Trawling for our PCK: A tool.

Planning lessons is so much more than just creating structures and frameworks. Good planning involves us employing our pedagogical content knowledge; it dances at the intersection of our knowledge of:

• Our subjects.
• How our subjects are learned: the common misconceptions, threshold concepts and difficult ideas.
• How students learn.
• How (or whether) specific teaching strategies work.

Consider the following PCK extraction device as a net to cast over the recesses of your mind to capture  the nuances of  how we need to be able to teach a concept/ idea well.  It is based upon the bloody marvelous tools developed by John Loughran in ‘Understanding and Developing Science Teachers’ Pedagogical Content Knowledge:  though it’s not just for science teachers, this tool has a finely tuned "Cod End" in which the tasty teaching morsels can be captured. A good net is always going to be a compromise between having holes  which are too large and everything can merely pass clean through, and one with too small holes that captures everything in the most cumbersome fashion possible. I believe this set of questions provides an useful balance for  thinking and planning. It’s not a checklist, and there’s no need to use each question: choose which prompts are most useful to you, your students and the content,  as although the example below gives many questions that appear helpful, it’s best targeted at areas where important, difficult concepts or misconceptions lie.

Aspect of PCK

What is the concept to be learned? (a single concept works best for clarity)

What should students know before learning this?

What might they already know?

What misconceptions might they have?

How will you find out about student ideas?

What will they find difficult? Why will it be difficult?

How can this be made easier to learn? Is this idea so important that you will deliberately manage the number exposures over coming lessons?

How will you represent this knowledge so that it is unambiguous to students? Analogies/models? Symbols? Language? Sequence? Diagrams?

Why is this knowledge important? Is this one of the main concepts of your subject?

Where is this knowledge going? How might it be used in future learning?

How will teaching and tasks/activities help students engage with this idea?  Why have you chosen these activities?

What caution do you need to exercise? How might you teach a misconception?

What else might influence student thinking on this? How might they know what they know?

Although the example given below is a science one many of my colleagues across all areas of the curriculum have found it a useful prompt to thinking about their teaching and a way of pulling ideas together before they plan lesson sequences

Aspect of PCK	Science example
What is the concept to be learned? ( a single concept works best for clarity)	How dissolving takes place. Year 7 beginner science.
What should students know before learning this?	Particle model will help students understand how this process takes place. Key terms: Solvent, solute and solution
What might they know?	Lots of examples of things that dissolve things and things that are dissolved.
What misconceptions might they have?	That the material being dissolved disappears when in solution. Students find the change of state of the material being dissolved confusing, often think of it as melting. This is exacerbated by
How will you find out about student ideas?	Ask them to predict the 100ml of water to 100 ml of ethanol. Do they know taht particles can be different sizes in different materials? How aware are they with the spaces between the particles?
What will they find difficult? Why will it be difficult?	Visualising what is happening to the particles do when in solution. Distinguishing the key terms due the similarity. When materials dissolve they, on the surface, look like they have disappeared.
How can this be made easier to learn? Is this idea so important to manage the number exposures over coming lessons?	Rice and Pea model will help visualisation. Multiple exposures over several weeks to the terminology. Work from concrete (examples) to the abstract (particle model) Will have a venn diagram activity (on stand by for this lesson) for when we study changes of state to distinguish between dissolving and melting
How will you represent this knowledge so that the it is unambiguous to students? Analogies/models? Symbols? Language? Sequence? Diagrams?	Rice and Pea model. Concept map of key terms. Discuss examples of solutes, solvents and solution before defining them.
Why is this knowledge important? Is this one of the main concepts of your subject?	2/3rds of the earths surface is a solution. Living things rely upon solutions for transport and function. Lots of complex science is based upon this.
Where is this knowledge going? How might it be used in future learning.	Students will soon learn about the factors that affect the rate of dissolving. Students will use this knowledge to separate the soluble and insoluble substances (i.e. is a property) Later students will study ideas about concentration, osmosis, rates of reaction.
How will teaching and tasks activities help student engage with this idea?  Why have you chose these activities?	Rice and pea makes what is happening accessible and a reference point. As does the simple summary solute+solvent=solution. A brief practical on dissolving ( and its subsequent write up) allows for plenty of application of new  language and ideas.
What caution do you need to exercise? How might you teach a misconception?	Care must be taken when talking about the rate of dissolving. Using terms such as “fastest” are misleading, but will be part of student every day language. Important for the knowledge to be applied in different situations so it does not become “inert”. Practicals will help with this.
What else might influence student student thinking on this? How might they know what they know?	Lots of TV adverts proclaim fast action, when they mean in a short period of time. Kitchen/cooking experiences maybe provide some useful start points. Reminding of the taste of sea water will remind them that solutes do not disappear.
What signs might students show that they are “getting it”? What questions might they ask that anticipate next steps?	Students refer to “the solute” as opposed to sugar/ salt, and “solvent” instead of a water Are all solvents liquids? Are only solids dissolved? So are some particles smaller than others? Are the solute particles fitting in between the “gaps” between the solvent particles?

