Log
1. 15/09/17 Year 9 Social
Studies, Social Responsibility throughout the lesson. At the beginning of the lesson I
2. 25/09/17 Year 9 Social
Studies, Women's Rights in
Iran
3. 02/11/17 Year 10 Social
Studies, Threats to
Democracy: Apathy
4. 08/11/17 Year 10 Social
Studies, Creating a Social
Media Campaign
5. 02/11/17 Year 9 Social
Studies, Perspectives Activity: beginning and end of the lesson. At the beginning of the
Māori Land Loss
Description
In this lesson I implemented questioning at different stages
asked low-level factual questions to check students'
understanding of key concepts taught in a previous lesson.
Towards the end of the lesson, after new concepts had
been taught I asked high-level questions to elicit higher
order thinking from students. This involved asking high-
level questions about the relation of social responsibility to
the Spanish Influenza.
In this lesson I implemented my core practice at the end of
the lesson. The questions I asked were high-level questions
that were intended to guide new learning about women's
rights in Iran. The questions were pre-planned open-ended
questions. For example, "What are your thoughts on
whether foreign countries should involve themselves in
the conflicts of another country? Such as the issue in
Iran.” I implemented various questioning techniques
during this questioning session to increase the quality of
students' answers, including increasing my wait-time and
probing.
In this lesson I implemented questioning at various stages
throughout the lesson. I asked a combination of low-level
and high-level questions. My focus here was to increase
the range of students that responded to questioning. I
therefore called on students at random. (You will find more
information of this enactment of questioning in the
documentation below)
During this lesson I implemented questioning at the end of
the lesson. I used a combination of questioning techniques
to expand the range of students that responded to
questions. This included calling on volunteers and non-
volunteers and asking questions in a group-setting. The
questions asked were open-ended questions. (You will find
more information of this enactment of questioning in the
documentation below)
During this lesson I implemented questioning at the
lesson, the questions asked were a combination of low-
and high-level questions that sought to check students'
understanding of concepts taught in the previous lesson.
At the end of the lesson I asked students to respond to low-
and high- level questions to guide their learning of
empathy and Māori land loss. During this enactment, I
called on both volunteers and non-volunteers by targeting
different sections of the room to expand the range of
students who responded to my questioning. (You will find
more information of this enactment of questioning in the
documentation below)