and operation of technologies in an everyday setting
Compare significant features of some technologies
Identify and compare the ways particular technological developments are
communicated & promoted to specific groups
Level 4
Identify strategies to communicate and promote a tech idea of development
Technological Capability (model making – recreate a / design a new famous
building)
Within a range of tech areas and contexts, students should produce technological
solutions
Gather information and discuss opportunities and preferences in their local
environment
Discuss possible solutions & strategies
Identify and gather necessary resources and model their preferred solution
Show and describe their intentions, progress and outcomes to others
Describe how satisfied they are with their progress / outcomes
Technology & Society
Within a range of contexts students should:
Identify different views about specific technological development within the local
environment
Identify and compare the range of factors and attitudes that promote / constrain a
tech development
Explore and discuss the impacts over time on the local/ wider environment and
society of a specific technology
Social Studies
Choose the essential learnings and perspectives that are appropriate to your BTTF
focus area
Social Organisation
How and why groups are organised in society and what influences this.
Students will understand: peoples rights in groups
The rights, roles and responsibilities of people as they make decisions that affect
others
Level 3
How leadership of groups is acquired and exercised
How and why people make and implement rules and laws
Level 4
How people organise themselves in response to challenge and crisis
How and why people exercise their rights and responsibilities
Culture & Heritage
Ways in which communities reflect their culture and heritage of their peoples
Place & Environment
How peoples activities influence places and the environment and re influenced by
them
Time, Continuity & Change
How past events changed aspects of the lives of communities
How and why the past is important to people
Level 3
How the lives and actions of people in the past changed the lives of others
How the past is recorded and remembered in different ways
Level 4
Causes and effects of events that have shaped the lives of a group of people
BTTF 9
How and why people experience events in different ways
Processes Level 2
Inquiry
Use questions
Collect and record information
Sort information’
Make a generalisation based on findings
Communicate findings
Level 3 – 4
Frame questions to form an inquiry
Collect and record information from a range of sources
Process information
Make a valid generalisation supported by evidence
Communicate findings using conventions appropriate to the mode of communication
Values Exploration
Give reasons why people hold particular values positions
Establish criteria to evaluate different positions on values
Social Decision Making
Identify issues and problems
Develop solutions to relevant problems
3-4
Identify possible causes of issues and problems
Use criteria to evaluate a range of solutions to relevant problems
Make a choice about a possible action and justify
BTTF 10
The Learning Model
Following are a few explanatory notes related to the steps in the inquiry process. This
is modelled on the Point England approach as outlined by Dorothy Burt in her recent
session with the Masterton Lead Teachers.
Links to Bloom
Each stage of the process has been linked to Blooms Taxonomy of Thinking. There will
be further information on this
Immersion
(Knowledge)
Thisinvolves:
Extensive teacher input.
A huge amount of discussion without coming to conclusions.
Initial reflection about things we know a lot, a bit, and little about.
Giving the students all the information that will support the next stage –
brainstorming.
Teachers using film/video, books, journals. posters, ‘live’ exhibits, etc to
motivate interest in students.
Main purpose:
To motivate interest.
Brainstorming
(Knowledge) [Deciding]
This involves:
Questioning
o What do we know about…..?
o What do we want to find out..?
o What line(s) of inquiry will we take?
o What sorts of resources will we use?
o What is our fertile question? (See Fertile Question Characteristics – P.4)
Developing research questions.
Planning research activities.
Defining methods of sharing / presentation.
Main purpose:
To define the key / fertile question and set the direction for the next stage – Finding
Out / Research
BTTF 11
Finding Out
(Comprehension) [Finding]
This involves:
Developing learning intentions and success criteria – related to student learning
rather than A.O.’s
o What are we aiming to do?
o How will we know we have succeeded?
Developing strategies for reflecting about learning
o Knowledge / skills and processes
o Self and peer evaluation
o Rubrics (See notes and examples – P.6 +
http://www.andrewseaton.com.au/rubrics.htm and
http://www.tki.org.nz/r/assessment/atol_online/case/fiveforks/resource
/self_assessment_e.php )
Doing the research
o Gathering information from wide variety of resources – both human and
material
o Using key words and other search skills
o Sharing and comparing information
o Building levels of understanding about the material and information
Main Purpose:
To gather a wide variety of relevant, usable information related to the research
questions.
