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Challenges and Choices Teaching and Learning Strategies
Challenges and Choices Teaching and Learning Strategies
LEARNING STRATEGIES
TEACHING AND
TEACHING
AND
LEARNING
STRATEGIES
100852 C & C Blue Tabs 3/11/05 10:36 AM Page 2
Classroom
strategies
The classroom strategies have been further divided into the following sections and include a range of
strategies as shown below:
Classroom
strategies
• Before and after 338
• Graffiti 338
Tuning in • KWL 339
• Picture talk 339
• Shared reading 340
• Brainstorm 341
• Circle talk 342
• Four squares 342
Finding out • Guest speakers 343
• Head talk 345
• Maths investigations 345
• Trigger videos - viewing 346
• Journals 371
• Reflective questions 371
Reflecting • Sharing circle 372
• Unfinished sentences 372
• Thought shapes 373
Early childhood
Early childhood education
➤ This section of the resource identifies some of a wide range of teaching and learning
strategies used by early childhood teachers to support children’s learning and
development.
➤ Modelling
When adults model to children they are priming the
children to develop the attitudes, actions and
language that are valued by those around them.
Modelling shows children appropriate ways to
behave and positive dispositions to learning. By
‘thinking aloud’ teachers model their thinking skills to
support children’s metacognitive development. Many
of the learning experiences outlined in this resource
should be first modelled by adults.
EVALUATING assess, check, decide, test, Choose which one of these responses • Around the table
measure, evaluate, recommend, you would use if someone was • Values continuum
Can the student justify a
select, rank, explain, conclude, smoking in a car with you. • Choose a corner
decision or course of
compare, choose, summarise,
action? Choose which of these responses you
estimate…
would use if you had to ride in a car
where there wasn’t a seatbelt for you.
ANALYSING analyse, order, explain, plan, What else do you need to know • Placemat
connect, classify, arrange, divide, about the people who can help you?
Can the student
discuss, compare, contrast,
differentiate between Compare the different types of
select, infer, organise, collate,
constituent parts? restraints to explain which one is
cluster, investigate…
best for you.
APPLYING apply, demonstrate, calculate, Which adult would you go to for • Maths investigations
complete, illustrate, solve, help in each of these situations? • Barrier games
Can the student use the
examine, manipulate, relate,
new knowledge? If we know that all cars don’t travel
change, classify, discover, use,
at the same speed, what does that
demonstrate, put into practice…
mean to pedestrians?
UNDERSTANDING describe, classify, compare, Explain to your partner why we • Mind map
explain, estimate, discuss, have rules about taking medicines. • Story map
Can the student explain
demonstrate, guess… • T and Y charts
ideas or concepts? Explain to your partner why you
• Venn diagram
should always cross the road with
an adult.
REMEMBERING describe, identify, name, show, Who helps you when you are sick? • Brainstorm
who, when, where, what, know, • Four squares
Can the student recall Tell me what happens when you go
list, tell… • Graffiti
information? for a ride in the car.
• Jigsaw
• Circle talk
➤ Reading ➤ Scaffolding
When an adult reads to individuals, small groups or a This strategy involves a more competent person
whole group of children and the book is matched to helping a less competent child. The younger the child,
children’s interests, it can support their social and the more likely it is that the more competent person
emotional development, stimulate their interests, will be an adult. The adult finds out what a child can
increase their general knowledge and extend their do with help and gradually withdraws the support as
understandings. Many of the Tuning in learning the child’s competence grows. Scaffolding demands
experiences in this resource are based on adults spending time with individuals or small groups
storybooks and the Early Childhood literature section of children. Many of the learning experiences in this
of this resource provides a list of suggested reading resource focus on using adult help or buddy classes.
that may help students achieve relevant outcomes. ➤ Singing
➤ Recalling Songs and rhymes are used to enhance learning across
the curriculum. Most children enjoy singing and apart
Much learning is dependent on a child’s ability to
from the content of a song supporting learning, their
memorise and recall. Games and questioning that
positive emotional response can help to consolidate
encourage recall support children’s development in
the learning and support the development of memory
language and problem solving. Children need time
and recall. The Challenges and Choices CD provides
and relevant activities to help them develop this skill. a range of songs, raps and rhymes. Learning
Many of the music and movement and games experiences using the CD are found in the Sorting
learning experiences in this resource focus on out section of many focus areas.
students’ recall.
➤ The strategies described in this resource represent well-recognised and effective teaching
practices for early childhood education. They promote critical and reflective thinking, research,
evaluation, collaborative learning and focus on literacy and play. The strategies have been
designed to accommodate differences in learning styles and reflect contemporary learning
theory including Gardner’s Multiple Intelligence Theory and the revised Bloom’s Taxonomy.
TEACHING AND LEARNING and independent learning about key health and
physical education concepts.
STRATEGY SECTIONS
Sorting out: The strategies encourage the analysis,
The strategies have been organised as follows: organisation, review and reflection of information.
