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Supporting Teaching and Learningitc thinkdrive is a dynamic digital resource that connects teachers and students to powerful cognitive and cooperative Thinking Tools. With itc thinkdrive, teachers and students have instant online access from any digital device to cognitive and cooperative thinking tools, videos and writable templates. Students love the simplicity of typing their assignment topic or question into the search engine and following our easy four-step methodology to tackle any assessment task. Teachers love the quick access to the thinking tool templates.
Features include:• Whole-school and individual licences available• Access to itc thinking tools and resources • Assists teachers to provide students with the tools to tackle
projects, assignments and research in any subject at any level• Access to short, sharp and compelling videos of itc thinking
tools to empower students to think critically and creatively!• A clear four-step pathway for students to start and successfully
complete their assessment tasks using higher-order thinking• Provides ready-to-download Microsoft Word and Microsoft
OneNote templates enabling students and teachers to store in any location
• Get connected! A web-based application that is compatible on PC, Mac, laptops, tablets and iPads and android-devices.
itc Digital
itc thinkdriveBetter Thinking at Your Fingertips
Order online for instant access!
Visit itcthinkdrive.com.au
digital
The new itc thinkdrive is now available!
This digital resource now brings to life the itc thinking skills framework and the itc suite of thinking tools through a FAST NEW APP and UPDATED WEB RESOURCE
The School Licence is the most economical way to place itc thinkdrive in the hands of your school community. Now, every teacher and student in your school can access this digital resource and improve their thinking.
Individual educators and students can also access thinkdrive with a personal licence.
*based on a large high school purchase. Check Order Form (overleaf) for further details.
DYNAMIC THINKING TOOL TEMPLATES
Ready-made templates that you can edit for any purposeYou can now adapt, edit and create your own templates of all the itc thinking tools.
THE ASSESSMENT BREAKER
Assessment starts with itc thinkdriveitc thinkdrive now helps students successfully start and complete their assignments. With a search function called The Assessment Breaker, students can type in their assessment task and be guided through the research, planning and writing process.
Now teachers can use itc thinkdrive to help students define their task, suggest the right thinking tool for structuring their research, and generate sentence starters when they’re lost for words.
THE itc thinkdrive APP
Sharp, savvy and saves you timeThe itc thinkdrive iPad app is now faster than ever. Interact with all of your favourite thinkdrive materials with this beautifully designed app. Access thinkdrive on your tablet offline – anytime, and anywhere.
CHECK OUT thinkdrive FOR YOURSELF!
For as little as $1* per student per year
TRY IT NOW FOR
FREE
NEW to itc thinkdrive
TRY THE APP
FOR FREE
TRY ON THE WEB
FOR FREE
www.itcthinkdrive.com.au
supporting teaching and learning®
FISHBONE DIAGRAM (Dr Kauro Ishikawa) — INFORMATIONGENERALThis is an excellent visual tool for investigating a topic by categorizing the causes or effects of a topic in a systematic manner. Can be used to encourage creative writing, record details about a mathematical concepts or as an alternative timeline.
For information on other itc products visit www.itcpublications.com© itc publications LLC 2014
1: Express
2: Hail & Ride
3: Trolley
4: Suburban routes
1: Underground
2: Above Ground Railway
3: Interstate
4: Intrastate
Topic: TYPES OF TRANSPORT
BUSTA
XIS
TRAINS
1: Passenger
2: Maxi
3: Minicab
4: Disabled AccessPLA
NES
1: Airliners
2: Twin engine
3: Jetliners
4: Seaplanes
1: Ferries
2: Water Taxis
3: City Cats
4: Passenger Liners
BOATS
1:
2:
3:
TRAMS
Trains, Buses, Boats and Planes (Social Studies) Research what public transport is available in or travelling through an area then add details about each type of transport.
PROCESSEnter the topic on spine of fish.
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Step 1: The DiagramDraw a Fishbone Diagram or use a photocopy. Write the topic along the ‘spine’ of the ‘fish’.
