Nudgin' and Boostin'

• Engage in professional learning and adaptively apply this learning in practice.
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

I have heard this before, rather than planning from the beginning, plan from the outcome back. What do you want the student to learn? Work backwards, how are you going to get the student there?


I am excited to trial this as we already make google drawing storyboards to go with our narratives.
In the past before I became digital and when I taught Year 7 and 8 I used to include colour and images. For example, white for peace or a dove.

Instead of off the shelf teaching resources go further and deeper.

For example: Critical literacy learning outcomes: I want children to think critically of
gender types in Disney fairy tales. Compare and contrast.

Students to notice what is pertinent to the text: the beautiful are good characters
and the ugly are the bad, success…

Big order thinking:

Physical beauty

Gender orientation

Collaborative in the classroom

Quadrant Board link to discussion board link, writing, reading, discussion online

For example: warrant, claim, counter claim, conclusion

Questioning, did anyones response make you think, change your mind?

I used to do this in Year 7/8 for debating. Students are given a scenario and need to move
to one of the pre posted signs around the room. Definitely agree or disagree compared to slightly
agree or disagree. Any student will be asked to explain why they chose the sign to stand next to
and students could then take turns to discuss different points of view.

One that I would like to find out further about is the 'google groups' where students have conversations online: online etiquette

Conversations on online in google groups

persuasion/ argument/ debating/ compare and contrast/ clarifying/ how can I reach an
informed conclusion./ including other people’s point of view/ teaching these skills of listening
discourse features/ referencing with links, questioning a point of vlew by researching