Developing values: The strategies allow students to
LEARNING STRATEGIES
TEACHING
enable them to make safer and healthier choices.
Classroom
strategies
The classroom, real world and simulated sections have been further divided and include the teaching and learning
strategies as shown in the table below.
• Brainstorm 341
• Circle talk 342
• Four squares 342
Finding out • Guest speakers 343
• Head talk 345
• Maths investigations 345
• Trigger videos - viewing 346
• Journals 371
• Reflective questions 371
Reflecting • Sharing circle 372
• Unfinished sentences 372
• Thought shapes 373
➤ Teachers are encouraged to use their professional judgment to review the suggested
strategies and then decide on the most appropriate for meeting the needs of their
students and allow delivery of the essential content in either a drug or road safety context.
➤ Teachers should also consider the appropriateness of the strategies for students after
reading the Scope section (pp. 29–30) and the Principles of Learning, Teaching and
Assessment (pp. 134–9) of the Curriculum Framework.
EFFECTIVE HEALTH AND The strategies and experiences in the Challenges and
Choices resource have been designed with an emphasis
PHYSICAL EDUCATION PROGRAMS on different learning styles, intelligences and levels of
student thinking.
After considering students’ needs, learning styles
and levels of achievement in relation to the learning BEING INCLUSIVE OF ALL
outcomes, it is important to select strategies: STUDENTS
• from the classroom, real world and simulated
sections
All students are able to learn. However, for students
• focusing on the development of knowledge, with disabilities or severe learning difficulties, their
skills and attitudes learning rate may be influenced by nature, the severity
• that will support and extend learning of their disability or their access and interaction with
the environment. Individualised educational programs
• that will enable students to make progress in may be needed in order for these students to
their achievement and maximise their demonstrate particular outcomes.
accomplishment of the learning outcomes
• that will assist students to engage in the
essential content. HANDLING SENSITIVE ISSUES
Classroom
strategies
The classroom strategies have been further divided into the following sections and include a range of
strategies as shown below:
Classroom
strategies
• Before and after 338
• Graffiti 338
Tuning in • KWL 339
• Picture talk 339
• Shared reading 340
• Brainstorm 341
• Circle talk 342
• Four squares 342
Finding out • Guest speakers 343
• Head talk 345
• Maths investigations 345
• Trigger videos - viewing 346
• Journals 371
• Reflective questions 371
Reflecting • Sharing circle 372
• Unfinished sentences 372
• Thought shapes 373
Tuning in
Tuning in
Tuning in
The strategies included in this section are:
‘Tuning in’ strategies provide the opportunity for students to explore their current knowledge,
attitudes and values about health and safety issues. While working independently or collaboratively,
students can use suggested graphic organisers to record and share information.
Teachers will be able to use evidence gathered from students’ responses to plan a health and
physical education program to cater for the needs of all students.
to draw conclusions or present a brief summary 2. Pose a question, statement or issue for the
presentation to the class. Use the responses to students to consider.
identify further learning required by the students. 3. Brainstorm with the class what they know about the
question, statement or issue and fill in the ‘What I
Variation know’ column to show students the wide range of
Graffiti walk knowledge already shared as a group.
4. Let students think about what they want to know.
A variation of the graffiti strategy is a Graffiti walk. This can be done individually, with a partner or
The graffiti sheets can be displayed around the small group.
room, or after Step 4, groups leave their graffiti sheet 5. Complete the ‘What I want to know’ column to
behind and walk around the room, adding their show the group’s areas of interest. It may help to
comments to other graffiti sheets. Remind groups model making a contribution to this column of the
that they cannot return to their original sheet unless KWL table.
consideration has been given to all other sheets. 6. Keep the KWL table, then at the conclusion of
one or several learning experiences, complete the
After a given time, students return to their original
last column to identify what students have learnt,
graffiti sheet. Groups read, discuss, summarise and
if there have been any changes in attitudes, and
present their graffiti sheets to the class (as per step 6). determine if further planning of learning
(Every effort has been made to contact the author of the original material.) experiences is required for students to achieve
the outcomes.
Variation
The first two columns of the KWL can be completed
either individually, with a partner of in a small group.
Students can join with another person, pair or small
group to compare notes and circle similar ideas.
PICTURE TALK
3. Write questions that students generate to promote student’s understanding of the story prior to
future discussions or research activities. reading.
After If students have read the story before:
1. Involve students in learning experiences that 1. Brainstorm to activate background knowledge
support the learning gained during the picture students have retained from previous reading of
talk. For example: the story.
• explain the information provided in 2. Discuss the content and ask students to retell
the picture to another class member parts of the story that they enjoyed or provide
• redraw the picture then add speech information related to a discussion or inquiry.
or thought bubbles to characters 3. Explain to students the purpose for rereading the
• create an acrostic poem using information text.
gained during the picture talk. An example is
given below. During the story
Hold a grown up’s hand to walk to school 1. Read the story encouraging students to join in,
Always hold hands to cross the road predict, use picture cues and look for information.