Creating
(Application, Analysis) [Using, Recording]
This involves:
Analysis of information
o Sorting the information into categories
o Developing an understanding of what the information is telling us.
Recording the information in a variety of ways
Working together in teams
Receiving and giving feedback and feed forward
Main purpose:
To bring the wide variety of information together in ways that will generate
understanding of the material in relation to the key/fertile questions.
BTTF 12
Celebration
(Synthesis) [Presenting]
This involves:
Being able to clearly communicate the main points and ideas based on
researched evidence
Using a variety of relevant multi media formats to present information
Receiving and giving feedback
Main purpose
To share information within and between schools and with the community.
Reflecting
(Evaluation) [Evaluating]
This involves:
Self, Peer and teacher assessment and evaluation using a variety of methods
and strategies.
Goal setting
Reporting
Main Purpose:
To evaluate the learning at individual, group, class, school and community levels.
BTTF 13
Focus areas by level.
Back to the Future
This is about making quality decisions on the basis of available information.
In our chosen area, what information do we have? What decisions do we need to make in relation to this?
POSSIBLE KEY / FERTILE QUESTIONS
Looking into the future, in the area of (communication/transport/entertainment/environment), what is the
most important question for our town/our school/my family/me?
If it’s about my town how does it affect me, if it is about me how does it affect my town?
Years 1 – 2
Learning
Taxonomy
Process
Bloom’s
Weeks
Information
Transportation
“Getting Here and There”
Skills
Strategies Thinking tools Resources
Think Pair Share ‘Fat & skinny’ questions Print resources
Discussion REAP LEOTC programmes
Immersion
Knowledge
1-2 Shared Reading / Writing /
Viewing
Shared Reading / Writing / Extended brainstorming* Web site
Brainstorming
Viewing Thinkers Keys*
Knowledge
De Bono’s Hats
Deciding
3 Role Teams* KWHL*
Fertile & Research questions*
Online journals
Developing success criteria Concept Maps* Criteria based Rubrics
Finding Out
Comprehension
Audio and tele conferencing T-Charts* REAP LEOTC programmes
Finding
Shared Reading / Writing / Alpha Ladder* Web site
4-5 Viewing Thinkers keys ‘Inspiration’
Field trips
Surveys
Co-operative grouping Thinkers keys Local media
Online collaborative activities Success criteria Print resources
– discussion forums, blogs, Web site
Application
Creating
Recording
Analysis
Q&A KidPix
Using
6-8 Creating
Sharing
Shared Reading / Writing /
Viewing / Presenting
Sharing KidPix
Celebrating
Shared Reading / Writing / PowerPoint
Presenting
Synthesis
Viewing / Presenting Digital video
9 Digital Photography
Web site
Surveys ‘What? So what? Now Success Criteria checklists
Reflecting
What?’* Learning logs
Evaluation
Evaluating
de Bono’s hats evaluation
10 sequence*
BTTF 14
Back to the Future
This is about making quality decisions on the basis of available information.
In our chosen area, what information do we have? What decisions do we need to make in relation to this?
POSSIBLE KEY / FERTILE QUESTIONS
Looking into the future, in the area of (communication/transport/entertainment/environment), what is the
most important question for our town/our school/my family/me?
If it’s about my town how does it affect me, if it is about me how does it affect my town?
