FIE Lesson 1

Date : 3/9/2014
Learning objective/s :
To introduce the FIE Programme
Record thinking in a journal to record metacognitive language development
Introduce continuum line for feelings of competency recording
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, spatial orientation, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: Verbal, Pictorial, numerical, figural, symbolic, graphic
Input: verbal directions, visual task.
Elaboration : Working towards a point of reference on Page 7, grappling with the model
Output: drawing onto Page 7, written reflection of thinking during the activity.
Level of Abstraction - increasing in complexity
Degree of novelty: High
New vocabulary: Perception
Bridging : writing the word dog on the whiteboard for discussion of the many possibilities of
visualisation
Displaying You Tube clip - pavement artists with 3-D illusions on 2-D surface
https://m.youtube.com/watch?v=a8tngtNgXl4

Reflection:
Class really enjoyed the challenge of Page 7, frustration at waiting to turn the page to start.
Reflections in journal indicate they found the task hard. Those who were successful were not sure
why.
Great discussion between teacher and students regarding the strategies they have shared. Teacher
as learner shares the experience with the students.
FIE Lesson 2
Date : 4/9/2014
Learning objective/s :
To complete a pre-test of Page 7 in Orientation of Dots with no assistance.
To reflect on their own metacognition in this task
To begin a thinking a journal to record metacognitive language development
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, spatial orientation, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: Verbal, Pictorial, numerical, figural, symbolic, graphic
Input: verbal directions, visual task.
Elaboration : Working towards a point of reference on Page 7, grappling with the model
Output: drawing onto Page 7, written reflection of thinking during the activity.
Level of Abstraction - increasing in complexity
Degree of novelty: High
New vocabulary: Elaboration, Complexity
Bridging : Testing situation
Reflection:
Class were nervous but keen to do well. They were feeling pretty low after the task, but kept to the
routine of reflection writing to debrief.
They felt it was very confusing and difficult. Class were very attentive.





FIE Lesson 3
Date : 5/9/2014
Page Cover page
Learning objective/s for students :
To understand using a Point of Reference
To reflect on their own metacognition in this task
To begin a thinking a journal to record metacognitive language development
Elaboration in verbal responses to questions
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, spatial orientation, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: Verbal, Pictorial, numerical, figural, symbolic, graphic
Input: Verbal direction, visual diagrams on board
Elaboration : Relating the diagram of the Southern Cross to the dots
Output: Verbal responses.
Level of Abstraction - Medium
Degree of novelty: low
New vocabulary: Point of Reference, Blocking
Bridging : Points of reference in Southern Cross and location points for a world map.
Reflection :
Students did not handle the talking, too many terms at once and must be actively involved in a task.
They were frustrated by instructions not to open the pages
They are realising I expect more elaborated answers that are clear explanations
They are realising there is a process of blocking happening at times
They were successful in working out the placement of Israel on the circle representing the planet.
They used hemispheres, NSE and W, prior knowledge of the proximity of Egypt and logic from the
words Middle East.
FIE Lesson 4
Date : 8/9/2014
Page 1A (skipped page 1)
Learning objective/s :
Continue Point of Reference instruction
To reflect on their own metacognition in this task
To record metacognitive language development
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, spatial orientation, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: Verbal, Pictorial, numerical, figural, symbolic, graphic
Input: Visual Dots page. Viewing Star Walk app with star representations of Centaurus and Crux.
Discuss:
1. Systematic Search example rescue parties use a grid.
2. Relationships Show horizon- to Pointers- to Milky Way to CRUX
Visual : Draw Square as dots show parallel lines and angles. Draw triangle dots to show equilateral
triangle.
Show the CRUX on the Milky way.
Auditory : Questions- What is a square ? Students to define it clearly.
Elaboration : Doing Page 1A involves: Conservation of Constancies, Point of Reference, Patterns,
Relevant cues vs Irrelevant cues. Systematic Searching, Hypothetical thinking
Output: drawing onto Page 1A without tools and at own rate.
Level of Abstraction - low
Degree of novelty: Medium, slightly more complex
New vocabulary: Systematic Search, Relationships
Bridging : I-pad App Star walk Points of reference in the Southern cross, Pegasus
Reflection:The speed of the class amazed me, they are feeling very confident.
FIE Lesson 5
Date : 10/9/2014
Page 1B
Learning objective/s for students :
To understand using a Point of Reference, Systematic Search and Conservation of
Constancies
To reflect on their own metacognition in this task
Elaboration in verbal responses to questions
Bridging using their own examples off the page

Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, spatial orientation, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: Verbal, Pictorial, numerical, figural, symbolic, graphic
Input: Verbal direction, visual diagrams on whiteboard, paying attention to size and shape,
comparison to the model
Elaboration : Page 1B planning, relevant cues, restraining impulsivity
Output: Verbal and Page 1B (more complex because the dots are not as large in the scaffolding)
Level of Abstraction - Medium
Degree of novelty: low, pink and black dots still but size is different
New vocabulary: Conservation of Constancies, labelling
Bridging: Navigation of Polynesian sailors using stars to emphasise points of reference.
http://www.jps.auckland.ac.nz/document//Volume_73_1964/Volume_73,_No._4/Polynesian_navig
ational_methods,_by_David_Lewis,_p_364_-_374/p1

This article refers to:
The use of the Zenith star (vertically above)which Belonged to the island over which it
passed.
Sea Marks (Betia-Complex seaweed, types of fish, swells and the colour of the water.)
Proximity of land for final approach to the island (cloud high over land, reflections in lagoons
in the sky overhead, swell, type of bird and direction of flight)
Sailing from the island using upright Markers ( can be stones) e.g. Markers on Atiu lining up
Rarotonga 133 miles away. Voyages begin at first light when both the marks and the bright
stars were visible. A star over the bow and a star over the stern were lined up.
Tahitians divided the horizon into 16 parts
Rarotongan -Pukapukans used setting times of Alpha Centauri and Beta Crucis to find Niue
Skill and daring of the seamen