Never walk alone Identify situations that students can relate to in the
Do the right thing – hold hands together. story. Ask questions such as:
What do you think will happen next?
Variation
Why do you think that happened?
When discussion of the picture has commenced,
move away from the group to allow students to What have you found out from this part of the
continue talking, pointing out details and creating story?
stories related to the picture. How would you feel if that happened to you?
What would you do?
How do you think this story might end?
SHARED READING
2. Reread the story or parts of the text to clarify
meaning or further discussion.
➤ This strategy will help students to: After the story
• identify health related information through a 1. Discuss the information gained through reading
written text the text. Ask questions such as:
• develop skills in speaking and listening in a Why do you think we read this story?
variety of situations. What are some of the important things you have
➤ How is it implemented? learnt from this story?
Who might you tell about the things you learnt
Before the story
from this story?
Display the book where all students can see it. Keep 2. Provide opportunities for students to demonstrate
this pre-reading discussion brief and stimulating to make their understanding such as:
sure students are keen to listen to the story that follows.
• drawing a picture or cartoon strip
If students have not read the story before: • writing two or three dot points
1. Show the cover of the book and discuss the • talking with a partner
cover, illustration and title. • dramatising parts of the story
2. Brainstorm to activate and identify background • retelling the story in their own words
knowledge that will help students relate to the
story. • innovating the story (e.g. change characters’
names, places, feelings or the ending) to make
3. Ask students to predict what the story may be
a big book.
about or what might happen. Ask questions such
as: Variation
Why do you think there is a person’s name in the Follow the steps above using the audio recordings
title? included on the CD in the Challenges and choices kit.
What do you think might happen in this story?
Who do you think will be in the story?
4. Accept all suggestions and ask students to see if
their ideas come true.
5. Provide any essential knowledge that will assist
➤ Brainstorm
➤ Circle talk
➤ Four squares
➤ Guest speakers
➤ Maths investigations
➤ Head talk
➤ Trigger videos – viewing
‘Finding out’ strategies provide the opportunity for students to develop and demonstrate the
Health and Physical Education Knowledge and Understandings Outcome. They can identify
gaps in their existing knowledge and understanding, and work collaboratively to gather
information through self-directed investigation.
Students will be able to use the information gathered to generate and communicate ideas
and record responses.
BRAINSTORM Variation
Guided brainstorming
➤ This strategy will help students to: Include headings to assist children in generating ideas.
• recall existing knowledge and organise ideas
If I found a needle and syringe
• consider others’ views and ideas
I wouldn’t … I would…
• develop creative thinking processes and
problem solving skills. • •
➤ How is it implemented? • •
1. Select a topic for the brainstorm and write it on
the board.
Pedestrians
2. Students consider the topic and respond. Ideas can
be written randomly on a board or you may choose can can’t
to write the responses on post-it notes, so that • •
students can later cluster the responses.
• •
3. The rules for brainstorms are:
• share whatever comes to mind
➤ Brainstorming questions
• the more ideas the better
Begin by brainstorming content related questions using
• every idea counts – no put downs or criticisms the framework below. An example has been provided
• build on others’ ideas below for pedestrian rules and laws. Individually, in
pairs or in groups, students can research questions
• write ideas as said – no paraphrasing.
then report to the class. Forms of inquiry include
4. Reflect and discuss the ideas, clarifying researching websites through online learning, guest
responses where necessary. speakers and interviews.
5. Determine how the information can be further used.
Brainstorming questions circle talk and list questions that were identified,
Who? to generate further learning.
…who makes up the rules for pedestrians? Variations
…who makes sure pedestrians are following the rules? If you have more than one group, vary the strategy
How? by swapping the outside circles from each group.
…how are pedestrian rules made? To avoid pairing students who will not talk or will argue,
…how do children learn the rules? change the move on instruction so that these students
When? do not face each other. This intervention will not single
…when do pedestrians forget the rules? the students out.
If? If you have an uneven number of students, place two
…if all states and territories in Australia have the students together in an outside circle to act as one
same rules? person. This works well if you have a special needs
Where? student as they can be paired with a more capable
student.
…where can we find pedestrian rules?
What?
…what happens when people break the rules?
…what would happen if pedestrians didn’t have rules?
Why?
…why do we have pedestrian rules?
…why do some people break the rules?
CIRCLE TALK
❑ Read relevant system, sector or school guidelines and policies in relation to engaging
guest speakers.
❑ Consider the list of agencies included in the appendix and decide which
presentation/s best meet student needs and helps to achieve the program aim.
Ensure the guest speaker will promote the focus of your health program in their
presentation.
❑ Ensure the guest speaker is aware of the health program being implemented for
students. Discuss relevant learning experiences that will be implemented before and
after the presentation to ensure it complements the health program.
❑ Suggest to the guest speaker that students will be more likely to be engaged when
the presentation:
- is interactive and entertaining
- includes up-to-date information and uses practical examples
- is relevant to students’ interests
- covers issues relevant to students’ local communities.
❑ Ask the guest speaker if there will be any associated costs and inform students and
parents/carers.
❑ Ensure the guest speaker receives a copy of the school’s health policy, if available.
❑ View the guest speaker’s resources and information prior to the presentation to
ensure they are relevant and appropriate to the developmental level of all students.
➤ This strategy will help students to: ➤ This strategy will help students to:
• develop cooperation through problem solving • develop understandings of health concepts by
a shared task quantifying certain aspects through
measurement and calculations.
• accept responsibility for own learning.
➤ How is it implemented?
1. Place students in groups and give each member
a different number.
2. If the groups are uneven in number, one of the
group members may have more than one number.
3. Pose a question that encourages students’
involvement. For example instead of asking,
‘What should you wear in a car?’ say, ‘Put your
heads together and decide what you should wear
in a car to keep you safer’.
4. Students put their heads together and discuss the
question.
5. Let students know when the discussion time is
nearly finished by ringing a bell or clapping your
hands.
6. Groups check that all group members know the ➤ How is it implemented?
decided response. A maths investigation may be defined as a situation
7. Call out a number and the student from each originating in mathematics or the real world that
group with that number provides their group’s lends itself to inquiry. Investigations require students
response. to use mathematical processes such as following
and extending patterns, data collection, estimating,
8. If more information needs to be given, invite predicting, classifying and communicating to
students from the group to elaborate. understand a problem.
Variation 1. Identify the issue to be investigated.
A spinner or die may be used to select the number. 2. Allow students time to read and understand the
investigation.
3. Encourage students to predict or guess the
outcome of the investigation.
4. Make sure students have access to resources
that will assist the investigation such as graph
paper, cubes, measuring devices (e.g. trundle
wheels, rulers, tape measures and stopwatches).
5. Allow time for students to test their prediction a
number of times.
6. Record findings appropriately (e.g. tables, reports,
pictographs and bar graphs).
7. Students present their findings and discuss as a
class.
➤ Arts ideas
➤ Design a game
➤ Mind maps
➤ Music and movement
➤ Puzzles and games
➤ Sequencing information
➤ Story map
➤ T and Y chart
➤ Text innovation
➤ Venn diagram
‘Sorting out’ strategies provide the opportunity for students to sort, analyse, prioritise,
compare and contrast information to further develop and consolidate their knowledge, skills
and attitudes.
Summarising key information and clarifying relationships or associations between information
and ideas will assist students to draw conclusions and apply their understanding.
➤ How is it implemented?
1. After students have been involved in a learning
experience or series of learning experiences,
provide opportunity for students to communicate
their understanding of a specific issue or concept
in art works.
2. Some suggestions include:
• painting or drawing pictures to form a shared
book
• using blocks, cardboard, boxes and other
recycled materials to make specific items, e.g.
bike helmets, ambulance, fire engine and
human bodies
• cutting and pasting appropriate pictures from
magazines, pamphlets and posters to form a
collage
• making postcards and writing or drawing on
the flip side
• using butcher’s paper to make a class mural
ARTS IDEAS • making models using play dough or modelling
clay.
3. When art works have been completed, encourage
➤ This strategy will help students to:
students to:
• identify and visually record current • write accompanying key messages promoting
understandings health and safety concepts
• share understandings with others through • share their work with others
generated art works.
• pictures or symbols which help with the recall experience or series of learning experiences,
of information provide opportunity for students to use puzzles or
play a game to consolidate their learning.
• bubbles, shapes and circles to group similar
information and ideas 2. Some suggestions include:
• arrows to indicate cause and effect. • cutting generated art works, photographs or
magazine pictures (related to the health or
This strategy has been adapted from Bennett, B. Rolheiser, C &
safety concept) into jigsaw puzzle pieces for
Stevhan, L. 1991, Cooperative learning: Where Hearts Meets Mind,
students to solve
Educational Connections, Ontario, Canada.
• writing descriptions of objects for others to
solve:
MUSIC AND MOVEMENT What am I?
I have two wheels.
➤ This strategy will help students to: I can travel on the road or cycleway.
I have a bell and lights.
• identify and visually record current My rider wears a helmet,
understandings What am I?
• share understandings with others through • using commercially produced jigsaw puzzles
music, drama and movement. related to the topic
➤ How is it implemented? • playing listening games such as I spy or Freeze.
1. After students have been involved in a learning
experience or series of learning experiences,
provide opportunity for students to participate in SEQUENCING INFORMATION
music and movement activities.
