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FIE Lesson 6

Date : 12 /9/2014
Page 2
Learning objective/s for students :
Comparison to page 1B (2 triangles this time)
Elaboration in verbal responses to questions using Mathematical labels Isosceles and
equilateral triangles, angles.
Making a plan
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 2 planning, relevant cues, systematic search
Output: Drawing straight lines on page,accuracy and using more dots which were closer together
Level of Abstraction - Medium
Degree of novelty: low, pink and black dots, 2 triangles
New vocabulary: planning, isosceles triangles, equilateral triangles
Bridging: triangles -labels and angles drawn on whiteboard and relationships discussed
Reflection
Covering specific types of triangles was important.
FIE Lesson 7
Page E1
Date: 15/9/14
Learning objective/s:
1. Introduce investigating errors based on size and key (e.g. M=missing dot)
2. To explain the term Verbal Expression through a class game
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: Adding the new challenge in Page E1 of finding errors and reading instructions
Output: drawing onto Page E1.
Level of Abstraction - increasing in complexity
Degree of novelty: medium
New vocabulary: Precision, precise
Bridging: Verbal expression game- one student describes how to draw a triangle ( or other figures)
to another who must follow his instructions to draw it on the board.

Reflection:
Unable to show clips will carry over to next lesson. Allowed 15 mins for task - more time helped.
Reflections of students were confident and positive, they responded well to the introduction of
words and a key in the task. They understood verbal expression through the class game ( showed
egocentric communication and lack of elaboration in response) and 5 students participated
confidently up front.

FIE Lesson 8
Pages E2
Date: 18/9/14
Learning objective/s:
1. Investigating the learning in errors
2. Learning that labelling an error can help prevent reoccurrences
3. Introducing blurred perception and the need for a check
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. Logic -how do we know there is one square accurate? (3 figures
1 mistake 2 squares)
Compare to Page 1B no big dots and dots are now closer together
Elaboration:
Page E2 of finding errors through awareness of comparative behaviour and holding 2 sources of
information at once, checking.
Output: Drawing onto Page E2 without sweeping, blurred perception. Accuracy
Level of Abstraction - increasing in complexity
Degree of novelty: medium
New vocabulary: Imprecise, blurred and sweeping perception, labelling, comparison,key.
Bridging: Errors in real life A reducing the possibilities strategy library search, lamp not
working, laptop not switching on. Counting students off a bus, buying multiple products etc

Reflection:
Discussed word imprecision then the need for labels difference between a square and a rectangle
and visual transport reiterated.
Leading towards the Cognitive Map lesson.
Label activity one student must tell another student which pen to write with first red pen first
without using the word Red
Points of reference selected by the students to communicate were : the rainbow, colour wheel,
emotional connection to colour . I could extend with points of reference not working if red (or white)
is different meaning in different cultures.
Struggling students on Page 2 - Elizibeth, Troy, Sam and Ruby. Excelling are Lithera,Ane,Alisi and
Rachel
15.9.14 Teacher is transcending -As I left the room the classroom teacher ( who has been doing dots
with students )started using the language blurred and sweeping perception with her students to
instruct her Maths lesson on Proportions. She could see the benefit of the language transferral to
her teaching. Spatial Orientation is their current topic so perfect timing to start next Thurs, have
asked those who were away to do dots at home.

FIE Lesson 9 and 10
Research Pre-Test
Class sat Ravens Standard test. Class took 30-35 minutes to complete
Completed Page in Dots

FIE Lesson 11
Date : 19 /9/2014
Page ; Cover Page Orientation in Space and page 1
Learning objective/s for students :
To revisit language
Relationship can only exist between two or more things e.g. if today Sunday yesterday was
Saturday
Labels arrows are a universal symbol for , they can reverse and point in 4 directions. Can be
used for hypothetical thinking or mind maps, flow charts for sequence etc;
Page 1 Blurred lines suggest movement g pin wheel. This pinwheel has a front a back a left and a
right. Not all do e.g. a CD
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: graphic
Input: Page 1 and cover of Orientation in Space
Elaboration : Making sense of the cover page, defining the problem on page 1, pursuing logical
evidence. Comparison
Output: Accuracy in answers and efficient visual transport
Level of Abstraction - High
Degree of novelty: High
New vocabulary: Orientation, direction, position
Bridging: Considering their position in their classroom environment
Reflection
Some students understood internalisation, some visual transport
TERM 4
FIE Lesson 12
Date : 22 /10/2014
Page 5 Orientation of Dots
Learning objective/s for students :
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: Figural
Input: Discussing the need for labels on unique shapes (e.g igloo shape on Page 5 is not universal)
Naming is knowing concept. Discuss what the problem is define it and search for cues.
Elaboration : Drawing on page 5 Finding asymmetrical shapes versus symmetrical shapes
Output: Complete Page 5 accurately and Labels
Bridging: Wearing Orientation of dots and Ravens clothes, discussing vocab that did not suit the
irregular shape due to multiple meanings
Reflection
Teacher introduced the class Novel using FIE terminology asking why she had chosen it asking them
to write those reasons down
Discussed emerging individuals in the class :
Jeremy Class teacher reports same issue of limited verbal expression in his writing MLE for defined
answers. Prianka often impulsive, Sams verbal expression issues, Danikas prowess, Litheras
writing skills and exceptional ability to summarise and conclude , Conns often emotional responses
to tasks and his environment.