Beginning Teachers’ Workshop

Brisbane
Gerard Alford, July 2017
 Contributions from Teaching Approaches
Hattie, 2009

Strategies No. No. studies Effect (d)

metas
Teaching strategies 14 5 667 0.60
Reciprocal teaching 2 38 0.74
Direct Instruction 4 304 0.59
Cooperative v 4 774 0.59
individualistic
Providing feedback 23 1287 0.72
Meta-cognitive 2 63 0.69
strategies
Providing formative 2 30 0.90
evaluation
Goals (challenging) 11 604 0.56

d-0.40 benchmark
d=1.0 associated with advancing a student’s achievement by
2 to 3 years.
Decide which caricature best describes you in
Semester 1?
A. Yourself & B. Students p.4
1. Think (Reflect): p.4

60 sec Response
Which Teacher?
2. Pair: T&S
A B

3. Share:
Decide which caricature best describes you in
Semester 1?
A. Yourself & B. Students p.4
The Supportive & Productive
Classroom
 Explicit Task
Explain how the human immune system works.
 Explain

Definition
Make the reader understand
something by explaining ‘how’ and
‘why’ things are as they are.

Thinking Tool Language

Explain – thinking tool
Explain – language
 Explain

To understand the immune system it is useful to think of it as a defence

force. The immune system works by defending the body against things
that may harm it. Whereas a defence force fights foreign invaders, the
immune system wards off bacteria, viruses, microbes, toxins and
parasites. Skin and cells are barriers to disease in the same way that a
defence force sets up defence lines. Military intelligence enables troops
to learn about the enemy’s movements and take action. To put it simply,
the immune system has an intelligence network, which fights enemies
such as germs.
To understand the immune system it is useful to think of it as a
defence force. The immune system works by defending the
body against things that may harm it. Whereas a defence force
fights foreign invaders, the immune system wards off bacteria,
viruses, microbes, toxins and parasites.

Skin and cells are barriers to disease in the same way that a
defence force sets up defence lines. Military intelligence
enables troops to learn about the enemy’s movements and take
action. To put it simply, the immune system has an intelligence
network, which fights enemies such as germs.
 Workshop Intention
By the end of workshop you will be able to:
1. Design explicit & challenging tasks / questions
using a Thinking Skills Framework - Lesson
Beginning, , Middle & End
2. Apply a 4 step process to develop the thinking
and writing skills of your students Design

3. Apply cognitive & cooperative tools to your

teaching toolkit

HIGHER-ORDER
FOUNDATION
THINKING

THINKING
A=LxW

Judge
Apply

Data

Understand Investigate
Remember
Success Criteria
This workshop is a success if:
 Explain how the human immune system works.

To understand the immune system it is useful to think of it as a

defence force. The immune system works by defending the body
against things that may harm it. Whereas a defence force fights
foreign invaders, the immune system wards off bacteria, viruses,
microbes, toxins and parasites.

Skin and cells are barriers to disease in the same way that a defence
force sets up defence lines. Military intelligence enables troops to
learn about the enemy’s movements and take action to eliminate the
invaders. The immune system has an intelligence network, which
fights enemies such as germs.
 Link

Argue whether Sydney

should be the new capital of
Australia

Compare Canberra and

Sydney

Explain why Canberra is the

capital of Australia

Name the capital city of

Australia
 Your Focus Topic
p.2
Yr. 6 History:
Immigration
Yr. 4 Maths: Data
representation
Yr. 4 English,
Parts of
Speech
Yr. 6, English:
Word Origins
Yr. 5 HPE: Health &
well-being
Yr. 2. English,
Literature:
Yr. 4 Science: Composing
Forces Questions

Yr. 1 History – Things

that change over time
 Lesson Beginning
List the factors required for a
successful beginning to a lesson
 Topic Bingo – reflection / alert p.8

1. Read all 8 x topics. Look for answers in booklet.

DO NOT write answers

2. Find a colleague who knows the answers to 1 x question.
Write name in space.
3. Find a NEW colleague who knows another 1 x answer.
Write name in space.
4. Say “BINGO’ when you completed all 8 x questions.

World record: 3 mins:41 sec

 Topic Bingo p.9
Reflection
• What might be good about using this tool?
• How does it assist with catering for the different
learners in your class? How can you adjust the activity?
Transfer
• Design a Topic Bingo for a unit of work.
• Anticipatory & consolidation
• Routine & challenging questions
 Lesson Energisers p.10
We have 4 seasons, the human
heart has 4 chambers.. What else
is divided into 4?
 Lesson Energisers p.11-12
Reflection
• What might be good about using this tool?
• How does it promote good learning?