2. Some suggestions include:
• singing songs related to health and safety ➤ This strategy will help students to:
concepts • sort and sequence information
• playing movement games to develop auditory • clarify their own understanding of a topic or issue.
skills and reinforce concepts
➤ How is it implemented?
• move to music or create a dance to represent
feelings 1. Students research, or are provided with,
• write additional verses to known songs information about an issue or health concept.
• use musical instruments to accompany songs 2. Students analyse the information and present it in
and raps. a sequence using graphic organisers such as a
flow chart or sequence chart. See the examples
3. After participating in music and movement
provided.
learning experiences, students can:
3. Share sequenced information discussing reasons
• perform music to other classes or at school
for placement.
assemblies
4. Decide if sequence in accurate.
• invite parents to come to school for a class
performance
Flow chart
• record the performance and take home to
share with their family.
Example of Y chart
Students brainstorm how a ‘safe person’ would look,
feel and sound.
T AND Y CHARTS
VENN DIAGRAM
VALUES EDUCATION
Health and physical education issues require students to consider beliefs, values, attitudes and behaviours. The
relationship between these is described below:
Beliefs… …determine values… …which underlie attitudes… …and are reflected in behaviours.
Beliefs are an underlying Values are something Attitudes are feelings and Behaviours are actions that reflect
conviction about an issue or believed to be worthwhile. inclinations towards actions, beliefs, values and attitudes.
concept. situations, people or things.
CHOOSE A CORNER confused). Give the students a scenario and ask them
how someone may feel in this scenario. Students move
to the corner that would best describe how someone
may feel in this instance. Students can suggest both
➤ This strategy will help students to:
the feelings and the scenarios.
• identify and clarify attitudes using hypothetical Use the feeling signs as describe in Steps 3 and 4.
issues
Character signs
• consider information and others’ ideas and views
Download pictures of characters of well-known stories
• share reasons for making a decision with others. or films (e.g. Winnie the Pooh, Tigger, Piglet and Eeyore
➤ How is it implemented? from Disney.go.com/characters/) and enlarge to A3
size. Place them in each corner of the room. Explain
1. Prepare four signs, each one numbered with the characteristics of each character, such as:
either 1, 2, 3 or 4. Winnie: usually very easy going; follows whatever
2. Place a number sign in each corner of the room. the rest of the group thinks
Tigger: always excited, jumps into things before
3. To help students understand how to use the thinking them through
signs, start with a topic students would be
Piglet: very cautious, thinks things through, asks
familiar with such as:
questions before deciding
On the weekend, the thing I like to do most is: Eeyore: very negative, always thinks new ideas
• watch TV won’t work well
Give students a scenario and ask them to go to the
• play with my friends
character who best describes how they would feel in
• play with my pets thi ssituation
• read a book.
4. Students move to the corner that best describes
their opinion and share their reasons for choosing
VALUES CONTINUUM
the corner.
5. Share opinions between corners and then move ➤ This strategy will help students to:
onto a topic or issue that students may not have • identify and clarify attitudes about issues
shared their opinions about. For example:
• consider others’ thoughts and attitude.
If I was exposed to passive smoke, I could
➤ How is it implemented?
• walk away
1. Prepare signs with opposing responses and place
• ask the smoker to smoke somewhere else these at opposite ends of the room. Some
• tell my mum or dad to say something to the examples are:
smoker
Happy Unhappy
• do nothing about it.
Safer Unsafe
6. Repeat using different statements.
Very important Unimportant
Agree Disagree
2. It may help to place a piece of masking tape on
the floor between the two signs.
Variations
Feeling signs
Instead of numbers in each corner, place pictures of
faces depicting feelings (e.g. happy, sad, excited and
3. Explain to students that there are many places Was it easy to choose the position on the
along the continuum that may represent an continuum? Why or why not?
opinion about a given statement.
Variation
4. Model this by giving a statement such as
‘Everyone should wear a hat when they go All of the following variations are processed with
outside’ then placing yourself along the questions in Step 9.
continuum. Tell students why teachers might have Sign your name
placed themselves at that position.
Use a piece of masking tape for the values
5. Select a statement and read to the group. continuum and ask students to sign their name on
6. Ask students to move to the point on the the spot where they are standing. After the
continuum that best represents the opinion of discussion, students return to the values continuum
various groups (i.e. young children, parents, and sign their name again where they are standing.
grandparents, friends etc.) This will prompt discussion on why they have or
haven’t moved along the continuum.
7. Discuss the statement as a class. Provide
students with the option to pass or reconsider Thumbs up, thumbs down
their placement after the discussion and move to Students may use a ‘thumbs up’ gesture to suggest
another position along the continuum. ‘agree’; a ‘thumbs down’ gesture to suggest
8. Have the group summarise their opinions and ‘disagree’ and a ‘flat palm’ gesture to suggest
identify actions that should be taken. ‘unsure’ (or similar opposing responses).