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 Understanding and developing Science teachers Pedagogical Content Knowledge by John Loughran et al. 2006 Sense Publishers.

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Final Lesson Plan

So this is how it panned out...

Starter

It may be nice to start the class in circle. Give the students the Vitamin and Mineral information Cards, set them the challenge of matching up the vitamin to its role and good sources. the vitamins are on one colour card and the minerals in another. Give a short deadline- 6 minutes before giving them the helpsheet. Give them another 3 minutes to complete.

 I suggest asking the students to place the cards onto a strip of long paper- wallpaper.

Next ask the students as a class to take another piece of wallpaper, write down the name of the nutrient and then turn the key bits of information into simple picture. there are 24 nutrients so one per student will almost work. This should only take another 5 minutes.

Big Picture

Discuss Learning Outcomes By the end of this lesson you will be able to:

Practice data handling, (graphing skills?) and use of tables

Spot correlations in data

Consider if it is causation or correlation

Review macro and micronutrients.

Describe the role of various vitamins and minerals in the body.

Define a deficiency symptom.

 

Share New Information

 1..Model the thinking behind how we approach data in tables. The students find this difficult and are quickly bewildered by any such form of data.

There are example questions on the powerpoint.

This is also an opportunity to introduce the deficiency disease and symptom. The example here is for a macronutrient, the rest of the lesson is about micronutrients. It is therefore worth stressing that we can be deficient in both.

2. Teacher once again models how we think while looking at data. This time its a correlation. The powerpoint goes from "their" language of "goes down" to decreases etc and how to comment upon the strength of a relationship ( need to add to this- postive and negative correlation)

Discuss- independent/ dependent variables x and y axis and cause and correlation, this is will help http://www.abs.gov.au/websitedbs/a3121120.nsf/home/statistical+language+-+correlation+and+causation

 Activity

  1. Following input 1, each group of students are given one question sheet and a data sheet sheets. Some of these are easier than others, so it may be possible to challenge some students and support others.  These are mainly comprehension and data handling questions. These should go into their books as individual work. Each group should do a minimum of two

2. There is a choice of two graphs to then practice with. If time is available have the students do both, live mark in between. the graphs are available for students to stick into their books.

Demonstrate New Understanding

  1. Page 7 in Exploring Science 8 questions 4, 5 and 7.

2. Research a correlation or a relationship from a nutrient in your text with a health issue.  eg More vitamin d lower risk of a heart attack, can you find a good graph.

 Review & Reflect

  1. Following activity 1, pair students up so that they are working with a student who has tackled a different question. They have to convince each other that their answers are right by showing their methods and working out. Answers available.

Planning a lesson - notes on the process part 2- task design

To begin the detail planning I have started with the first student activity considering it as almost an “end point”, from which I can then work backwards to my input and the starter activity. I think about the exam question (formative assessment in action)  that foxed my students and wonder if this exam question will provide a useful start point guiding how complex to make this task.


I start Googling some information using searches such as " Vitamin A nutrient data" and stumble upon a useful website, although the website as  a whole is  too complex for students to access,  the tabulated data looks just about what I need for my students to be able to access. I decide to edit the tables only, so that students are not overwhelmed by the webpages.




At this point here I begin to consider group size and the number of tasks they will need for the whole class? What does the content knowledge suggest? The  information the students are going to be looking at is beyond the national curriculum but is important in the context of the project. I decide as a class we need to look at a minimum for class Vitamin A B C D and K Minerals Calcium, Iron, and macronutrients fibre and  protein. I will review this later. Should I include carbohydrates and magnesium?


