EG) TEACHING SET THEORY USING ACTIVITY - ORDERING MISCELLANEOUS OBJECTS IN HOOLA HOOPS

ARE STUDENTS USING HIGHER ORDER THINKING SKILLS WITHIN A CRITICAL FRAMEWORK?

DOES THE LESSON COVER OPERATIONAL FIELDS IN ANY DEPTH, DETAIL OR LEVEL OF SPECIFICITY?

EG) DESIGN A CREATURE ADAPTED TO THE RIVER ECOSYSTEM

ESTABLISH RELATIVELY COMPLEX CONNECTIONS TO THE CENTRAL CONCEPTS

DO THE WORK AND RESPONSES OF THE STUDENTS DEMONSTRATE A DEEP UNDERSTANDING OF THE CONCEPTS AND IDEAS?

YEAR 12 ART CLASS WORKED COLLABORATIVELY TO DESIGN A 3D INSTALLATION FOR A PUBLIC SPACE

Does classroom talk lead to sustained conversational dialogue between students, and between teacher and students, to create or negotiate understanding of subject matter?

FEATURES

ARE STUDENTS CRITICALLY EXAMINING TEXTS, IDEAS AND KNOWLEDGE?

understanding of knowledge not as a fixed body of information, but as being constructed

ARE ASPECTS OF LANGUAGE, GRAMMAR, AND TECHNICAL VOCABULARY BEING GIVEN PROMINENCE?

DO STUDENTS DETERMINE SPECIFIC ACTIVITIES OR OUTCOMES OF THE LESSON?

IS THE CLASSROOM CHARACTERISED BY AN ATMOSPHERE OF MUTUAL RESPECT AND SUPPORT BETWEEN TEACHER AND STUDENTS, AND BETWEEN STUDENTS?

ARE STUDENTS ENGAGED AND ON-TASK DURING THE CLASS?

ARE THE CRITERIA FOR JUDGING THE RANGE OF STUDENT PERFORMANCE MADE EXPLICIT?

IS THE DIRECTION OF STUDENT BEHAVIOR IMPLICIT AND SELF-REGULATORY?

ARE NON-DOMINANT CULTURES VALUED?

ARE DELIBERATE ATTEMPTS MADE TO ENSURE THAT STUDENTS FROM DIVERSE BACKGROUNDS ARE ACTIVELY ENGAGED IN LEARNING?

IS THE STYLE OF TEACHING PRINCIPALLY NARRATIVE OR IS IT EXPOSITORY?

DOES THE TEACHING BUILD A SENSE OF COMMUNITY AND IDENTITY?

ARE ATTEMPTS MADE TO ENCOURAGE ACTIVE CITIZENSHIP WITHIN THE CLASSROOM?

ACTIVE PARTICIPATION IN CONTEMPORARY ISSUES EXTERNAL TO THE SCHOOL.

ACKNOWLEDGING THAT IN A DEMOCRATIC SOCIETY ALL INDIVIDUALS AND GROUPS HAVE RIGHTS AND RESPONSIBILITIES

DOES THE LESSON INTEGRATE A RANGE OF SUBJECT AREAS?

EXPLICITY ATTEMPTS ARE MADE TO CONNECT TWO OR MORE SETS OF SUBJECT AREA KNOWLEDGE

NO BOUNDARIES BETWEEN SUBJECT AREAS ARE READILY SEEN

ARE LINKS WITH STUDENT BACKGROUND KNOWLEDGE MADE EXPLICIT?

IS THE LESSON, ACTIVITY OR TASK CONNECTED TO COMPETENCIES OR CONCERNS BEYOND THE CLASSROOM?

CONNECT THROUGH

STUDENTS TRY TO INFLUENCE LARGER AUDIENCE OUTSIDE THE CLASSROOM BY

IS THERE A FOCUS ON IDENTIFYING AND SOLVING INTELLECTUAL AND/REAL-WORLD PROBLEMS?

STUDENTS ARE PRESENTED WITH SPECIFIC PRACTICAL OR HYPOTHETICAL PROBLEMS TO SOLVE.