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Step 2: CategoriesLabel each large ‘bone’ with a major category of the topic.
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Step 4: The ProductCreate a product such as story, report, an oral presentation or a PowerPoint.
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Step 3: DetailsBrainstorm (use Round Robin/Hot Potato), research and add details of each category on small bones.
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For information on other itc products visit www.itcpublications.com© itc publications LLC 2014
For information on other ITC products visit www.itcpublications.com© ITC Publications LLC 2011
Media Messages (High School – Media Studies)
RADIO
Auditory
24hr broadcast – almost all channels
Talk
Accessible automobiles, boats, bikes
Broadcast alerts during typhoons
Local and regional
broadcasts
Free to Air
Popular personalities
Commercial and ABC
Australia-wide Broadcast
Not as portable
Limited access – homes, clubs
No active viewer participation
Visual
TELEVISIONAdvertising medium
Phone: (07) 3395 7727 Fax: (07) 3395 [email protected]
Gerard Alford B.Econ, Dip.Ed., M.Ed.
Eric Frangenheim B.A (Hons) U.Ed, B.Ed.
Paul Herbert BA (Hons, Geog), Grad.Dip.
Gerard is the Director and co-founder of itc publications. Prior to becoming a full-time director of itc Publications, Gerard had over 17 years’ experience as a full-time secondary school teacher in the UK, Queensland and Tasmania. He has held a number of senior positions, including Head of Faculty and Dean of Staff. He is the editor and co-author of the best-selling innovative teachers’ companion, innovative students’ companion and beginning teachers’ companion.
Eric is one of the most sought-after presenters and keynotes in Australia. He has worked as an educational consultant for the past 25 years and authors many best-selling education books promoting higher-order thinking. He was previously a teacher and deputy principal for 20 years.
Paul is a passionate promoter of pedagogy in teaching, with a particular focus on the beginning teacher and equipping them with the skills to thrive in the classroom. Prior to co-founding itc publications, Paul had 17 years’ experience in the education sector, including as a senior teacher, acting head of department and in the TAFE and now University sector.
Workshops and Consulting
Professional Development
Improving Student Outcomes
The research is conclusive; quality teaching makes the largest difference to student learning outcomes. Encourage your teachers to try new pedagogical methods, to reflect carefully on their teaching and to improve their lessons through lesson observations and feedback.itc publications’ major workshops are endorsed by the NSW Education Standards Authority (NESA), which is recognised by most other states and territories.
Endorsed school workshops include:• Lesson Observations and Feedback• Cooperative Learning• Critical and Creative Thinking• Backward Mapping – Unit Planning• Differentiated Instruction and Assessment• Explicit Teaching• Beginning Teachers Workshops
We support our school workshops with online resources, including video footage of classroom lessons, thinking tool templates and video explanations of the itc cognitive and cooperative tools.
Visit our website for more information and testimonials or to see our public workshop offerings. w itcpublications.com.aut 07 3395 7727e [email protected]
itc publications is one of Australia’s leading education companies, producing quality teaching and learning products since 2002. Our teachers’ diary, the innovative teachers’ companion, is the no.1 selling teachers’ diary in Australia. We support all our publications with endorsed school workshops and online resources.
Print Resources
Digital Resources
Professional Development
Trusted and innovative resources and workshops for your teachers and students
itcpublications.com.au
Bringing pedagogy to life in your classrooms!
Products and Services
About itc publications
Our Presenters:
Your presentation provided staff with a range of relevant,
evidence-based processes and practices which could be immediately applied in all of our school contexts.
Staff appreciated the opportunity to reflect on their practice and the ‘hands-on’ nature of the presentation and
scenarios presented were a catalyst for much professional dialogue (especially ‘Mr Weather’).
Gareth Erskine, Principal, Cardiff High School
itc delivers practical
workshops for improved learning
outcomes
ITC Product Brochure_2018_final.indd 1 9/8/17 6:45 am
4 Steps to SuccessWhere to start and how to succeed!
Identify the Task VerbOn your assessment sheet, look at the task and carefully scan for a task verb. It should be something like, 'compare', 'discuss' or 'justify'. If you are unsure what this is, check with your teacher. As an example, we will focus on the task verb
Understand the Task VerbOnce you have located the task verb in yourassessment sheet, ensure you know the exactdefinition so you know how to tackle your assessment.
