1. Accessing Information in Lessons

2. learning is the consequence of thinking… therefore our job is to get them to think language is central to thinking… therefore our job is to get them to talk learning is an active process… therefore our job is to get them doing Accessing Information in Lessons

3. Bloom’s Taxonomy of Educational Objectives: The Classification of Educational Goals

4. Strategies for accessing information in a meaningful way: Make notes Scan & find Order the information Which three new words will you use again? How are these stories similar / different?

5. Assemble it: Outcome.

6. Assemble it: variation Annotate the Owl! Each child in the group has one reading card with a definition and one label with no definition. Same rules. Same goal – share the information and label the owl. Key vocabulary: crown, facial disc, breast, talon… Order it!: The Owl and the Pussycat Reduce it!: Take away a picture…

7. Reduce It: Reading together in pairs. Agree on three key words. Agree on which picture you would like to draw. Agree on a caption. Choose a fact each to tell the class!

8. Classify it: (Search for it…) Read the dinosaur fact files. Copy / draw a dinosaur into each box ( category) Herbivore / Carnivore / Omnivore Sauropod/ Theropod / Ornithopod Triassic / Jurassic / Cretaceous

9. Let’s have a go… Change it / Act it out: http://www.tigtagworld.co.uk/film/food-chain-160/ http://www.tigtagworld.co.uk/film/food-chain-160/ L.O. To understand the food chain Your Task: Using animals and plants of your choice, create a freeze frame to show the food chain.

10. Extension task: label and write sentences about your freeze frame.

11. Facilitating student learning by: