Date: 29.03.2012

Teacher: Irina Bučinska

Observer: Larisa Sardiko

Form 7

MULTI-SCREEN MODEL FOR GENERATING IDEAS – 2*

*continuation of Lesson of 22.03.2012

Aims:

Thinking: tointroduce a multi-screen model as a resource for building an algorithm for describing an element; TTF step 2 and back to step 1

Subject-specific: to expand on the idea from the text

Materials: learner-generated instructions on generating ideas

Abbreviations: T (teacher), P (pupils), POV – point of view, *vocabulary provided by the teacher, O (observer), TTF (thinking task framework)

Summary: during the lesson T. got the pupils to check the algorithm on generating ideas; as a result the teacher reminded of a new resource for generating ideas more effectively - a multi-screen model and challenged the pupils to include it into their algorithm.

Task: CHECKING THE HOW TO (THE INSTRUCTIONS to a friend TO PRODUCE 15 IDEAS OF WHY YOU DO NOT LIKE SPRING)

T. How do we check if the instruction is good or not?

P1. Use the instruction.

T. Now use a peer’s instruction and write 15 sentences why you do not like spring.

P. How much time do we have?

T. Would you like to learn to do things quickly? – P. Yes.

T. Then we need to limit the time. I suggest 10 minutes.

P. What if I don’t understand the instruction? – T. (bounces the question to all: What to do?

P. Put down what you do not understand.

T. Why? Who for?

P. For the author to improve his instructions.

(10 minutes have passed)

T. Time is up.

T. Who did it?  Nobody.  Let us assume that we need to learn how to do it. We have faced with a PROBLEM!

T. Elicits one of  the ideas of the previous lesson: spring is us and nature. Elicits other parts of spring by brainstorming. For the purpose she limits the discussion by sub-system only.

P. name: nature, activities, school, people, weather, animals, city, celebrations

T. Speak about school in spring.

P. exams, change of time, holidays…

T. Speak nature in spring: what is bad about it? Try to add it to your list and add the opposite.

(at this point some pupils have already produced a number of ideas)

T. do you agree that it works? – P. Yes.  

T. How did we do it?

P. we looked at parts of spring and then at each part separately.

T. Those who are done with 15 ideas, improve your instruction.

T’s comment: I wanted the pupils to get the idea how to include multi-screen into the algorithm; they did not take it yet but we will continue. The next step will be to make them create 15 ideas from another POV using their instructions. Then I will get them to think about using multi-screen for a generic task instructions. The thinking skill developed here is the ability to see an element in a system.

O’s comment: I have seen how efficiently Irina uses time for challenging and making pupils see the problem and how she guides them towards solutions or search for ones.