Date: 22.03.2012

Teacher: Irina Bučinska

Observer: Larisa Sardiko

Form 7



Thinking: introducing a multi-screen model as a resource for generating ideas; building an algorithm for describing an element; TTF – step 2

Subject-specific: expanding on the ideas from the text

Materials: an extract from ‘Harry Potter’

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 work out the algorithm on generating ideas; as a result of the discussion the teacher managed to introduce a new resource for generating ideas more effectively - a multi-screen model.

Understanding the Text:

T. Harry did not like the summer. Why?

P1. He could not do what he wanted.

P2. He goes from his magic world to where he was safe to the world which he does not like.

T. Normally children like summer. He did not. Is not it strange?

Expanding on the ideas from the text.

Task 1. Let us take spring. Put down 15 reasons why you do not like spring.

P. ‘we’?

T. A good question. ‘we’ – you who writes,‘you’ who does not like? Does it matter who?

P1 – it does because pupils do not like school but other people who work they will like it for other reasons

P2 – some people like it, some people do not

T. what should you think about when doing the task?

P3. Decide on the aim.

P4. Decide on the POV.

T. Elicits reasons why it is important


Task 2: Write a letter giving an instruction to your friend how to find 15 reasons why sb likes or does not like spring.

(Pupils work individually. It takes 10 min)

Discussion: the teacher elicits the instruction the pupils have written

P1. Think of the type of the text you are writing (discussion follows – of the features of a letter and instruction)

P2. Think about what spring is and imagine what you are doing. - T: give an example. - P2. I walk in the forest and I litter and spring thinks it is bad. -T. Bad about you or about spring? – P2.Bad for spring, but I am part of spring.

T. Next step?

P3. Imagine spring in the city and in the countryside.

P4. Compare spring with other seasons….

T. From what you have named we have got

                                                            Part of year


      Us                                      City                              Nature

T. Do you think you could get more ideas if you consider ‘spring’ as part of a system? – P.Yes.

T. Write down at least one conclusion you made for yourself from today’s lesson.

Teacher’s Comment:

There were two options to approach the task on generating 15 ideas: to make them write and then, when they get stuck, elicit the need for building the HOW TO or getting them to think on the algorithm first. The teacher chose the second way because she knew the particular class would be able to generate 15 ideas without preliminary thinking (drawing on their previously built skills and experience). The teacher wanted them to enhance the quality of the ideas that is why she led the pupils to looking at spring part of a system. On the basis of what they said  she managed to introduce a multi-screen model.

Follow-up: the teacher intends to get the pupils to reflect on their algorithms and think of how multi-screen model can be used for making a more effective algorithm.

Observer’s comment: the lesson shows how the teacher channels the learners’ suggestions towards a more effective way of thinking; how she selects the right moment to introduce a new thinking model.



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