I copy and paste the data from the website and edit it to remove some information and change the titles so that it is familiar to the students. Eg %DV is changed to %RDA or recommended daily amounts. I want this large quantity of data to look kind of familiar.

DATA RESOURCE FOR STUDENTS (in development)

I start writing some questions and come to a sequence of question types.  The first question is the easiest and is there to familiarise the students with the contents of the table. The next question as the students to then find some data and processes it. I notice that some of these are in nice round figures and start to think is this useful for differentiation. Does it match the tables that have less nutrients listed?. I now have two ways of manipulating the resources to make it easier or more difficult for the students to use. I'll wait till I'm almost done to make any drastic alterations to the resources.


The task begins to replicate exam question structure, which is good as it encourages and practices data processing. A thought of "How can I get them to question the data and interpret themselves?" appears in my head.  May be this is for a subsequent lesson.

LINK TO STUDENT TASK (developing)

It is at this point that I notice the data about each food listed is in cups and ounces. What nonsense, so I have to convert these. Luckily the replace function in word allows me to do this fairly quickly.  Despite this being a chore it is worth while as if I left it as unfamiliar units then students working memory would quickly be used working out this new information, instead of processing what I wanted them to.  


The next question is another data handling exercise, but this time it is using different parts of the table to get an answer. These tasks seem to be increasing in complexity.
The next question ( and probably the penultimate one ) asks the students to use a different source of information to find out something factual, this time about the deficiency symptoms of different nutrients. A simple comprehension exercise that will then lead to a more in depth look at one of the learning outcomes. I now need to find a resource that will allow the students to look at the deficiency symptoms using data and in more detail.


I have yet thought about the procedure or how to organise the students in this exercise, I have been mainly focused on the content knowledge/ skill within the exercise, and how to differentiate.


I've just found this great table, which organises the information from a different angle than I have been. So instead of organising the information from a Vitamin and Mineral point of view it has been done from a organ point of view. This reminds of Nuthalls rule  " If you hit the same information in the three or four different ways then learning will take place". For this reason alone I am going to use this resource. It will be an additional resource to use on the fourth question.


As I tried to another question on a different aspect of these micronutrients, I quickly realised that this would take away from the focus of this activity, and that the information I wanted them to interrogate would be perfect for me to model my thinking around. I ditch the idea.  Keep it simple for complex results.


Next time I will continue planning, working backwards from my input and to the starter activity.  I may have a ponder on how to run this activity in the class.

How I plan lessons- Notes on the process.

I sat down to plan a lesson this morning, I decided to record my thoughts as I got going, I was hoping to find where the information about content knowledge, previous experiences, student prior learning was used in this process. This took about 10 minutes to give a loose scaffold, which is highlighted in yellow.  My thoughts are in yellow. Follow up posts will continue to detail the development of this lesson, the design of the resources and activities and how the lesson went.






Learning Intentions[D1] 

I always start here.

What do you want the students to gain?

Already having thoughts about the possible  activities – and/ or what I want students to be like during the lesson?

Some of these outcomes I want all the students get this session, some of the other will be built upon over time, and it is therefore ok if the group gets it.

Practice data handling, graphing skills and use of tables[D2]

Added the graphing skills and tables  while reflecting on what I want students to be like.

Spot correlations in data

Consider if it is causation or correlation

Review macro and micronutrients.

Describe the role of various vitamins and minerals in the body.

Define a deficiency symptom.

 

Bellwork/Starter task

Possible some matching activity to introduce new information about deficiency symptoms, some vitamins and minerals and to connect to previously learned information [D3] 

I'm think macro and micronutrients and their role in the body, this builds on a previous lesson and student research.

New Information.

Possible comparison of two diets, model thinking, data and a table[D4]  and some deficiency symptoms. Teacher gives definition. Is there any international data? [D5] 

  D4 The data and the table must come before correlations. Increasing complexity throughout the session.

D5 A context emerges, can I frame a big question to encapsulate the learning within this lesson? eg Why have 1 billion people got rickets? This reminds me of a previously planned lesson using epidemiology data to look at microbes? What were the draw backs and successes in that plan? Jigsaw task worked really well to establish a broad idea of the problem, lots of practice with data. Poor on teacher modelling "how to extract data", make data in consistent form might be a solution? Spent a lot of time in small groups doing this.

