These similar and versatile routines can be used to support learners as they begin to unpack the provocation and use evidence and prior knowledge in either support of or disagreement with the issue or dilemma. In the initial phases of development this is highly structured, but as the routine is used on a regular basis across all Key Learning Areas the students are able to use it and apply it seamlessly. In the beginning, we spend time as a whole class examining a provocation related to a dilemma or issue. This may be in the form of an image, video, provocative statement or text etc. or a combination of them. We identify the issue and place it in the center with a rope or line that imitates a rope underneath. Using post-it notes students record their thoughts about the issue or dilemma and explain which side of the argument this belongs on and why. Allowing students to make elaborations to or opposing thoughts against an idea shared by a peer helps them to understand debating in its simplest form and to build on the thinking of others. I find, however, that to truly leverage these routines, a strong environment of trust and understanding built on strong positive relationships is a must. Any time we examine multiple perspectives or differing opinions I find students begin to ask 'What if...' and 'I wonder...' questions which are important to helping students grapple with the issue or dilemma. The team at Project Zero suggest documenting these questions and placing them above the 'line'. These questions could then be used to form new lines of inquiry about the issue or concept being examined. As students become familiar and comfortable with the way this routine helps to scaffold their thinking, they are able to apply it to small group and independent situations. These routines are great tools to help students formulate and structure their thinking before composing a persuasive text such as an exposition or argument. Examples of using the routines across the curriculumBelow are some examples of how the routine could be utilised in the classroom.
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AuthorHi, I am Alice. I am a primary teacher and leader in New South Wales, Australia. I have been teaching for the past 14 years in both the Public and Catholic school systems. I am passionate about supporting and mentoring colleagues to think deeply about their efforts to cultivate thinking and learning opportunities for students. Read more Archives
August 2023
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