Years 3 – 4
Learning
Taxonomy
Process
Bloom’s
Weeks
Information
Environment
“Our Place and Space”
Skills
Strategies Thinking tools Resources
Think Pair Share ‘Fat & skinny’ questions* Print resources
Immersion
Knowledge
Shared Reading / Writing / REAP LEOTC programmes
1-2 Viewing
Discussion
Note taking and making
Role Teams* Extended brainstorming Web site
Brainstorming
What If? TK *
Knowledge
Online journals De Bono’s Hats
Deciding
Shared Reading / Writing / KWHL
3 Viewing Fertile & Research questions
Developing success criteria Criteria based Rubrics
Discussion Web site
Comprehension
Finding Out
Note taking and making Concept Maps REAP LEOTC programmes
‘Inspiration’
Finding
Audio and tele conferencing T-Charts
4-5 Shared Reading / Writing / Thinkers keys
Viewing Graphic Organisers*
Field trips
Surveys
Co-operative grouping Success criteria Local media
Online collaborative activities Print resources
– discussion forums, blogs, Web site
Application
Creating
Recording
Analysis
Q&A KidPix
Using
6-8 Creating PowerPoint
Sharing Digital video
Shared Reading / Writing / Digital Photography
Viewing / Presenting
Shared Reading / Writing / KidPix
Celebrating
Viewing / Presenting PowerPoint
Presenting
Synthesis
Digital video
9 Digital Photography
Web site
‘What? So what? Now What?’ Success Criteria checklists
Reflecting
de Bono’s hats evaluation Learning logs
Evaluation
Evaluating
sequence
10
Back to the Future
BTTF 15
This is about making quality decisions on the basis of available information.
In our chosen area, what information do we have? What decisions do we need to make in relation to this?
POSSIBLE KEY / FERTILE QUESTIONS
Looking into the future, in the area of (communication/transport/entertainment/environment), what is the
most important question for our town/our school/my family/me?
If it’s about my town how does it affect me, if it is about me how does it affect my town?
Information Years 5 – 6
Learning
Taxonomy
Process
Bloom’s
Weeks
Entertainment
Skills
“It’s a Lot of fun”
Strategies Thinking tools Resources
Pairing / Moving Circles ‘Fat & skinny’ questions Print resources
Immersion
Shared Reading / Writing / REAP LEOTC programmes
Knowledge
1-2 Viewing
Discussion
Note taking and making
Role Teams Extended brainstorming Web site
Brainstorming
KWHL
Knowledge
Online journals Fertile & Research questions
Deciding
Shared Reading / Writing /
3 Viewing
Developing success criteria Attribute List* REAP LEOTC programmes
Discussion Pros Cons Questions* Toy museums
Finding Out
Note taking and making Icon Prompt* Theatres
Comprehension
Audio and tele conferencing Graphic Organisers Print resources
Finding
Shared Reading / Writing / Web site
4-5 Viewing
Expert Jigsaws*
Interviews
Field trips
Co-operative grouping POOCH (P.32 Pohl TCT)* Local media
Online collaborative activities Thinkers keys Web site
– discussion forums, blogs, Success criteria PowerPoint
Q&A Digital video
Application
Creating
6-8
Recording
Creating Digital photography
Analysis
Sharing
Using
Shared Reading / Writing /
Viewing /Presenting
Celebrating
Shared Reading / Writing / PowerPoint
Viewing /Presenting Digital video
Presenting
Synthesis
Digital photography
9 Web site
3 step interview* ‘What? So what? Now Criteria based rubrics
Other points of view What?’ Learning logs
Reflecting
Evaluation
Evaluating
10
BTTF 16
Back to the Future
This is about making quality decisions on the basis of available information.
In our chosen area, what information do we have? What decisions do we need to make in relation to this?
POSSIBLE KEY / FERTILE QUESTIONS
Looking into the future, in the area of (communication/transport/entertainment/environment), what is the
most important question for our town/our school/my family/me?
If it’s about my town how does it affect me, if it is about me how does it affect my town?
Information Years 7 - 8
Learning
Taxonomy
Process
Bloom’s
Weeks
Communication
Skills
“Getting the Message”
Strategies Thinking tools Resources
Pairing / Moving Circles ‘Fat & skinny’ questions Print resources
Immersion
Knowledge
Discussion REAP LEOTC programmes
1-2 Note taking and making
Role Teams 1:4:P:C:R* Web site
Brainstorming
Knowledge
Online journals
Deciding
Fertile & Research questions
3
Developing success criteria PCQ REAP LEOTC programmes
Finding Out
Comprehension
Audio and tele conferencing Icon Prompt Local media
Finding
Discussion CAMPER (P.33-36 Pohl Postal services
4-5 Note taking and making TCT)* ICT providers
Expert Jigsaws Graphic Organisers Print resources
Interviews
Field trips
Co-operative grouping Thinkers keys Local media
Application
Creating
Recording
Online collaborative activities Success criteria Web site
Analysis
Using
– discussion forums, blogs, PowerPoint
6-8 Q&A Digital video
Creating Questioning Sharing Digital photography
Shared Reading / Writing / Powerpoint
Celebrating
Viewing /Presenting Digital video
Presenting
Synthesis
Digital Photography
9 Web site
3 step interview ‘What? So what? Now Criteria based rubrics
Reflecting
Other points of view What?’ Learning logs
Evaluation
Evaluating
10
BTTF 17
Questioning strategies
Teaching and learning in a community of thinking
Fertility treatment
Characteristics of fertile questions:
An open question. A question that in principle has no one definitive answer; rather, it
has several different and competing possible answers.
