I saw this hexagon planning frame being used as part of setting up an ALIM Inquiry and thought it was a great way of pin pointing what you are wanting to focus on as a teacher, and the steps to reach this goal.
In this first hexagon flower one of my PRTs I'm coaching put her Inquiry focus.
Around these we put what kinds of teaching acts and activities could possibly achieve this.
We decided on one of these to focus on first and put it in the middle of the next hexagon flower.
Around this we narrowed down even further what she could do to to reach this goal.
The activities and instruction were precise enough that some of them were put into action that week.
Here is an example of some of the statements that compared two well known characters.
The activity has been scaffolded by coming up with the statements together, and discussing as a class where they should go. Then students go away and place statements where they think they should go.
In SOLO terms this is multistructural - students can identify many relevant similarities and differences between the wolf and Little Red.
To get to Relational they will have to be able to give reasons why some of these elements are in the categories they have been placed in.
Shared with Author's permission
One of the teacher's next ideas in the hexagon planning frame was to colour code several of the statements so that students could orally record, then later write explanations. I am looking forward to following this development.
In this first hexagon flower one of my PRTs I'm coaching put her Inquiry focus.
Around these we put what kinds of teaching acts and activities could possibly achieve this.
We decided on one of these to focus on first and put it in the middle of the next hexagon flower.
Around this we narrowed down even further what she could do to to reach this goal.
The activities and instruction were precise enough that some of them were put into action that week.
Here is an example of some of the statements that compared two well known characters.
The activity has been scaffolded by coming up with the statements together, and discussing as a class where they should go. Then students go away and place statements where they think they should go.
In SOLO terms this is multistructural - students can identify many relevant similarities and differences between the wolf and Little Red.
To get to Relational they will have to be able to give reasons why some of these elements are in the categories they have been placed in.
Shared with Author's permission
One of the teacher's next ideas in the hexagon planning frame was to colour code several of the statements so that students could orally record, then later write explanations. I am looking forward to following this development.
Hi Juanita,
ReplyDeleteI really like the way you have used the hexagon planning tool. A really simple and effective tool to focus thinking. I can see that I will use this for planning my own inquiry and for others so as to ask great inquiry questions. Thanks for sharing this.