2. Divide up the work between the groups and within the groups so each person knows what they are responsible for.

3. Take progress videos! It is always good to see what has been done.

4. Enjoy!!!

 

 

(Source: Whitehat)

 

 

 

 

Making Halloween Props for your garden!

 

Primary Middle Secondary

Australian Curriculum General Capability: Critical and creative thinking

Cooperative Learning Activity

  

 

1. In groups of 4 - 5 students, research "How to make Halloween Props" from WikiHow

 

2. Read the article and divide up the props so that each student has a different prop to make for the whole group. Eg. one person will make "Fake Bones" for the whole group while another student will make gravestones.

3. Make a video of the prop making so you can all see the process and progress of the props.

 

4. Secondary

For the secondary students, you are to go one step further!

You are to work out a system of lighting for each of your gardens so your props can be seen by all your neighbourhood on the night.

5. Again, take a video showing the placement of the lights and provide an explanation of why you chose to light up the props the way you did.

 

 

Vaping as a prop! Ethical or not? Let's Analyse using Academic Controversy Strategy

 

Secondary

Australian Curriculum General Capability: Literacy

Australian Curriculum General Capability: Critical and creative thinking

Australian Curriculum General Capability: Ethical Understanding

Australian Curriculum General Capability: Intercultural Understanding

Philosophy

Cooperative Learning Activity

 

Teacher

It is important that you read and understand the Academic Controversy Strategy before commencing this lesson.

 

 

Students

 

1. Forms groups of 3 - 4 students. Read the following article from The Conversation 5 July 2021. What does the title of this article tell you initially?

 

 

2. Look at the videos within this article and add to your thinking about this title. What are the implications for society? Does looking less glamorous than smoking have any meaning or point?

3. Your group and class is to use the Academic Controversy Strategy to analyse this article from both sides. Investigate this strategy and follow your teacher's instructions about the physical layout of this strategy.

 

Student Process

The process for an academic controversy is described below:

1. Establish the issue
   The class negotiates an issue for investigation and discussion. This is worded as a clearly stated question (e.g. ?)

2. Pairs Study
   Form groups of four, with students divide into pairs. The pairs each study the same background information (usually a text study) on the issue of concern but one pair proceeds to take the ‘yes’ case and the other pair takes the ‘no’ case. They each spend at least 5 mins in developing an argument. They then meet with a pair sharing the same viewpoint from another group to refine their perspective.

3. Pairs Present
   Students move back into their original group of four and each side presents their arguments. The other pair listens but is also permitted to ask clarifying questions.

4. Pairs Challenge
   Each side challenges the other side’s position, asking for justification and looking for any inconsistencies.

5. Pairs Reverse Positions
   Each side now switches roles to argue the opposite side to the one they were previously
   defending.

6. Group Report Writing
   Team members drop their assigned roles and work together to decide which arguments are
   the most valid from both sides and seek a statement or report that incorporates their
   discussion. Consensus is sought but not required. Each group member should be ready to report and defend their decision to the class. Assessment is based on the depth of the consideration of all arguments.

7. Class Discussion of Decisions
   The teacher may wish to do this before the final report writing so as to further test the
   arguments.

8. Processing
   Group members discuss how well they worked together. What worked best? How could we improve the way we did this activity?

(Source: MM McClean)