An undermining question. A question that undermines the learners’ basic
assumptions and casts doubt on the self-evident or commonsensical, uncovers basic
conflicts lacking a simple solution, and requires the critical consideration of origins.
A rich question. A question that necessitates grappling with rich content that is
indispensable to understanding humanity and the world around us. Students cannot
answer this question without careful and lengthy research; such research tends to
break the question into subquestions.
A connected question. A question relevant to the learners, the society in which they
live, and a discipline and field.
A charged question. A question with an ethical dimension. Such questions are
charged with emotional, social, and political implications that potentially motivate
inquiry and learning.
A practical question. A question that can be researched in the context of the learners,
facilitators, and school facilities and from which research questions may be derived.
adam lefstein & yoram harpaz – adaml@netvision.net.il / yoramha@delinstitute.org.il - august 2004
BTTF 18
Initiation Initiation
(T eacher input) (T eacher input)
Fertile Question
Open, Ric h, Undermining,
Charged, Relevant and
Practical
Team Res earch Team Res earch Team Res earch Team Res earch
Ques tion Ques tion Ques tion Ques tion
Initiation
(T eacher input)
Inquiry Feedback
Ques tion
Res earch Hypotheses
Des ign
Data Collec tion
Analys is Res earch
Reciprocal Conc lus ions
teaching
Initiation
(T eacher input) Feedback
Team Team Team Team
Conc luding Conc luding Conc luding Conc luding
Performance Performance Performance Performance
Feedback
Communal Concluding Performance
P.28, Harpaz,Y. Teaching and Learning in a Community of Thinking
BTTF 19
Assessment possibilities
Simple rubrics along with sentence starters can be an effective way of getting students
to reflect about their learning.
Example
Group skills
I helped in my group
I listened to others
I shared my ideas with others
I co-operated willingly
Information skills
I use key words to search for
information
I identify main ideas
I make notes using my own
language
I sort ideas into related groups
Learning
My goal for today…..
How well did I go….
Evidence……
What do I need to do next……
BTTF 20
Assessment
1. What I found hard in the questions I chose Why?
__________________________________ _______________________________________________
__________________________________ _______________________________________________
__________________________________ _______________________________________________
2. What I found easy in the questions I chose
__________________________________ _______________________________________________
__________________________________ _______________________________________________
__________________________________ _______________________________________________
3. What I tried that I haven’t tried before
__________________________________ _______________________________________________
__________________________________ _______________________________________________
__________________________________ _______________________________________________
4. What I’d like to try next time
__________________________________ _______________________________________________
__________________________________ _______________________________________________
BTTF 21
Online resources
Matapihi http://www.matapihi.org.nz/
Over 50,000 images from the digital collections of some major New Zealand cultural organizations
Discover http://discover.natlib.govt.nz/index.shtml
More than 2,000 art and music items including: music clips, paintings, posters, photographs and drawings
from New Zealand
Timeframes http://timeframes1.natlib.govt.nz/
Photographs, drawings, prints, paintings, posters and cartoons from the collections of the Alexander
Turnbull Library
Papers Past http://paperspast.natlib.govt.nz/
19 th century New Zealand newspapers and periodicals from the Alexander Turnbull Library collections.
EPIC http://www.tki.org.nz/r/epic/
All New Zealand schools have free access this database containing articles, and multimedia resources
from over16,000 magazines, journals, newspapers.
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