Use an appropriate Thinking Toolfrom the Thinking Tools column. This will assist you to organise your research and thoughts and to stay on track. Topic: Radio and TelevisionTask: Radio and Television
Tool:
Use the appropriate Language
C
COMPARE
COMPARE
COMPARE
COMPARE
Double Bubble Map
For the verb use the following:
• There are many ways in which...and...are similar
• There are many ways in which...and...are different and these include...
• A very obvious difference between...and...is...
• Whilst there are a few similarities between.... and..., there are more differences.
Sentence Starters Connectives• alike, like, just like • in contrast to• in spite of this • differs from• both• all cases• even though• whilst
Compare Radio and TelevisionBy Sam Jones
There are many ways in which radio and television are similar. Both mediums broadcast to the world at large and therefore have the potential to reach a wide audience. Both require a source of power in order for it to work and in all cases they useradiowaves to broadcast their programs.
A very obvious difference between radio andtelevision is that television presents visual images as well as sound, whilst radio does not have any pictures requiring the listener to formulate their own images.
ASSESSMENT TASKIn this assessment task, you are to compare two mediums of communication, namely radio and television. You are required to write about your ideas in detail ensuring you discuss:• The advantages and disadvantages
for each medium • Level of popularity and engagement • Types of information delivered by each • Their contribution to society
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itc publications ©Contact +61 7 3395 7727www.itcpublications.com.au
For a full explanation of all task verbs:itc thinkdrivewww.itcthinkdrive.com.au
innovative teachers’ companioninnovative students’ companionwww.itcpublications.com.au
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means that you look at the way twothings are both similar and different. Investigate
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Task Verb Related Task Verbs Thinking Tools Level
Defend Justify Prove
Decide Determine Select
Break Down Deconstruct Differentiate
Contrast Differentiate Distinguish
IdentifySummarise (basic)
Comprehend Interpret Translate
MAS1:4:P:C:RImage Associated IdeasWord AssociationSplit Y-Chart Y-Chart
PCQ/PCQ ExtensionJudge Jury
SWOT AnalysisIcon Prompt
Fishbone DiagramFlow Chart Silent Card Shuffle
Solution Path
MetaphorCause-Effect MapPOE
Alpha LadderKWHLMnemonics and AcronymsPairs and RAS AlertRhymes, Music and Flash CardsSilent Card ShuffleTransfer Booklet
CREATE
ARGUE
ANALYSE
CLASSIFY
CALCULATE
EXPLAIN
REMEMBER
EVALUATE
JUSTIFY
RECOMMEND
DISCUSS
DESCRIBE Attribute Listing OrganiserConcept MapSilent Card Shuffle Y-Chart Split Y-Chart
T-Chart
PCQPCQ extension
Decision-Making MatrixElimination DrawExtent Barometer
Justification Flow ChartJudge Jury
Decision-Making MatrixExtent Barometer
List StateOutline
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For a full explanation of all task verbs:itc thinkdrivewww.itcthinkdrive.com.au
innovative teachers’ companioninnovative students’ companionwww.itcpublications.com.au
ComposeImprove Predict
DevelopInventSynthesise
GenerateModify
Persuade Debate Defend
Find Prove Solve
DefineListQuote
FindMatchRecall
LabelNameRecite
AppreciateDebatePersuade
ConcludeDecideRank
CrictiseDefendValidate
Arrange Complete
CategoriseDemonstrate
Investigate Summarise (complex)
CompileSort
COMPARE Double Bubble Map
Design
Understand
Judge
Remember
Apply
A=LxW
Note: Co-operative learning toolssuch as the Silent Card Shuffle,1:4:P:C:R, Round Robin,Hot Potato, Jigsaw andJudge-Jury can be used inmost levels.