➤ Brave talk
➤ Decision-making model
➤ Placemat
➤ Planning
➤ Role-play
➤ Telephone role-play
Being able to make informed decisions by considering the positive and negative
consequences of actions and selecting the most appropriate option is an important skill for
maintaining personal health and safety.
‘Making decisions’ strategies provide the opportunity for students to develop, practise and
demonstrate the Health and Physical Education Interpersonal Skills and Self-management
Skills Outcome. They can examine ‘brave talk’ and how it impacts on decision making;
examine alternatives; record and analyse information; use different decision-making models;
select a course of action and reflect on the consequences of their actions.
Thought bubbles
I feel, I think, I can Give students a scenario that may cause distress.
Brainstorm some brave talk ideas that students
Photocopy enough of the cards on Resource Sheet could say to themselves in situations. Write these on
1: I feel, I think, I can to give one set to each pair of the board, simplifying language if necessary.
students in the class.
Students draw a picture showing a child involved in the
Give students a scenario that may cause distress (e.g. scenario then choose a brave talk idea from the board
being left out of a game, being asked to break a rule to write in a thought bubble. Explain to students that the
or being shouted at). Model the use of the cards as brave talk would make the child feel better in this situation.
highlighted above in the shark/dolphin activity. Ask
students to discuss how they would feel and think in
this situation and what they can do.
I would
Resource Sheet
4
Classroom strategies
362
If this were the problem
PROBLEM
CHOICES
Decision-making model
This might happen This might happen This might happen This might happen
CONSEQUENCES
FEELINGS
Resource Sheet
I would
DECISION
5
Making decisions
PLACEMAT PLANNING
• develop collaborative group work skills. 10. The observer provides feedback to the caller and
receiver at the end of the role-play.
➤ How is it implemented?
11. Students swap roles and continue the role-play.
Before
12. When all students have had a turn, bring the groups
1. Prepare several pairs of telephone role-play together to discuss what they found, any tips
cards. One card of each pair is for the caller and and interesting things they would like to talk
the other is for the receiver. about.
2. Caller’s cards should specify the audience, Variations
purpose and any background information for
Provide telephones for students to use during the
making the call. For example: You need to call
role-play.
the police because there has been an accident
outside your house. The accident happened Set up one group to role-play the telephone
when your friend ran out onto the road chasing conversation, with others in the class sitting around
the footy. Your friend is crying and can’t move his them to observe and offer feedback.
leg. Deadly Ideas 2000, Education Department of Western Australia,
Catholic Education Office of WA and Association of Independent
3. Receiver’s cards should specify their role such as Schools of WA.
a police officer, a busy doctor, answering
machine or wrong number.
4. Introduce this activity as a whole class to alert
students to the sorts of decisions they will need
to make and the options available to them.
5. Place students in groups of three and nominate
the caller, receiver and observer. These roles
should be swapped during the role-play.
6 The caller and receiver read their card and do not
swap information.
7. Allow one minute thinking time for each to
rehearse what they will say, the language they
will use and the tone they will adopt.
➤ Assertive communication
➤ Barrier game
➤ Think-pair-share
‘Speaking out’ strategies provide the opportunity for students to develop, practise and
demonstrate the Health and Physical Education Interpersonal Skills Outcome. They can refine
the skills of active listening, assertive communication and negotiation.
By analysing situations where two or more people are communicating, students will be able
to determine ways to communicate effectively individual needs, preferences or beliefs without
causing conflict. Understanding basic negotiating skills will contribute to students becoming
safer and healthier.
PASSIVE COMMUNICATION
• No eye contact. • OK let’s do what you want, it doesn’t really matter what I
want to do.
• Looking scared or guilty.
• Don’t worry what I think, just do it your way.
• Only listening to the other person’s point of view, you’re not
speaking. • Sorry, that must have been my fault, I’m stupid (even when
it’s not).
• Head down, shoulders hunched.
• Whispered voice.
• Very quiet.
• Saying sorry.
AGGRESSIVE COMMUNICATION
ASSERTIVE COMMUNICATION
• Eye contact. • I understand what you are saying but I would like to…
• Smiling when you talk. • We might need to think about this together…
• Listening carefully to one another’s ideas before saying • I know you are angry about this but…
anything.
• I think…
• Standing strong and confident.
• I feel…
• Calm.
• Strong, calm voice.
➤ Telephone conversations clarify the instruction and then say ready when
Students role-play assertive responses to student they are ready to continue.
generated scenarios using telephones (this allows 7. When the speaker has finished giving all the
students to focus on what assertive communication instructions, the barrier is removed.
sounds like).
8. The players compare boards to see whether the
➤ Miming instructions have been followed correctly. This
Students mime assertive responses to student- part of the barrier game is important as the
generated scenarios behind a sheet with a bright players need to reflect on how effective their
light shining on them (this allows students to focus instructions were, or how well the listener used
on what assertive communication looks like). questions to clarify meaning.