Construct task

A jigsaw task[D6] , with tables of data[D7] 

D6 Broaden knowledge within group, while all students practice the skill of extracting data from the table

D7 Recent test showed that the year 7 students don’t know where to begin with these. The end of the jigsaw should give me some information if they are getting the skill. What should I do if they don't- the resources I make for this should help me decide this.

New information two[D8] 

Starting to think that I need to start to put some meat on the bones, some of the fine details will emerge. I can check that I am “hitting” what I want to and make sure that nothing is being missed.

What are correlations use the  ice cream and sunburn to show difference between causation and correlation.

Then into a specific dietary one.

Activity 2[D9] 

Decide to crack on with overview. Thinking I need some way of making the graphing data interactive, pondering human graphs or something with tech, I kind of like the idea of data being vibrant and dynamic. How will I know they get this? Need to make a decision on how they learn this...

But what……..[D10]

Need to look at what is available. The resources for this session are going to have to tailor made.

 

What about differentiation.

 

What about reading? Should I keep this strictly data centred, instinct says yes, within this scheme of learning are many other literacy based tasks.


On with some research then......

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How to write like a scientist

A lesson reource as part of the E.A.T. project. Students will get to grips with what makes a scientific explanation. Drafts and reflections will be posted on http://educateatown.blogspot.co.uk/

Backward planning for the "Where should we BEE? " project.

After doing some substantial reading of academic studies of Bees, a little scouting mission of a potential site, and setting up a potential expert audience. I started by scetching out what the academic poster would need to contain. Hopefully by the last week of this academic year, we will have academic posters with measures of the "ecological health" of Cramlington. Different classes will study Bee population, land and benthic invertebrates and algal growth.

As a department we have determined to invite parents in to see the products and drafts in mini presenatations of learning, following the success and impact of doing this in the "Physics of Project".

We have 5 sessionsof 2.5 hours  to get there, so I plotted backwards to work this out. I find it really helps focus on the essentials, on what will be learned and where some structure will be needed.

 

A lesson plan.

I'm not sure if this at all useful, I may not even press Publish.This is a lesson plan I produced for our recent visit. The lesson is my normal lesson, with the only addition is some differentiation that I wanted to make obvious. It was an ardous task, writing explanations of what I intended to do, or why I was doing a particular task. It also includes all that information about my students that I carry in my head. It's this reason I may publish this. I think shows a whole lessons worth of pedagogical purposes. The lessons went very well , with the students finding stomatal pores "amazing" and students very confident about what Photosynthesis is and why it is important.

I think this lesson worked due to the contextual way  the content was structured, with Key  Questions . This helps with the engagement in the lesson. For example the starch testing practical was used to reinforce Photosynthesis an dnot just have a practical. The use of Formative assessment is used consistently throught the lesson. This is focussed on known misconceptions and the most important ideas being taught. Concession has been made for students remembering these ideas. For example planning to expose the students to the content at least 5 times over the session.