Transfer
• Circle at least 6 lesson energisers you could use next
term
 Lesson Beginning
List the factors required for a
successful beginning to a lesson

Refer beginning teachers’ companion

p.40 & p.146
 Lesson Middle p.13

Compare Canberra and Sydney

How? unstructured
 Four Steps for effective questions / tasks
Task: Compare Canberra & Sydney
1. Is there a clear task verb?
2. Is there a clear definition of the task verb?
3. Have I offered an appropriate thinking tool / process?
4. Have I given my students the language to articulate
their responses?
 1. Compare
contrast, differentiate, distinguish

2. Definition
Look at the way two things are both
similar and different

3. Double Bubble Map 4. Language

 Urban planning p.15

Canberra Sydney

Filters: Population, Geography & Politics / History

Task – structured
Compare
 Task
Compare the Romeo and Juliet film versions of Franco
Zefferelli (1968) and Baz Luhrmann (1996)
 Comparing Film Versions

Traditional
Shakespearean
language
Set in Set in USA,
Verona, modern
Italy setting
Period Storyline American
costume same as accents
original
script

Franco
Baz Luhrman Last scene
British Zefferelli’s Lovers within
accents warring version – die in
Version
families (1996) church
(1968)

Stretches of Fast pace,

long, boring Montagues
violence,
and Capulets
conversations drug use
Last scene Explicit sex
– die in scene
tomb

Filters: language, plot, setting, costumes

Compare p.13
Compare
 Compare
Even though…, some…are
the same.
…is like…
…is different from/to…
…is the same as…
Though / even though
Like
Too
All kids like toys. When I asked my Grandad about the toys he used to
play with, though, I found out that he had many different toys to mine.
Grandad had tiny toy soldiers that he used to make up pretend
battles, whereas I only play battles on my DS. My model planes are
made of plastic like Grandad’s toy soldiers.
Even though Grandad was a boy a long time ago, some of our toys
are the same. We both play with metal toy trucks and cars, and we
both have a teddy bear. I also found out that Grandad had building
blocks just like I do.
 Other Double Bubble Maps
State and Federal Parliaments
Concurrent Powers
Residual powers e.g. Education Exclusive
e.g. Criminal code Powers
e.g. Defence
Cabinet
Premier
Qld Federal PM
Parliament Parliament

Governor
Qld
1 x House – representation
Governor General
Legislative Assembly
House of Rep.
Filters: Titles, legislative powers, and Senate
Head of State, structure
Promoting & maintaining health, safety and wellbeing….

Compare your lifestyle with your parents…..

Contrast
Reflection and Transfer
Where else can you use
Double Bubble Map

Reflection p.16
Engagement? Substantive conversation? Higher order thinking?
• What was useful about this strategy?
• Will this work for my students?

Transfer p.16
• Where and How would I use this
strategy in my work?
 Four Steps for Scaffolding…
1. Is there a clear task verb?
2. Is there a clear definition of the task verb?
3. Have I offered an appropriate thinking tool / process?
4. Have I given my students the language to articulate
their responses?
 Geography / Science
Which renewable energy resource should
we develop more extensively?
 Task Verbs – too general
1. Which non-verbal communication techniques are most
important for retail?

2. Write a letter…

3. Make a …

4. Use a…

5. Deliver a ppt ….

No Direction….
 Yr. 6 History
Australia as a Nation - Immigration
Using the TSF, Design 6 x Explicit Questions in 5 minutes

Q1. List the 10 major countries that immigrate to Australia

 Yr. 6 History
Australia as a Nation - Immigration

Using the TSF - 6 x Questions

Q.2. Explain the main reasons why people immigrate to Australia.
Yr. 6 History
Australia as a Nation - Immigration
Using the TSF - 6 x Questions

Q.3. Construct a flow chart showing the

immigration process.
Yr. 9 Business
Australia as a Nation - Immigration
Using the TSF - 6 x Questions
Q.4. Compare the immigration stories of two families
that have immigrated to Australia.
Yr. 6 History
Australia as a Nation - Immigration
Using the TSF - 6 x Questions

Q.5. Immigration – the more difficult journey?

After comparing two immigration stories, decide which person / family
had the more difficult journey?
 Link

Argue whether Sydney

should be the new capital of
Australia

Compare Canberra and

Sydney

Explain why Canberra is the

capital of Australia

Name the capital city of

Australia
 Yr. 6 History
Australian as a Nation - Immigration

Using the TSF - 6 x Questions

Q.6. Create a promotional campaign valuing immigration in Australia.

Lesson design – Your focus topic
Using the TSF, design 6 x possible questions (clear task verbs)

p.18

e.g. List 6 x healthy activities that you do

regularly.
Ensure you link…

Argue whether Sydney

should be the new capital of
Australia

Compare Canberra and

Sydney
 Four choices for a unit
Choice 4. Generating alternatives.
Improvements, new ideas

Choice 3. Largely at judging material

investigated

Choice 2. Largely aimed at in-depth

research/investigation/explanation

Choice 1. Largely information and

skills based
 Four Steps for Scaffolding…
1. Is there a clear task verb?
2. Is there a clear definition of the task verb?
3. Have I offered an appropriate thinking tool / process?
4. Have I given my students the language to articulate
their responses?
 Match the 12 x task verbs to the correct
definition
p.19
1. Analyse k
a. Showing or proving that a decision, action or idea about
something is reasonable or necessary

2. Argue b. Giving a detailed account of the properties,

attributes, qualities, features or parts of something or
someone.
c. Suggesting that others follow a course of action, with reasons,
3. Classify usually based on the results / findings - investigation.
d. To present one or more sides of an issue. You then form
4. Compare your own opinion and convince everyone you are right.