Co-operate
Investigate
Data
fou
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thin
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Two Dimensional [ Two or three axes at right angles [ Scale (explicit or implicit)
Information is shown by placement of points in the area defined by the axes.
EXAMPLES Bar, column and line graphs, scatter graphs, Cartesian plane, stem and leaf plots
One Dimensional [ Single axis in any direction
(straight or curved) [ Scale (explicit or implicit)
Information is shown by placement of points on the scale.
EXAMPLES Number line, ruler, measuring tape, thermometer, divided bar graph, box and whisker plot, protractor
Map [ Scale (explicit or implicit) [ Direction or grid
Information is shown by the relative placement of points, lines and regions on the map. May be drawn to scale.
EXAMPLES Street and road maps, contour maps, building plans
Shape
Information is shown by the use of shape, proportion, area and angle.
EXAMPLES Pie charts, Venn diagrams, geometric diagrams, three dimensional diagrams, compass, tessellations
Picture [ Uses the elements of visual art [ Position, distance, angles
and shape are irrelevant
Information is shown by the use of colour, shading, tone, texture, size, orientation or arrangement.
EXAMPLES Pictures, graphs, patterns, sketches, cartoons, photographs
Connection [ Shapes showing nodes [ Lines as connectors
Information is shown by the connections between nodes.
EXAMPLES Tree diagrams, flow charts, networks, concept maps
Other TermsVisual Images have many names:
Chart shows non-numeric information (words)Diagram shows how an idea or system worksDrawing pictorial representationsFigure a synonym for visual image used in publicationsGraph shows numeric informationMap shows spatial information about an areaPhotograph direct visual representationsPlot shows movements or progress of an object
Using the 6 Categories for Easy Interpretation
Contact +61 7 4638 8326 www.itcpublications.com.au
ITC Publications
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Note: This classification was adapted from one originally developed by J D Mackinlay for use in information technology.
Acknowledgement: This material has been reproduced with the permission of Lyn Carter of Count on Numeracy.
Remember ✓ All diagrams, graphs, pictures and maps can be classified into one of these six categories.
✓ Scales in one and two dimensional graphs should be interpreted by measuring, not counting.
✓ If a visual image can be placed in more than one category, you should apply the properties of both categories.
1 2
3
5 6
4 [ Angle [ Proportion
[ Shape [ Area
Kilometres1:50
0 100 200
START
NO
YES
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Kilometres1:50
0 100 200
START
NO
YES
-4 4-3 3-2 2-1 10
Kilometres1:50
0 100 200
START
NO
YES
-4 4-3 3-2 2-1 10
Kilometres1:50
0 100 200
START
NO
YES
-4 4-3 3-2 2-1 10
Kilometres1:50
0 100 200
START
NO
YES
-4 4-3 3-2 2-1 10
Kilometres1:50
0 100 200
START
NO
YES
-4 4-3 3-2 2-1 10
innovative teachers’ companion – Australia’s best-selling teachers’ diary! innovative students’ companion
Where to start and how to succeedThis unique full-colour learning tool shows students how to follow four easy steps to successfully research, plan and complete any research task.
It supports a whole-school approach to higher-order thinking and assists students with their writing skills.
Add an innovative students’ companion to your school’s book list and see the results!
The beginning teachers’ companion Second Edition is a reference book providing evidence-based teaching techniques for all new teachers. This trusted resource explores cooperative learning, higher-order thinking, reading comprehension and much more.
• Guidance with lesson and unit planning• A repertoire of evidence-based lesson ideas and knowledge
of what will work in the classroom• Effective strategies for classroom management• Guidance for creating effective, easy-to-design lesson plans• Simple and effective 4-Step model for creating successful
lesson scaffolding • Communication skills for the classroom.
Aligned to the AITSL Australian Professional Standards for Teachers.