Barrier games are easy to produce using a wide
variety of materials such as:
BARRIER GAME • wrapping paper • blocks and beads
• magazines • people
• posters • cars
• maps • Lego/duplo
➤ Types of barrier games
• Matching pairs
Take turns to describe pictures or objects. One
player describes an item until the other locates
and displays its matching pair. Repeat the
process until all items are paired.
• Construction and assembly
Describe the steps to assemble or build a
picture, object or construction. For example,
➤ This strategy will help students to: make a face, build a safe playground or house.
3. A barrier can be a large file stood on its end, a • formulate and share individual ideas through
large hardback book, a large piece of hard focussed, short-term, purposeful talk with peers
cardboard folded in half. • develop the ability to filter information and draw
4. This strategy requires collaboration between the conclusions
players. One player has the speaker role while the • consider other points of view when making
other is the listener. decisions.
5. The speaker gives clear, concise instructions for ➤ How is it implemented?
the other player to follow.
1. Pose a question, issue or scenario that involves
6. The listener may ask the speaker a question to making a decision. Ask students to think about
Variations
Think-pair-share-write
Think-pair-share-write is an extension of Steps 1 to
3. Once students have discussed their thoughts with
a partner, they then reflect on the discussion and
continue their thought process through writing.
Think-ink-pair-share
Ask students to think then ‘ink’ their own ideas,
knowledge or attitudes to a given statement. In ‘ink’
time students choose to write or draw. Partners then
listen and share what they have written or drawn.
As with all the Think–pair–share strategies, students
can be given the opportunity to reflect on what they
have written, heard and discussed. Ask students to
consider what influenced their thinking and/or
decision.
➤ Journals
➤ Reflective questions
➤ Sharing circle
➤ Unfinished sentences
➤ Thought shapes
‘Reflecting’ strategies provide students with the opportunity to reflect individually on their
learning in relation to understandings, skills, attitudes and values.
A variety of strategies can be used to facilitate student reflection such as journals both
individual and team, reports, discussions and portfolios.
JOURNALS Variations
Team journals
➤ This strategy will help students to: Use a team journal to promote interaction between team
members on project-related issues and to introduce
• reflect individually on their learning in relation students to different perspectives. Students can take
to understandings, skills, attitudes and values. turns recording shared and individual experiences,
➤ How is it implemented? reactions and observations, and responses to each
other’s entries.
Reflecting by writing in a personal journal will prompt
students to consider and record their skills and attitudes Portfolios
regarding safer healthier behaviours. A journal also Ask students to select and organise evidence related
provides opportunity to revisit initial perceptions and to accomplishments and specific learning outcomes in
chart the progression of attitude development and a portfolio. Portfolios can include samples of students’
decision-making skills. involvement in the learning program (e.g. writing
1. Explain the purpose and benefits of journals to samples, drawings, photographs, diagrams and
students such as enhancing observational skills, paintings). Discuss with the student (and parent) their
exploring feelings, assessing progress and portfolio to recognise achievement, identify needs
enhancing communication skills. and plan future learning experiences.
reflective process (they are a suggestion only). ➤ This strategy will help students to:
• Description: What did I do? • reflect individually on their learning
experiences and how these activities can be
• Objective: What did I learn?
applied to their lives
• Feelings: How did I feel?
• develop independent oral-sharing skills.
• Values: Why did I feel like that?
➤ How is it implemented?
• Application: How will I use the
skill/information? 1. After being involved in a learning experience or
series of learning experiences form a sharing circle.
2. Explain to students the aim of the sharing circle is
to talk about what they have learnt, discuss problems
that may have arisen and identify further information
required by individuals or the group. For example:
In our sharing circle, we are going to share ideas
about the people in the community who help us.
Think about what you are going to say. When you
want to share put your hand in the circle. This will
let me know you want a turn.
3. Give students ‘thinking’ time. This may need to
be modelled or discussed before the sharing
circle. A Y chart can be used to determine what
‘thinking’ might look, sound and feel like.
4. Support and extend oral sharing with questions
and comments. Encourage questions and
3. The questions may be permanently displayed for comments from other students.
regular reference or verbally asked, depending on
the student age and abilities.
4. Students respond to these questions verbally, in UNFINISHED SENTENCES
written form or with drawings.
Variation ➤ This strategy will help students to:
Students use a drawing or writing journal to • reflect individually on their learning
document their responses to these questions and experiences and how these activities can be
other personal reflection. applied to their lives
• generalise skills and knowledge to other
SHARING CIRCLE situations
• monitor and evaluate a decision-making
process
• understand and manage their emotions.
➤ How is it implemented?
1. After being involved in a learning experience or
series of learning experiences students answer
the following questions either verbally, in written
form or with drawings.
• I learnt that…..
• I was surprised that…
• I was happy that…
• I was frustrated that…
• I felt today was…because…
2. Provide opportunities for students to share their 2. Explain what each shape signifies.
thoughts with others if they wish.