Bellwork	Image of an acorn and a tree and their respective masses. A slightly misleading question to draw out the misconception of “the soil” Random name selector – 5 or 6 passively recieved student answers before seeking whole class vote. Who agrees, and why? Listen out for Carbon dioxide, photosynthesis, the air, sunlight, water. Make sure it is clear that plants do not have big holes beneath them where they have “ate” the soil. BIG QUESTION- How do plants get food?” Just refer to the Bags, holes and leaves part of the learning journey.	Pedagogy explained Students grouped-in mixed ability with word rich and word poor together. Common misconception based on the research by Ross Driver. Random name- for multiple responses- allowing a formative decision to made about “pitch” of input. Big question- is just for the next two lessons. The following two on Photosynthesis a broader view is needed. Learning journey + effective formative bellwork and clear objectives = culminative effect size of 2.91 Geoff Petty.
Intentions	Highlighted are the MAIN Focus for this session Over the next 4 lessons student progress may look like this using SOLO taxonomy Prestructural     Plants get their food from the soil. CORRECTED Unistructural     Plants make their own food. Energy from the sun. Chlorophyll makes plants green The leaf is the organ of Photosynthesis Chlorphyll is a mixture Multistructural Name the raw materials and products Chlorophyll traps sunlight Recall the word equation Palisade cells responsible for photosynthesis Stomatal pores allow carbon dioxide in Relational           Chlorophyll found in chlorophyll traps sunlight Explain how starch proves that photosynthesis. Chlorophyll can trap light of different colours. Explain the process  photosynthesis Extended Abstract          Leaves are thin to allow diffusion to act quickly Describe How temperature, CO2 levels, sunlight levels effect the rate of photosynthesis Plants store food as starch as it doesn’t dissolve easily. The wider importance of photosynthesis is described PLUS – Practicing Scientific drawing and observation skills	To form a better lead into the content and link to key question- key question and learner journey left until return from biome.
Input	In Biome for context. Keywords on coloured paper to help introduce the word equation. BLUE paper – Water RED paper – carbon dioxide (as its toxic) Orange paper- Glucose ( lucozade/ energy) White paper – oxygen Green paper chlorophyll Yellow paper- sunlight Teacher input - Start by asking what’s in the bag? – water (poster start to construct word equation) Then  where did the water come from? Draw out knowledge soil, roots xylem to the leaves stomatal pores ( must be mentioned even as just small holes in the lower surface of the leaf)? Students will come across these during this module. Some may have been covered already depending upon your teaching order. Next ask “why would the plant take the trouble of sending water to the leaves?” a simple answer is useful here anything that suggest its going to be used- TELL them it’s for Photosynthesis. “what else does a plant take in?” possibly rephrased if needed what does a plant breathe in?” Some may respond Carbon dioxide others Sunlight. Take one and start to explain Carbon dioxide – How do you think the carbon dioxide gets into the leaf? – refer back to the stomatal pores- you may want to show how thin it is and link this to diffusion over a short distance. Should have come across this in placenta, intestine, lungs before. Sunlight- which organ of a plant absorbs the sunlight? And How do you know? Darker upper surface, large surface area, green colour all can be linked to a leafs adaptation for photosynthesis. Link the darker surface to the greater quantities of chlorophyll here, talk about how the lower surface would be in shade All the while build up the word equation, bring this back to the classroom and use it as a relevant display. Ask What do plants make with these? Or potentially rephrased as What do plants breathe out?	Structured input – designed to make connections to what they know and give students a sense of awe and place in the universe with regards to this reaction. Coloured paper coding will be used over the subsequent four lessons as a memory aid. Its is part of classroom display that will be added too over the course of these lessons. Students should leave this section really wanting to see Stomatal pores Another misconception is students tend to use breathe instead of exchange gases. This will not be addressed during this lesson, but correct nomenclature will be used at all times and breathed, shown to less favourable. It is expected that many students will be sensitive to this during this lesson. This is the first exposure to this information which will occur at least in 5 different ways with space in between. Nuthalls research shows this is how learning takes place. LEARNING( Progress if that’s your bag) TAKING PLACE- Misconceptions purposefully  addressed. Key terms such as raw materials, products, reaction photosynthesis, stomatal pore, chlorophyll, energy all introduced in a connected an coherent, contextual way.
Construct	Key ideas and what they are learning about are shared Students reminded of how to use a light microscope in technical language.  Reference made to their work from the beginning to year 7 which is back on display. Success criteria from previous project shared once more . Students then use the microscope to observe Stomatal pores, epidermal cells and guard cells.  