5. Create e. Retaining and recalling data from your memory

f. Considering something or someone and make a judgement

6. Describe of value or worth, supporting with evidence
 Check your definitions using the beginning
teachers’ companion
p.19
1. Analyse ka. Showing or proving that a decision, action or idea about
something is reasonable or necessary

2. Argue db. Giving a detailed account of the properties,

attributes, qualities, features or parts of something or
someone.

g
3. Classify c. Suggesting that others follow a course of action, with reasons,
usually based on the results / findings - investigation.

4. Compare l d. To present one or more sides of an issue. You then form

your own opinion and convince everyone you are right.

5. Create h e. Retaining and recalling data from your memory

6. Describe b f. Considering something or someone and make a judgement

of value or worth, supporting with evidence
 Check your definitions using the beginning
teachers’ companion
p.19
7. Discuss j g. Grouping things / ideas with similarities into the same
type or category,

8. Evaluate f
h. Modifying or generating new ideas, products, proposals
or ways of doing things. .

9. Explain i i. Making sure the reader or listener understands

something …

10. Justify a j. Considering the various elements of an issue without

having to make a judgement or reach a conclusion. .

11. Recommend c
k. Closely discovering and examining the component parts
of something in detail and discussing the relationship of the
parts to each other.

12. Remember e l. Showing how things are both similar and different
 Task Verb Definition – student friendly

1. Analyse Examine closely

p.20
2. Argue Convince everyone!

3. Classify

4. Compare

5. Create

6. Describe
 Four Steps for Scaffolding…
1. Is there a clear task verb?
2. Is there a clear definition of the task verb?
3. Have I offered an appropriate thinking tool / process?
4. Have I given my students the language to articulate
their responses?
Name the 4 x longest rivers p.21
in the world?
 Name the 4 x longest rivers
in the world?
Thinking Tool: Acronym p.21

• M
• A
• N
• Y
Y-Chart: Art - Fear
 Fear
Looks Like…
• Knives • Complex Reasoning - Science • Maths Test
• Shaking
• War
• Darkness • Microphone
Sounds Like... • Public Speaking
Feels Like …
• Screaming • Something Overpowering
• Crying • Fight or Flight
• Chainsaw • Hairs standing up on your neck
• Heartbeat • Internal Pressure
• Unknown Voices • Sickness in your stomach
• Really high-pitched • Anticipation
screaming sounds
• Adrenalin Rush
• Chaotic
• Stress
• “You’re next….”
• Possible Physical Pain
 Fear
Looks Like…

• Knives • Complex Reasoning - Science • Maths Test

• Shaking
• War
• Darkness • Microphone
Sounds Like…. • Public Speaking
Feels Like ……
• Screaming
• Something Overpowering
• Crying
• Fight or Flight
• Chainsaw
• Hairs standing up on your neck
• Heartbeat
• Internal Pressure
• Unknown Voices
• Sickness in your stomach
• Really high-pitched
• Anticipation
screaming sounds
• Adrenalin Rush
• Chaotic
• Stress
• “You’re next….”
• Possible Physical Pain
 Four Steps for Scaffolding…
1. Is there a clear task verb?
2. Is there a clear definition of the task verb?
3. Have I offered an appropriate thinking tool / process?
4. Have I given my students the language to articulate
their responses?
Argue whether Sydney
should be the new capital of
Australia
 Argue … Sydney should be the new capital of
Australia

Cost

Diversification

Aboriginal

Housing

Political

Public
service
 Argue

Sentence Starters
• We should do this because…
• It is essential we adopt…
• Whilst many would argue that ......
•..... might object to this because ....
• Despite this though .....
• Another reason for .....
 Argue
• We should do this because…
• It is essential we adopt…
• Whilst many would argue that...
•..... might object to this because...
• Despite this though...
• Another reason for...

It is essential that Canberra, and not Sydney, remains the capital

Australia, as it would be expensive to re-locate Parliament House and
all the other government buildings.

Another reason for keeping Canberra the capital of Australia is that

Sydney’s property prices are already expensive and this would make
property even more expensive!

Whilst many would argue that Sydney is a more attractive city, it does
not really need the money…
 Argue

Sentence Starters
• We should do this because…
• It is essential we adopt…
• Whilst many would argue that ......
•..... might object to this because ....
• Despite this though .....
• Another reason for .....
 Recommend / Decide
Sentence Starters Connectives
• although
•…it is necessary to consider the
• however
advantages and disadvantages of …
• because of this
• It is recommended…
• in spite
• It is worth considering that…
of/despite this
•…has the most impact on…
• in other respects
• The evidence suggests that…
• whereas
• The worst feature of…is…