How do 'Bills become laws in New Zealand: Banning Plastic Bags'.
The objective of this lesson was to reinforce some new terminology using our ‘slowing down the learning technique’ and to deep dive into unfamiliar text. I hoped that students would be used to this technique and would respond to instructions faster.
Lesson structure:
1. Introduce the concepts through think, pair, share.
2. Watch video on the P.M's decision to ban plastic bags.
3. Read article together through deep diving on the N.Z parliament site.
4. Discuss blogpost assessment to show their understanding.
4. Discuss blogpost assessment to show their understanding.
Actual lesson
I feel that students responded well to our first part of the lesson that focused on knowing key concepts as they've come to expect that when I say we are talking our learning today, they engage and energise their brains.
In depth 'Albert Einstein' Reflections
(As I write this, I am listening to John Lennon, Imagine...😳😂)
When it comes to my teaching, the more I do slow down the learning and deep dive into text, the easier it gets. I am sharing with kids the process of thinking about their thinking and in turn I am thinking about my teaching. The pace and timing of my lesson is more intentional which I am becoming more comfortable with - I am not expecting much writing to show their learning, but we are talking and listening to our learning which is pretty awesome. In saying that, my levels of tolerance for 'learning talk' has increased - I'm not really asking for quiet if I know kids want to talk more about a topic. I feel like I'm giving them a bit more permission to inquiry into why things are they way they are rather then scooting over an issue. The offset of this is that we aren't spending much (or enough) time on writing. I wonder, no actually I know that this might effect their writing in Social Studies because when would I have time to teach them how to write when they are deep diving? I think about the original intention of my inquiry, which was to enhance their writing, was one that needed more deliberate planning and scaffolding related to the specifics of the 'teaching of writing', something that I know I'm not an expert at. I've found that to get kids to write well, they need to understand what they are writing. Kids are showing their understanding better, but are not necessarily 'writing' better...hmm, back to the drawing board!
