Addressing AITSL Standard 4 Create

Explicit teaching of cooperative learning -

and Maintain supportive and safe
increasing social awareness
learning environment - 4.1, 4.1, 4.4
Year 10, Lesson 12 – Novel Study - “To Kill A Mockingbird” – Cooperative Learning
Outcomes: EN5-9E - reflect on, assess and adapt their individual and collaborative skills with increasing independence
and effectiveness
Learning Intentions: understand and discuss the successes and challenges experience in collaborative work, and
improve cooperative practices Greeting Ss - enhances
Content Teaching Strategies positivity in classroom
Novel Study Cont. → T greets Ss and shares learning intentions of the task explicitly with Ss Providing Ss with
→ Ss brainstorm with T what the term cooperative means and assists Ss to form a
In order to develop context and
! Discussion of class definition
effective cooperative Cooperative purpose behind
→ T introduces Ss to the cooperative learning task that will involve a role play activity
learning, Ss need to Learning – What around the novel in the next few lessons, but shares that before Ss can perform, activity - asking
be explicitly taught does this mean? they need to first learn how to work together as a group. T asks Ss prompting Q’s “why” questions
how to work with such as “Why do you think it is important to work together?”

others - particularly → T becomes a role model during a questioning and discussion session to show Ss
as Ss get older and how to listen, and respectfully disagree or negotiate Allowing learners
! Practise of role play o e.g.“Okay, so what you seem to be saying is… how about we also look at it to work with
may move into
and group skills e.g. from this point of view…? Modelling skills for Ss different peers,
workforce conflict resolution → Ss are flexibly grouped – mixed abilities and genders. instead of always
scenarios, → With a set of scaffolded scenario cue cards that focus on scenarios of conflict feeling like they
discussion spaces resolution and critiquing other student’s work, Ss must in their groups take
etc. have “fixed
turns practising the different types of skills e.g. listening, sharing the discussion
Building characteristics”
space etc.
relationships → T constantly refers back to learning intentions about cooperative learning
→ T circulates room and interacts with Ss to support their development and Constantly referring
which connects to Ss
! Research in attitudes towards these skills
wellbeing back to learning
relation to the
novel for role play intentions can develop
→ In the second half of the lesson, T introduces to Ss the task outline for the role play a sense of trust
e.g. rumour and activity, and also shows Ss the teamwork rubric for the 2nd lesson – Ss will be
between T and Ss
 truth in the trial of reviewed not only on their content but also their cooperative skills
character Tom → Ss, with T assistance, select the specific roles in their groups e.g. jury member etc.
Robinson – and begin prepping and researching for their role-play task.
different → Exit slip provided e.g.
perspectives " Did you find it easy to listen to others?
" Did you think that you worked well as a team so far?
" How can you improve as a team and contribute more to the group
Strategy for Ss to inform before the next lesson?
teaching and allow for T to Focus on post lesson
make adjustments in order reflections and goals
to suit Ss better
that are relevant to the
process
















 AITSL Standard 3 - Plan for
and implement effective
teaching and learning Need to include more
Year 10 - Lesson 13-15 – Cooperative Learning and Role Play of Jury in “To Kill a Mockingbird” explicit Success
Outcomes: Criteria
EN5-9E - reflect on, assess and adapt their individual and collaborative skills with increasing independence and effectiveness
EN5-5C - To think imaginatively, creative and critically when responding to and composing texts
Learning Intentions:
! discuss the successes and challenges experienced in collaborative work, and improve cooperative practices
! compose a range of sustained, imaginative and creative texts in a range of formats e.g. role play
Content Teaching Strategies Role Play - an
Perspective
evidence informed
taking - Ss
student-centred
develop Novel Study cont. → T interacts with Ss and reinforces learning intentions from last lesson,
strategy that
personal and → T reiterates the purpose of the role play - The role play embeds a multi-view
! Exploring narrative perspective taking and empathy activity where students take the perspectives of
enhances
social
POV in the novel – different characters in a mock trial Building social and emotional awareness engagement
capabilities
relevant to real discovering new → Ss in their groups, take on their allocated roles e.g. lawyer, Calpurnia, defense jury etc. (Killen, 2013)
perspectives of a → Ss are able to utilise different multimodal formats etc to assist role play simulations
life (ACARA, scene with focus on e.g. Google Slides, Youtube videos, IMovie
2014) injustice and → T circulates room to assist Ss, providing them with cognitive scaffolding and
intolerance sentence starters for their role plays. Use of ICT/
→ Within these two lesson, Ss will begin presenting their role plays to each group and Ss Visual/Aural
must participate in a peer review style activity – 2 stars and a Wish support -
! Peer Review of opportunities for
Allows for constructive and descriptive feedback
cooperative learning → After presenting, T and Ss discuss and brainstorm concepts of truth and rumour in
and social skills
differentiation
their role-plays – Why are these concepts significant in the novel? and flexibility -
→ Ss must also consider the essential questions e.g.
Strengths Based
o “How is intolerance evident in both the context of the novel and also in the
! Discussion of context of our own society?
for Ss
rumour and truth o ”Where do we see rumour and truth in our everyday lives? How can we tell the
difference?”
Purpose - Ss able to self reflect on the bigger
picture or future purpose of themes from the
novel in their own private worlds
 ! Student reflection → Ss must reflect in their blogs how this activity gave them better insight into the
themes underpinning the novel.

→ Discussion/Exit Slips - Key take aways on role play
o Did you find this role-play activity interesting Why/Why not…
o After watching other groups, what was one thing you noticed they did well?
o How did you work as a team? Were audience members respectful?