Time’s ticking makers ⏰~
Only 2 days left! If you miss this, you’ll have to live with the regret… and let’s be real, regret is way worse than running out of filament mid-print. 😱😂
👉 Enter now: https://t.co/X3dP3Ic0K2
Repost for extra entry!
#3DPrinting#polymaker
@arti_choke@MarilynEDU@TeachingInHD @JCastilloEdu @IsabelAdame17 I second this book resource 👍 My year 5 and 6 students use Hexagons almost daily. Having a set ready to use helps; it’s amazing to see students use the hexagons to make their thinking visible.
Next step in our science unit, using a #SOLO DEFINE Map 2 define living things & answer the question of ‘What makes something a living thing?’ Simple level task that allows 4 high quality outcomes & equity 4 all students 2 begin construct new knowledge! #solotaxonomy#aussieEd
Making connections about living things using #solotaxonomy hexagons. Our first lesson into how living things grow and change. Generating discussion for an equitable base for all students #solotaxonomy#aussieed#eduoz
@MrD_RHS @GuzzoMatt This is key :-)
Teachers/students can understand complexity of task & outcome at surface/deep/conceptual levels
"The most powerful model for understanding these three levels and integrating them into learning intentions and success criteria is the SOLO model"
Hattie 2012 p54
328 studies over 50 years show that direct instruction (structured guidance for teachers, teaching discrete skills before application, daily checks on learning, regular testing for mastery) has consistent, large positive effects on student achievement: https://t.co/GOt4aDBUWg ($)