Accessing Information in Lessons

•learning is the consequence of thinking… therefore our job is to get them to think

•language is central to thinking… therefore our job is to get them to talk

•learning is an active process… therefore our job is to get them doing

Accessing Information in Lessons

Bloom’s Taxonomy of Educational Objectives: The Classification of Educational Goals

Strategies for accessing information in a meaningful way:

Make notes

Scan & find

Order the information

Which three new words will you use again?

How are these stories similar / different?

Assemble it:

Outcome.

Assemble it: variation

• Annotate the Owl!

• Each child in the group has one reading card with a definition and one label with no definition. Same rules. Same goal – share the information and label the owl.

Key vocabulary:

crown, facial disc, breast, talon…

Order it!: The Owl and the PussycatReduce it!: Take away a picture…

Reduce It:

Reading together in pairs. Agree on three key words. Agree on which picture you would like to draw. Agree on a caption.

Choose a fact each to tell the class!

Classify it: (Search for it…)

• Read the dinosaur fact files. Copy / draw a dinosaur into each box ( category)

• Herbivore / Carnivore / Omnivore• Sauropod/ Theropod / Ornithopod• Triassic / Jurassic / Cretaceous

Let’s have a go…Change it / Act it out:

http://www.tigtagworld.co.uk/film/food-chain-160/

L.O. To understand the food chain

Your Task: Using animals and plants of your choice, create a freeze frame to show the food chain.

Extension task: label and write sentences about your freeze frame.

Facilitating student learning by: