This document provides instructions and context for a classroom activity where students will engage in a "yarning circle" to practice critical questioning. Students will discuss what a yarn is and analyze a picture of a yarning circle. Their teacher will then explain what makes an effective question before students draft questions for a guest speaker on conserving ancient Australian heritage. Students will have a yarning session with the guest speaker and respond to an exit ticket question reflecting on what they learned.
This document provides instructions and context for a classroom activity where students will engage in a "yarning circle" to practice critical questioning. Students will discuss what a yarn is and analyze a picture of a yarning circle. Their teacher will then explain what makes an effective question before students draft questions for a guest speaker on conserving ancient Australian heritage. Students will have a yarning session with the guest speaker and respond to an exit ticket question reflecting on what they learned.
This document provides instructions and context for a classroom activity where students will engage in a "yarning circle" to practice critical questioning. Students will discuss what a yarn is and analyze a picture of a yarning circle. Their teacher will then explain what makes an effective question before students draft questions for a guest speaker on conserving ancient Australian heritage. Students will have a yarning session with the guest speaker and respond to an exit ticket question reflecting on what they learned.
This document provides instructions and context for a classroom activity where students will engage in a "yarning circle" to practice critical questioning. Students will discuss what a yarn is and analyze a picture of a yarning circle. Their teacher will then explain what makes an effective question before students draft questions for a guest speaker on conserving ancient Australian heritage. Students will have a yarning session with the guest speaker and respond to an exit ticket question reflecting on what they learned.
starters: In the artwork I see The artwork makes me think Looking at the artwork I wonder
Learning Intention (copy):
Today were going to learn about yarns and practice critical questioning. In period 4, were going test our critical questions during a yarn with our guest speaker, Mr. Roy Levers.
With your shoulder partner
discuss: Whats a yarn?
Yarning Circle
Write: (#1) What do you notice about this yarning circle?
(#2) What do you think the yarn might be about? Why?
What makes an effective
question?
do great questions fuel quality y
Your yarn questions
Mr. Levers is coming in to talk about conserving the heritage of ancient Australia. Working in pairs, draft a series of three questions youd like to ask. Think about: 1. Why is conserving our ancient heritage still important? 2. How does conserving history strengthen a culture? 3. How we can use the knowledge of history to build a
better future?
These are your questions! Mr. Levers is a great storyteller
great questions are fuel! Think carefully and choose wisely. Well pick 10 key yarn questions as a class.
Yarnin with Mr. Roy Levers
Exit ticket Choose one of the questions to answer:
(Level 1) How do great questions fuel
quality yarns?
(Level 2) What is a yarn and why do we
yarn?
(Level 3): What did you learn from Mr.
Levers yarn? How did yarning help to convey this knowledge?
Aim for as high a level as you are comfortable with!