DEAR and UOI Lesson
DEAR
·
Students all quietly reading (books and
devices).
·
Used this time to organise Maths
textbooks/grouping with certain students.
UOI
·
Students straight into writing the date.
·
Look back at the previous piece of unit work –
When did we do that last piece of work? What would be a good thing to do before
we start? Make connections between what was done in this
lesson and the last lesson.
·
Look back at Community brainstorms – J how did
you define what a community was? Took ideas from different students.
·
Discussed other questions – Feedback from
students. Each student builds on the last students idea.
·
Explains that we are going to go deeper into how
we actively contribute to our community over the next few days – Uses Berkley
example (Kapa Haka, Orchestra, Year 9) Puts forward idea of students running
clubs/promotions and offers help with this. Makes the
idea mean something to the students.
·
Where do you think we are going next with this
UOI? Encourages students to look back at the lines of
inquiry and really think about the Central Idea. Encourages students to
get involved in their group discussions and models group etiquette (listening,
speaking, looking). Gets students to feedback.
·
Communities how are they diverse, why are they
diverse.
·
Explains task before handing out paper. (Fold
into 3 equal columns) Repeats instruction and models. Gets students to hand
out resources.
·
Write the WALT in the top left hand corner: WALT
- Explore the characteristics of different communities. Interesting that waits to introduce the WALT until now rather than at the
start. Allows the students to discover where they think the inquiry is going
first.
·
Models on IWB. Labels section RURAL, URBAN,
SUBURBAN. Asks the students to put these words into an NZ context (Country,
City, Town)
·
Gives personal anecdote and brings in the idea
of stereotypes. Asks students to explain what they think this means and give
explains.
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Waits until all are quiet. Uses ‘Turituri’
·
Which of these 3 do you identify with? Which do
you associate most with? What is it about that community? Links back to own
personal example.
·
Gives quiet reflection time (1.5 minutes). Allows time to think individually before heading straight
into discussion.
·
Moves into discussion and encourages students to
ask each other which they associate with and why. (approx. 2-3 mins)
·
Asks to contribute back about someone else from
their table. Shows the students that it is important to
listen to one another. Picks out key words and questions for more
detail.
·
Explains task – In your own way demonstrate your
understanding of the characteristics of each of these areas. Allows students to write/draw, leaves it up to them to
decide.
·
Three different lenses to put on – links to race
horse blinkers. 'The Learning Lense'.
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Define:
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How do these people live?
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What do these people do for work?
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What do these people do for entertainment?
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What are the schools like?
·
Introduce the task and then sets time period (30
mins including discussions)
·
Are there any questions? Ensures 100% understanding of the task before beginning.
·
Stops students part way through and praises
discussion. Gives amount of time left to complete the task. How do you know you
are going to be successful? This encourages the
students to manage their time wisely and decide whether to carry on with
discussion or limit it to complete the task.
·
Checks in with students as they carry out the
task.
·
Take up the challenge and work silently for the
last part of the lesson – Put a sock in it (Look at origins)
Questions to finish the lesson with:
The big idea I took away from today was…
If I had to explain to my parents…
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