Class Roll
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forward planner 2017Year Planner 2018JANUARY FEBRUARY MARCH APRIL MAY JUNE
MON 1
TUE 2 1
WED 3 2
THU 4 1 1 3
FRI 5 2 2 4 1
SAT 6 3 3 5 2
SUN 7 4 4 1 Easter Sunday 6 3
MON 8 5 5 2 7 4
TUE 9 6 Waitangi Day (NZ) 6 3 8 5
WED 10 7 7 4 9 6
THU 11 8 8 5 10 7
FRI 12 9 9 6 11 8
SAT 13 10 10 7 12 9
SUN 14 11 11 8 13 10
MON 15 12 12 9 14 11
TUE 16 13 13 10 15 12
WED 17 14 14 11 16 13
THU 18 15 15 12 17 14
FRI 19 16 16 13 18 15
SAT 20 17 17 14 19 16
SUN 21 18 18 15 20 17
MON 22 19 19 16 21 18
TUE 23 20 20 17 22 19
WED 24 21 21 18 23 20
THU 25 22 22 19 24 21
FRI 26 Australia Day 23 23 20 25 22
SAT 27 24 24 21 26 23
SUN 28 25 25 22 27 24
MON 29 26 26 23 28 25
TUE 30 27 27 24 29 26
WED 31 28 28 25 Anzac Day 30 27
THU Notes: Notes: 29 26 31 28
FRI 30 Good Friday 27 Notes: 29
SAT 31 28 30
SUN Notes: 29 Notes:
MON 30
TUE Notes:
8 © itc publications Pty Ltd
Month Planner 2018
JANUARY FEBRUARY MARCH
1 MON 1 THU 1 THU
2 TUE 2 FRI 2 FRI
3 WED 3 SAT 3 SAT
4 THU 4 SUN 4 SUN
5 FRI 5 MON 5 MON
6 SAT 6 TUE 6 TUE
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25 THU 25 SUN 25 SUN
26 FRI 26 MON 26 MON
27 SAT 27 TUE 27 TUE
28 SUN 28 WED 28 WED
29 MON Notes: 29 THU
30 TUE 30 FRI
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Notes: Notes:
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Monday 19 Tuesday 201473 Nicholas Copernicus, astronomer, is born in Poland. 1835 The city of Concepcion, Chile, is destroyed in an earthquake.
Teaching Tip 4
Use the word ‘you’ or ‘yours’ wherever possible. It is inclusive and immediate and will attract your students’ attention.
FEB
44
Things to do today
ON THIS DAY1978 – Sweden becomes the first country to ban aerosol sprays, believed to be damaging to the ozone layer.
Class Lesson, Notes and Strategies Homework
Tuesday January 23
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© itc publications Pty Ltd
ITC Publications © Contact +61 7 4638 8326 www.itcpublications.com.au
- Angle the paper slightly - parallel to the writing arm
- A sloping desktop helps
- Head leaning slightly forward
- Desk at waist level
- Bottom on the back of the chair, back straight
- Feet flat on the floor
4 Easy Steps to Fast, Legible Handwriting
- The thumb tip, forefinger tip and 2nd finger rest about 3cm from the tip of the pencil for left handers, and 2cm from the tip for right handers
- The pencil must rest on the second finger
- Do not lock the pencil into the web between the thumb and forefinger
- Fingers do the writing – stay flexible, don’t tighten up, and don’t press hard
Ouch!
- Curved letters start with an anti-clockwise curve
- Straight letters start with a straight line, drawn from top to bottom
- Lift pencil only for letters f i j t x
- Remember to slope all letters a little
- Initially use four-lined paper to get the proportions and the slope correct
- Each letter has a correct starting point (shown on letters a and b)
Happy the Pencil’s Handwriting Tips:- A pencil is best for practising handwriting- A 3-sided pencil helps the grip
40°
- A soft, dark pencil line is easy to erase- Keep your pencil sharp, sharp, sharp!- Erase errors, take pride in presentation
Posture 1
3
4
2 Angle of Paper
Pencil Grip
Incorrect Pencil Grips
Forming the Letters
40°
Happy the Pencil is locked into the web between the thumb and the forefinger – he can’t move!
I’m slipping!
