PROBLEM OF PRACTICE
To what extent are students meaningfully engaged in deep thinking, structured dialogue, and rigorous learning across the curriculum?
•How are students challenged to think critically and explore meaningful problems?
•What instructional strategies support structured student talk?
•How do students demonstrate what they know and can do?
•Are students given options to demonstrate learning or choose formats, tasks, or tools?
•How is learning tailored to student needs, interests, or readiness levels.?
•How are students challenged to think critically and explore meaningful problems?
•What instructional strategies support structured student talk?
•How do students demonstrate what they know and can do?
•Are students given options to demonstrate learning or choose formats, tasks, or tools?
•How is learning tailored to student needs, interests, or readiness levels.?
THE POWERPOINT |
PROVOCATION: EXTRACT FROM "INSTRUCTIONAL ILLUSIONS" |
ThE PRE- READING
Selected extracts from the book Cultivating Cultures of Thinking in Australian Schools: From Control to Curiosity by Cameron Paterson and Simon Brooks (2025):
The pre-round task sheet asking: what assumptions about learning are being challenged? What ideas strongly resonate with your own beliefs or experiences? What tensions, questions or uncertainties does the reading raise for you?
- Chapter 2: Stoking the Fire (p26-33) by Simon Brooks, which frames curiosity as something that must be intentionally cultivated, not simply hoped for; and
- Chapter 7: Encouraging Learners to Do the Heavy Lifting (p102-109) by Lana Fleiszig. Download here:
The pre-round task sheet asking: what assumptions about learning are being challenged? What ideas strongly resonate with your own beliefs or experiences? What tensions, questions or uncertainties does the reading raise for you?
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WHAT ARE THE TENSIONS WE ARE STILL WRESTLING WITH?
HOW DOES THIS RELATE TO STUDENTS, TEACHERS, AND THE TASK?
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