And make scientific drawings of them . UNDER THE TITLE OF DRAFT 1. Target the following students to ensure understanding of task MH, HE, JS, NS Allow students to focus on them and then begin to draw. This will be the briefest of attempts. Stop and critique Remind students of FEEDBACK NORMS. Kind Specific and helpful feedback against the success criteria. Then draft 2. Differentiated questioning during the microscope part. Consolidate questions-  ALL students How does a plant make food? What gas does the plant take in? What is the other raw material? What is photosynthesis? What is the name of the sugar produced? Extend questions- Where appropriate, dependent upon the response to prior questions. Where does the carbon dioxide get in? Is it good thing that water can get out? Do you think all plants will have the same number of stomatal pores? Looking for ideas of evaporation. Which surface of the leaf will get hottest? Stretch questions- especially DR DH SD JR HOW does CO2 get in? Diffusion and diffusion gradients? **Priority Where would you expect to get most stomata? Why do you think the plant has a waxy cuticle on its upper surface? Introduce the idea of Xylem- other plant tissues.	This is now in context. Yet more relevant display, PROGRESS demonstrated over time, students will quickly understand this technical language and use the microscope proficiently. Differentiated support- these students require confirmation of the task. Critique norms are BIG part of our school culture- how we speak and work and support one another. Drafting is a normal activity valued by students, they see it as a way of enhancing the quality of their work – LEARNING (progress) will be demonstrated between these tasks. Dwecks open mindset is being encouraged by doing this process regularly. Critique norms are always shared, to ensure a positive dialogue between students. It helps build our classroom community. Differentiated questions and discussions within this task. FORMATIVE ASSESSMENT OPPPORTUNITY. Check for understanding , re-explain where necessary. This is true for the literacy of the targeted students. The stretch questions are only for a few students. The introduction to this will be based on how they are getting on. Photosynthesis and its concepts are new and abstract. Working memory will only be holding up to 7 items of new knowledge, this is a priority and these are concepts where we could possibly
Demonstrate	Draw a leaf add arrows to show where Carbon dioxide has come from and a flow chart to show where water has come form to the leaf.  Check spelling of keywords on the diagrams Guard cell, stomatal pore, carbon dioxide. For JW, MW, JS, MH, HE, JC, HD	Bring notes together. Test do they know where the raw materials have come from.
Review	Formal review Watch the videos clips- note down what photosynthesis is and why it is important. What keywords should we add to the keyword list.	Return to context and importance of what is being learned. Mention of global warming, places the context in a social sphere. Literacy focus.
Bellwork session two	Which of the key questions can you now answer confidently, hesitantly, not yet? Revisit digestion- when you break down starch with saliva in your mouth, what is made? 5 R stamps for those who go back through their books- in from a class consolidate reflective behaviour	Review and feedback, to promote student ownership of outcomes Rewards
Learning Intentions	Driving question. How can we prove that a plant has photosynthesised? MAIN focus for this session are highlighted Prestructural     Plants get their food from the soil. CORRECTED Unistructural     Plants make their own food. Energy from the sun. Chlorophyll makes plants green The leaf is the organ of Photosynthesis Chlorphyll is a mixture Multistructural Name the raw materials and products Chlorophyll traps sunlight Recall the word equation Palisade cells responsible for photosynthesis Stomatal pores allow carbon dioxide in Relational           Chlorophyll found in chlorophyll traps sunlight Explain how starch proves that photosynthesis. Chlorophyll can trap light of different colours. Explain the process  photosynthesis Extended Abstract          Leaves are thin to allow diffusion to act quickly Describe How temperature, CO2 levels, sunlight levels effect the rate of photosynthesis Plants store food as starch as it doesn’t dissolve PLUS – THINKING AND ACTING LIKE A SCIENTIST	Developing the idea that Scientists require evidence so that they can then make inferences about how our world works. This is an important way in which we
Input	Artist easel activity- Teacher models how to do this. Differentiated task – two different reading levels- teacher issued task. Students read highlighting key ideas. Then draws images to represent this information Folds sheets explains to partner using only the images. Partner points out any gaps in knowledge Student then adds images that are missing.  Teacher to target JS, MW, HE, MH, JV, NS during this. AND any students that have found prior lesson difficult. This will need to identified during period 2. Class practical – sort out jumbled instructions- weak readers supported by scrolling powerpoint. Teacher gives correct method ensuring clear safety ethos.	Differentiation To begin to bring together what Photosynthesis is. Formative assessment opportunity. Peer assessment. Demonstrating learning (progress) Project for Enhancing Effective Learning strategy- designed to allow students to workout part or all of the instructions for themselves, encouraging ownership and understanding, FORMATIVE ASSESSMENT OPPORTUNITY- Student understanding of method checked before moving on
Construct	SO HOW DO YOU TEST A LEAF FOR STARCH? Students test a leaf for starch. Focus on safety. Praise safe behaviour- goggles etc, good teamwork Highlight responsibility Consolidation questions – what is starch made from? What colour does IODINE turn when starch is present?
Demonstrate	Explain where the starch as come from. Differentiated. Key words and connectives. JR DR DH SD GH MH Question prompts. AH Gap fill task. JC NS MH LR	Hugely important task, consolidate what photosynthesis is. This is very difficult, at this point of the 4 lessons. But the students should get there with the correct task. Differentiation This task will be teacher marked and students will respond to it next lesson.
Review	Thumb tool on key questions 321 review I need/want to know more about….. 2 skills/ attributes I have excelled at … 3 most important ideas are	Whole class response And consolidation of key ideas- expecting a variety here, as this is how learning is. Nuthalls measures of uniqueness shows this.