The index finger and the second finger are both on top of Happy the Pencil, instead of the 2nd finger being under the pencil, supporting Happy.
The index finger, 2nd finger and thumb are wrapped around Happy the Pencil, squeezing him!
I can’t move!
ISBN 978-0-9806598-5-6
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For more information on all the thinking tools, writable/printable templates
and instructional videos, subscribe to www.itcthinkdrive.com.au
Contact +61 7 4638 8326 www.itcpublications.com.au
ITC Publications
1 PURPOSE?
Public Speaking Skills
2 PLAN!
3 PRACTISE!
4 PRESENT!
ASK YOURSELF – Who will be my audience? [ How old are they? [ Male or female, or both? [ What are their interests? [ What are their needs? [ Why have they come to hear me? [ What is my role – to inform? Entertain? Amuse? Encourage? Persuade?
When you’ve answered this you will know what language to use, what material to select and what approach you will take.
PLAN your speech by selecting your topic and arranging your material.The content should be in 3 clear parts.BEGINNING Catch your listeners’ attention. Start by telling them a story or a quotation, perhaps tell a joke or ask them a question.
BODY The main part of your talk. As a general rule, make no more than 5 main points, and ensure that your listeners recognise each one by making plain your move from one point to the next.
CONCLUSION Give a strong ending to your speech, with a positive statement, e.g. “So you can see that…” or “I’m sure you’ll agree that…”
NOTES are essential. DO ✓ write in large, clear script ✓ write headings and topic points ✓ use dot points ✓ number your pages
DON’T ✘ read your speech ✘ use large sheets of paper – envelope size is best
✘ let your notes get between you and your audience
PRACTISE as much as you can: on your own, in front of family and friends, to the cat, before the mirror. This will help you to get your timing right, become familiar with your notes and feel comfortable, relaxed and confident.
PRESENT your talk! Two important tools will help you do the job – they are your voice (verbal) and your body (non-verbal).VERBAL TOOLS
[ Pace – don’t rush! Speak slowly and breathe deeply.
[ Pauses – use these to give your audience time to think about what you have said.
[ Pitch – vary your voice. Don’t speak in monotone.
[ Volume – make sure everyone can hear you, especially those at the back!
[ Clarity – speak clearly: open your mouth wide and don’t clench your jaw.
NON-VERBAL TOOLS
[Gesture – use your hands and arms to make your points, but don’t be a windmill! [Movement – feel free to move, but keep it natural. You aren’t on parade! [Eye Contact – look at your audience as you speak, but don’t stay on one person too long.
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Follow These 4 P’s to Make Your Mark!
O R D E R Y O U R P R O D U C T S O N L I N E I N M I N U T E S – itcpublications.com.au
SECONDARY (4, 5, 6 or multi-period) PRIMARY Years 3-6 EARLY YEARS OF LEARNING Years F-2 SECOND EDITIONSECONDARY (Years 7-12) & PRIMARY (Years 3-6) EDITIONS
Not just a diary! • Evidence-based instructional techniques • Packed with features which help
teachers to be organised• Full of teaching tools which
boost whole-school pedagogical practice daily
• Wire-bound or loose-leaf versions.
ASSESSMENT RECORD
CLASS ROLL YEAR PLANNERS 2018/2019
MONTHLY PLANNER 2018
10 PAGES OF PRICELESS TEACHING AIDS AND IDEAS
LESSON PLANNING CHECKLISTAND TEMPLATE
14 THINKING TOOLS WITH CLEAR EXAMPLES AND BLANK TEMPLATES
Fabulous classroom resources to support teaching and learning.
