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ALARM- A Learning and Response Matrix

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amanda oloughlan

on 22 February 2016

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Transcript of ALARM- A Learning and Response Matrix

4. Structure:
Provide organisational structures to support learning and responding (eg. a template/scaffold/matrix). This will help students to see the big picture, to see how the pieces fit together and to understand the overall purpose. It will also strongly support students to write a response.
Template
Headings
Critical and Creative Thinking
2. Question:
Ask students questions and give them the tools to work out the answers themselves. When they need help, break down the question into smaller or more directive questions or provide more tools, but don't tell the students the answer. Students have learned only when they can tell you the answer.
WHY A.L.A.R.M?
A
L
A
R
M
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A Learning and Response Matrix

Principles of A.L.A.R.M
Learning should concentrate on four main areas:

1. Concept:

Move from the level of content to concept.
Examine a small number of meaningful concepts in depth, rather than a large body of facts superficially. This helps students to develop deep knowledge and real understanding.




3. Literacy:
Name/Define: Identify the components of this topic.


Describe: Describe key features of each component.


Explain: Explain the purpose of each component.


Analyse: Outline how each component operates to achieve its purpose.


Critically Analyse: Identify positive and negative features of each component.


Evaluate: Make a judgement about the extent to which this component achieved its
purpose.


Critically Evaluate: Provide an overarching judgement about all the components.

ALARM seeks to help students learn how to learn by making the learning process EXPLICIT.
To promote deep understanding, rather than superficial knowledge which is learned by rote.
ALARM also helps the school to build a learning community by helping us to adopt a common model and language of instruction to describe the process of learning and then responding or explaining.

The ability to write, read and speak. This helps students to learn how to learn and critically respond. Nothing is more fundamental to becoming a lifelong, independent learner. It is the 21st Century teacher's primary responsibility.
Colours
Example
Explore and evaluate various representations of people and landscapes in 'Clay' and ONE other related text of your own choosing.

In your response you must examine the representation of the capacity of nature to bring together individuals who ordinarily have difficulties relating to others.
Question:


- Colour-coding sample answers, draft responses or the final submission. Students might colour code their own responses to become more effective self-evaluators of what is missing from their own responses; they might have this done by a peer to initiate a discussion or the teacher might colour-code a response as a framework for constructive feedback.
21st Century Learning

Activity
Find someone in the room you don't always associate with. Describe a time when you were in a fixed mindset and explain how you got out of it.
Activity
Create a question or series of questions for a unit/task that you will embark on this term- Linking it to ALARM.
Answer the question as this will be allow you to gain a deeper understanding of the process to explicitly teach the students.
Create a marking guideline to assist.
Greg's Activity
Full transcript