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Tuesday, 15 August 2017

Inquiry Lesson: Cultural visibility with a SOLO twist!


Currently, we are inquiring into hobbies - or how to fill our leisure time in positive ways.  We have made links to our past inquiries through Te Whare Tapa Whā, which gives all our learning purpose in building the best versions of ourselves.

This lesson was about hobbies from the past.  I wanted to make the point that the context we are in, can impact the decisions we make.

We looked at the context of people in the past and present.

The circle models you will see from slides 5-7 has been a big help to provide a visual aide for students learning what 'context' means.  Now, I can physically gesture, by making a circle in the air as I am asking students to describe contexts or tell me what context means.

I have used whakataukī again, to illustrate the values and beliefs of our tupuna...I find this is one of the easiest and accessible ways to bring depth to a lesson if you are trying to make links to whakaaro Māori.  We discussed that laziness was frowned upon, hard work was admired.  We talked about the development of technology and how that impacts on the way we can manage ourselves.  We discussed war past and - possibly present!  

The table on slide 12 was printed and completed collaboratively in groups of 2-3.  Students then turned their paper over to complete the last paragraph (assessment task) from slide 13.

The paragraph on slide 13 is based on the SOLO taxonomy to encourage higher order thinking in inquiry time.  I used this resource to help me select my sentence starters...

This lesson took about an hour and was done in the afternoon!  It was long, but worth it as students can now describe what context is, how it can impact on people's choices and understand hobbies past and present.  


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