The 12 Major Task Verbs explained, including thinking tools, sentence starters and assessment examples
MONTHLY DEADLINE PLANNERS
22 PAGES OF ASSESSMENT ADVICE
HANDY A5 SIZE
WEEKLY TEACHING TIPS FOR PRIMARY LEARNING
SECONDARY DIARY EXAMPLE
1-DAY PER PAGE PLUS DAILY ‘ON THIS DAY’ FACTS
WEEKLY TEACHING TIPS FOR EYOL LEARNING
itc’s fold-out Lesson Launchpad
contains the 13 Major Task Verbs, related verbs and task
sentence starters for effective assessment
writing and lesson planning
Sentence starters and
connectives to improve students’
writing skills
Each Thinking Tool example aligns to the National Curriculum saving
teachers time and effort
The perfect Thinking Tool for each Major Task Verb is povided and explained with clear examples
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cooperative learning – tool 4
1 2
3
Judge JuryBackgroundThis is a cooperative learning strategy that involves students arguing a case on a
debatable issue in the setting of a court. It requires two students to analyze the issue
from opposite perspectives and then prepare and present their opposing cases.
A third student listens and evaluates both viewpoints and delivers his/her verdict.
ProcessSTEP 1: Topic
A debatable issue is chosen by the teacher, such as “Drugs in sport are inevitable, so should
be allowed”.
STEP 2: RolesAssign a number to each student, being 1, 2 or 3. If there is a shortage of numbers, the teacher could either fill in
the numbers or assign the remaining students as number 3s.
• The number 1s present a 90-second argument FOR the topic (The Defence)
• The number 2s present a 90-second argument AGAINST the topic (The Prosecution)
• The number 3s decide the outcome of the case and present their verdict (The Judge and Jury).
STEP 3: Research and Planning No. 1s
No. 2s No. 3s
Defence Prosecution
Judgesa. The students individually research/prepare their case.
b. The number 1s (‘defence counsellors’) meet in groups of three-five to prepare their case.
c. The number 2s (‘the prosecutors’) meet separately in groups of three-five to prepare their case.
d. The ‘judges’ meet to discuss the main points of the case, to anticipate the points of the defence and the
prosecution and to develop criteria for deciding the case.STEP 4: Court Hearinga. The number 1s are allowed 90 seconds to present the defence’s case to the judge.
After allowing time for the judges to make some notes, a 90-second argument is
presented by the prosecution. Note: To foster a courtroom atmosphere, ask both
parties to refer to the judge as ‘Your Honour’.
b. Again, after allowing time for the judges to make some notes, the number 1s are
allowed a 30-second right of reply.c. The judges are allowed one minute to complete their judgment and then present their findings one by one to
the class. The judges may begin their address with:
“After considering the views of the defence and the prosecution, I find in favour of…”.
The judges must then justify their decision by evaluating the arguments of the defence and the prosecution.
d. A master of the arguments for and against may be recorded on the whiteboard during the judgments for
students to record in their notebooks.The Judge Jury provides feedback to both teachers and students as to how well they have researched the
topic. It is a great activity for building students’ public speaking skills.
beginning teachers’ companion
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3. EXPLAIN – TOOLS
Thinking Tool B: Cause-Effect MapsThe Cause-Effect Map will help you translate the content of your topic into cause and effect relationships. This tool will assist you to determine how and why certain things are the way that they are.
How to use the Thinking ToolNote – there is no one typical Cause-Effect Map. Each map will be different depending on the topic and your depth of understanding.
1. Enter the effect in the centre textbox. The effect is a consequence of some action. If there is more than one effect, create a new textbox for each underneath.
2. Enter a few actions or events that have caused this effect. Write these in the left-hand boxes.3. Enter sub-effects in the right-hand boxes. Sub-effects are results of the causes and effects on the left.
Cause-Effect Maps: Example 1TOPIC: IndustrialisationTASK: Examine the causes and effects of the Industrial Revolution
CAUSES EFFECT SUB-EFFECTS
New methods of farming needed large areas of land. Land owners ‘enclosed’ areas previously used in common by peasants.
Growth of global trade boosts the economy. Companies invest in new business and inventions.
INDUSTRIAL REVOLUTION
Urbanisation: many peasants had no access to water or arable land, forcing them to move to the cities to find work in the new factories.
Large coal deposits and attitudes that supported innovation, access to raw materials from colonies who also provided a ready market for cheaply produced goods.
