My interest in the idea of sharing pedagogical purposes comes directly with the contact I have had with the Project for Enhancing Effective Learning at Monash University in Australia. Now each of these teachers were very active in establishing learning agendas with their classes. The impact they were having was inspiring. Each classroom tool can have a purpose beyond delivering content, and this needs to be shared.
I suppose the purpose of this website is collate, crystalise and open dialogues about how to increase this within classrooms. As the quote from Carl Bereiter illustrates this classroom methodology can empower our students.

Wednesday, 17 November 2010

LIE to apply - a strategy for demonstrating learning

This is a simple strategy that I came up with ages ago and don't think I have fully explored it's potential. It's a task design to get students to demonstrate their learning. I must emphasise that this is not regurgitation of the knowledge i'm looking for here but an opportunity to apply their knowledge in a new scenario.
L.I.E stands for Label, Identify and Explain. I think this is flexible enough to be applicable to a range of contents. My original outing involved students studying some diagrammatic pictures of diseased lungs. They then had to label the part of the lung infected, Identify which disease they thought it was and Explain they thinking behind this decision.
Today with my year 7's we were looking at puberty. The students drew a "stenciloid" person assigning it male or female. Then Label the parts where the change would take place. Identify what the changes would be and finally Explain why the change would happen. It was obvious who had struggled with the abstract concepts today such as hormones. The feedback from my students about this lesson was they had added to the previous knowledge by now being able to say why the changes during puberty happened. I don't necessarily think that was due to this activity, but , this activity certainly made that learning visible to them.
After the success today I think I'm going to try this one with my Year 13 when we look at antibiotic action on bacteria. I think this could be a useful strategy As it could allow me to assess unistructural ,multistructural and relational thinking a la SOLO. I'll post on that one when I get something concrete.


  1. thank you very much for writing about LIE. I hadn't heard about it, and I can see the use in my classes. It seems easy to implement. I am a fervent adept of the SOLO taxonomy and I think those 2 systems would work perfectly together.

  2. Thanks for your comment froggieflo,

    I came up with a few years ago and shared it at a TEEP conference. I have sort of sat on it, although I have written it into a couple of Schemes of learning.

    I think getting my head around SOLO taxonomy has really helped released its potential. A friend has also commented that the SOLO link works and adds something extra.


  3. Hi

    Have you seen this website http://hooked-on-thinking.com/ the ladies are based in New Zealand. They are very wonderful and their wikispace is very clear.

    hope it helps :-)