The most important thing I have learnt from
doing this unit/activity.
THOUGHT SHAPES
Real-world
strategies
Real-world
strategies
Real-world Real-world
strategiesstrategies
Real-world strategies
The strategies included in this section are:
‘Real-world’ strategies provide students with the opportunity to develop their knowledge,
skills and attitudes towards a safer healthy lifestyle by engaging, observing, discussing and
practising behaviours with adults in real-world settings.
Simulated
strategies
strategies
Simulated
Simulated strategies
Simulated strategies
Simulated strategies
The strategies included in this section are:
➤ Home corner
➤ Interactive CD ROMs and websites
➤ Replicating the real world
➤ Technology challenges
Simulated learning involves students observing key concepts, experiencing situations and
practising skills related to being a safer healthy person within controlled, recreated
environments.
Simulated learning is most effective in achieving behaviour change when delivered as part of
a balanced health and physical education program that includes real world and classroom
experiences.
When facilitating simulated learning experiences teachers should:
• ensure recreated situations are realistic and relevant to the students’ interests and
needs
• check that students are provided with opportunities to experience feelings actively and
practise skills
• focus on practising and role modelling safer and healthier skills and behaviours
• ensure that students reflect on their learning and consider its application to future
health and safety experiences
• allow students time to practise and develop skills.
1. Create a learning environment that supports the opportunity to be actively involved and to
student’s expression and development of ideas. observe others?
2. Allow time and space for students to develop 3. Students interact with the CD ROM or website.
their ideas.
4. Teachers can observe social interactions, and use
3. Encourage students to extend their ideas. social situations to help teach social-causal
reasoning. Ask questions such as, ‘Do you
4. Become involved at times but allow the students
understand why Mum was upset in the story when
to develop their own ideas.
she found that the children had crossed the road
5. Record details of students’ language and by themselves?’
behaviours observed.
5. Students reflect on their learning and consider its
How does the student use language? application to future health and safety experiences.
Using questions or unfinished sentences can prompt
What vocabulary does the student use related to
reflections. Refer to the Reflecting section of this
community awareness, people, roles of people and
resource.
social language (greetings, telephone language)?
How does the student interact with others
(cooperates, negotiates, shares)?
How does the student participate (individually,
alongside another, cooperatively)?
What does the student indicate (knowledge,
interpersonal skills such as conflict resolution and
self-management skills such as planning events or
organising materials)?
6. Consider strategies to extend understanding such
as changing equipment and materials, including
opportunities to work in other groups, setting up
situations requiring students to problem solve.
➤ This strategy will help students to: • practise health and safety skills and behaviours in
a simulated experience.
• develop an understanding of and practise
skills related to health and safety in a range of ➤ How is it implemented?
simulated situations. 1. Select a space suitable for the learning
➤ How is it implemented? experience. For example, the school oval or
covered area may be needed if recreating
1. Review a range of websites or CD ROMs that traffic situations, whereas an area in the room
students can use to gain understanding of health may be adequate if a group is involved in
and road safety issues. recreating a doctor’s surgery.
2. Consider the following criteria when selecting a 2. Identify and discuss with students the key
website or CD ROM: issues or behaviours to be observed or
• Does it directly help students to achieve the practised during the learning experience.
outcomes? 3. Conduct the learning experience ensuring that
• Is it user friendly and accessible to all students? students demonstrate safer or healthier
behaviours.
• Is corrective feedback included?
4. At the completion discuss the learning
• Does it include consequences for making experience and identify how students can
incorrect skill, knowledge or attitudinal decisions? apply this knowledge to practice in ‘real-world’
• Does it ensure that all students have the situations.
TECHNOLOGY CHALLENGES
INVESTIGATE
Students identify what they already
know before locating and selecting
materials to find out further
information. As part of this process,
students clarify what they are trying
to achieve (i.e. We need to make a
bus that has seats for passengers
and a front and back door to get in
and out).
EVALUATE DESIGN
Students review and evaluate Students devise ways of creating or
information, processes, ideas, skills modifying existing technology based
and techniques. They reflect on on their understandings (i.e. Let’s
individual and group decisions, change this egg carton into a bus
procedures utilised and any because it has lots of spaces for
accomplishments. (Now we’ve passengers). They need to visualise
finished, let’s think about our consequences, test ideas and
finished design and how we worked.) communicate the range of options
to others (i.e. If we don’t put four
wheels it won’t be able to move).
PRODUCE
Students organise and manage
production of their design, adapting
and adjusting the process where
necessary (i.e. The egg carton isn’t
strong enough. Let’s put some
more cardboard on the bottom)
Adapted from WA K–12 Curriculum Framework
What we need:
What we did:
I am going to make a
1. 2.
3. 4.
Name Date
I made a …
It needed to be…
I worked safely. ☺
I shared things. ☺
Next time I would …