Reduced need for farm workers so those families who’d become dependent on cottage industry income were forced to leave farms to seek work in cities.
Cause-Effect Maps: Example 2TOPIC: Sport PsychologyTASK: Explain the main causes of sports tantrums
CAUSES EFFECT SUB-EFFECTS
Gap between player’s current standard of play
and desired standardSuspension
SPORTS TANTRUM
Referee’s poor decision and the player’s poor
response
Can lead to poorer performance
Having the innovative teachers’ companion in our school makes my job
easier every day. It is a quick and easy reference in my classroom and gives us a common language with which
to discuss effective learning strategies. Louise Rowley, Secondary School
Head Teacher, NSW
I believe the beginning teachers’ companion should be an
essential part of the beginning teacher’s journey and one that education students
would greatly benefit from over the course of their study.
Dr David Zyngier, Senior Lecturer in Curriculum & Pedagogy, Faculty of Education –
Monash University
Classroom Posters Colourful A1 wall posters
Lesson Planning TemplateLESSON TITLE:
Lesson: 1 of Grades: Date(s) Taught:
Teacher(s):BACKGROUND
CURRICULUM STANDARDS.
LESSON INTENTIONDuring this lesson, students will: [Task Verb] the [Concept] (Refer to the ITC Thinking Skills Framework)
Success CriteriaStudents will be successful in this lesson of they can:
VOCABULARY:RESOURCES:
DIFFERENTIATION:
STARTING ACTIVITY ( MINUTES)
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Professional Reading
Backward MappingCurriculum planning for educational alignment
Backward Mapping is a model of curriculum planning that begins with the end-point in mind. In other words, you plan backwards from where you want to take your students before you plan to teach. So, if you are planning a lesson, you have to consider what the learning ‘looks like’ at the end and how your students will demonstrate what they have learnt (i.e., the formative assessment activity you will implement to generate evidence of their level of understanding or skill). If you are planning a unit of work you devise the summative assessment instrument before you plan your pedagogy. In both cases of curriculum planning you are visualising the destination of the learning journey before you work out what learning experiences you will provide to get your students to that point.
Here the focus is on planning a unit of work but the process can be applied in a similar way to lesson planning. The model outlined below assumes an authentic assessment instrument as the summative task, with criteria for marking that indicate you are looking for evidence of deep learning and critical thinking. Ideally, this planning process will be a collaborative effort by the team of teachers preparing to plan and teach the same unit.
There are four distinct phases of backward mapping:
STEP 1: Selecting the curriculum content
All curriculum plans must start with understanding the content that is to be taught. For a unit of work this will be a substantial selection of the Australian Curriculum Content Descriptors. Once you understand what you are required to teach, you can then select the aspects of the curriculum that you want to assess for summative purposes. These ‘learning outcomes’ form the platform for designing your authentic assessment instrument that will provide evidence of students’ learning. The criteria for marking are developed directly from these content descriptors to ensure your assessment aligns with the curriculum intent.
At this stage, it is a good idea to list the content descriptors you intend to assess and highlight the verbs that represent cognitive processes such as analyse, evaluate, create, etc. These will need to end up in your criteria for marking.
STEP 2: Design your assessment instrument
Features of an authentic assessment instrument include:
• Connectedness: the task needs to link to students’ everyday lives and to real world contexts. The task sheet needs to target your audience with images and language that reflect the essence of the task.
• Cognitively complex: the task needs to be intellectually challenging, involving multistep problem solving and generate evidence of deep understanding
• Performance-based: the task should encourage student ‘performance’ of learning and, if possible engage a ‘real’ audience such as parents, community members, other students.
• Collaborative: students work alongside each other and the teacher negotiating learning pathways and modes of submission
• Defence required: students having to justify their ideas, outputs or learning processes
• Transparent criteria and standards: so that students share your understanding of the quality of work expected.
At the end of this step, you will have designed the student task sheet and marking rubric for evaluating student work. These two documents establish the learning goals for your unit of work. That is, they represent the destination of your learning journey.
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