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what comes next?

December 14, 2013
CC Image Source here
Our year 7 class reading of  Two Weeks with the Queen continues with students undertaking daily casting sessions, maintaining visual diaries as a processing tool, and practicing their American, Spanish, cockney accents. Reading as a workshop practice is fun.

Lead up activities included this Two Truths & One Lie scenario where individuals attempted to persuade in a convincing manner.
I modelled the activity with 3 image-bound tales of my own, and we identified telltale signs of lying. They selected videos/ drew pictures, rehearsed in round robins, and then devised a marking rubric.
We heard some imaginative tales and discovered who has enviable artistic talent.
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Interesting how illustration/ representation aids in processing meaning and achieving understanding, especially of social expectations.
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How to stand up in front of the class, take turns, ask questions, paraphrase.
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Interesting also to learn how the more talkative students often experience the greatest difficulty structuring their ideas to create a formal presentation. Or listen. Active listening can be difficult.
Here’s the tool we used to offer considered feedback:
Code shifting is crucial.
Peer evaluations illuminate.
Feedback moves processes forward.
CC Image Source here
Year 11s transitioning into 3A English, on the other hand, took flight as formal presenters in response to viewing Baz Luhrmann’s Australia.
Our focus was on higher order thinking, and we drew on making learning visible strategies which Amy posted to our Edmodo wall:
Here’s the framework for their oral presentation:
How did they fare?
Our threaded conversations on Edmodo were initially nervous.
Private study sessions, checklists, modelling (I tackled Kipling Flynn) and discussions around gender, culture, race, and power effectively shifted the landscape.
Here’s our peer review tool:
<div style=”margin-bottom:5px”> <strong> <a href=”; title=”Peer review fwork” target=”_blank”>Peer review fwork</a> </strong> from <strong><a href=”; target=”_blank”>Sam Boswell</a></strong> </div>
Closing thought:
Engagement with complex texts is made possible when a teacher thinks about his or her students. Who are they? What skills do they need? (Gardoqui, 2013).
Reflecting here, and engaging in reflective practice with others, helps generate a clearer picture of what’s needed to discover what comes next.
Selected reference
Gardoqui, K.E. (2013). Reading for real. In Educational leadership, 71(3)Retrieved December 14, 2013 from
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