1. Pre-Lesson:
** Participating and contributing
** Coloured stickers on forehead to group kids into heterogenous groups.
Observe how kids managed themselves into groups
1. Discussion focus: OPV (view of other characters from the Lorax)
i. Unpack what we want to know for O.P.V.
ii. Model how we do this to connect to the character as a person
iii. Use a scenario or a focus to think about
iv. Allow kids to shift thinking from 1 character to another
- Videoed
2. Group reflection on how it went.
* Blockers and drivers
3. Establish criteria (co-construct as a class).
4. Watch video & reflect
- re-craft criteria
5. Watch Cool Schools Peer Mediation
http://www.youtube.com/watch?v=epqhqg1bt44
Different types of talk
** “i-Talk”
6. Confirm class criteria for P&C
Starter:
Introducing the focus for discussion
- overview ‘as an inquiring learner...’
- Making connections to the pre-lesson
- blockers/drivers
Setting the Purpose:
Split screen focus: (Right hand side)
Context: Science focus As learners...
WALT: Find out what we know about WALT: Participate and contribute to a
WATER. group.
Modeling and Examples
Role play (student to teacher) the way in which we contribute/participate in a
group - DEEPER FEATURE e.g. piggy backing or accepting an idea before talking
Refer back to prior learning/discussion

2. What will we need to do to be successful?
Referring back to class criteria for Participating and Contributing
Chance to add to/edit/elaborate...
Task Instruction
Same groups as previous day
Instruction around being videoed (by someone from Kaleidoscope)
Expectation for the learning activity (what will we see? What will we hear?)
Context for discussion shared: WATER
Context: Science focus As learners...
TASK: Find out what we know about WALT: Participate and contribute to a
WATER. group.
Set 1 group goal to focus on
- given to children based on what was noticed from earlier learning
Questions shared:
(1 at a time - directed to students)
Set time given to record ideas
Share ideas and discuss
Practise how to participate and contribute:
How do you use water?
Where does water come from?
Can you think of situations where water can be problematic for us or
others?
How many different examples can you think of?
Kids have copy of criteria/statement to practise as part of discussion
Checking Clarity
Refer to WALT
Task understanding
Rich Conversations
Prompting/focusing kids on their participation and contribution
e.g.
• Do you agree with...?
• Can you elaborate...?
• I noticed....
• Can you build on the idea of...
• I wonder if...
• Could you clarify...
• Can you think of any examples to support your ideas...
• How do we know our group understands
• Could you ask a question...
• Can you tell your group that...?
Modeling how to speak in a group.

3. ** Tuning in to group goal part way through - way of checking and re-focusing.
Differentiating
Support based on pre-learning activity
Heterogenous grouping allows for differentiation
Use of student teacher to help facilitate the learning conversations.
Evaluating
Group evaluation on group goal...
Large piece of paper or felts to write/draw main ideas and wonderings for group
discussion at very end.
• How did we go?
• How do we know?
• What did we notice?
Come back together as a class:
Making Connections:
When would we use these skills (Participating and contributing) again?
What were some of the ideas about WATER we shared?
From this learning conversation, what are you wondering?
(Teacher wonderings included)
Can we turn any of our wonderings into questions? (Model)
Link back to model (we can EXPLORE these further at the next stage of our inquiry)
Questions recorded on Post It notes.
Resources:
Sticky dots
Questions on cards for each group (about water)
Participating and Contributing Criteria (pre-established/co-constructed)
Goal sheet for group goal
Sentence starter for skill in participating
Cameras
Tripods
Paper/pens for recording
Post it notes
Impact: What might change/What could go wrong?
Challenges with being able to go deeper
Learning conversation vs. collective monologue
Cameras
Extra adults in room

4. Unstructured routine
Student teacher in ‘full-control’
Our Roles
TEACHING: Ebony
VIDEO: Video in each group (Kaleidoscope)
Ngaire: Lesson Structure
(including key elements of lesson are translated in lesson)
Jacqui Ebony (fostering rich conversations/promoting curiosity)
Jocelyn Group interaction/dialogue/participating & contributing
Kerri: Group interaction/dialogue/participating & contributing
Sophie: Roving and supporting
(Student)
Margot: Roving and supporting