TERM 4

FIE Lesson 13
Date : 16 /10/2014
Learning objective/s for students : Vocabulary and meaning- To understand the word episodic and
relationships using the REY COMPLEX FIGURE
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, spatial orientation, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: Figural activity,
Input: To view and copy the Complex Figure
Elaboration To form relationships between line, to have summative behaviours
Output: To record the image with precision and accuracy
Level of Abstraction - low
Degree of novelty: High
New vocabulary: episodic, relationships
Bridging: Relationships connected to the Complex Figure lines and shapes
Reflection
Ask students to identify vocab they dont know at this stage from the T3 list
They responded with 3 not known:
1. Conservation of constancies will use water jar and dish tomorrow focus this
2. Novelty
3. Feelings of competence
Systematic approach - only Ivan went clockwise. 8 began with episodic approach
Discussion that arose: Conn asked why he cant have a purely emotional response to a question, Ivan
questioned how Quiz answers are so fast and considered that the highest mental skill. We discussed
recall as involving less cognitive functions no need to discern a problem, no need to categorise, no
need to compare etc. Instant answers with usually 1 response expected.
Key points in the discussion:
Our labels must have the same meaning if we are to understand each other
Define your answer
Recall versus other thinking process
Spelling words have no meaning there is no relationship
It was interesting that Jeremy who has a Stanine 9 in the Ravens was episodic in his approach to the
complex figure, as was Lithera who is so skilled at getting to the key points succinctly.
Also episodic at the start were Isaac, Troy, Prianka, Stepharn, Ane and Kylasen
Sam raced through successfully.
The class cannot yet explain how the skills they are acquiring at the moment apply to their reading
assuming still in an episodic state and not making the transcendence so some MLE required


TERM 4
FIE Lesson 14
Date : 17 /10/2014
Learning objective/s for students : Vocabulary and meaning- To understand the conservation of
constancies and relationships
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, orientation in space, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: verbal, visual, figural
Input: Observing the water contained in 2 forms and unchanged. Doing a memory drawing of the
complex shape.
Elaboration making a connection to the term conservation of constancies.
Output: Doing page 3 and 4 of Orientation in Space using letters and words
Level of Abstraction high visual transport of the boy and internalising. To become the boy.
Degree of novelty: low have done Page 1 but not seen table format.
New vocabulary: -internalising,position,relationships
Bridging: The glass of water, drawing symbols on whiteboard and looking for relationships,memory
of complex shape
Reflection
Memory drawing was quickly done and predominantly accurate by class.
Explaining the word Relationships, refer whiteboard image.
Also used the letter b drawn in centre of whiteboard and asked what relationships were available
They replied the b in the bottom left hand corner of the white board was the same. When a sked
how it had a relationship to the a in that word they said it was sequentially after it.
Then wrote ABC and asked what the relationships for the B were now
They said : sequence, colour, all capitals and I added position. They could then say the A was on the
left the C was on the right therefore the B was in the middle.
This led into Page 3 and 4 of orientation of Space.
Explaining Systematic search:
I asked how I would find out what number of the alphabet starting from A that the letter K is
Jeremy knew K was 13 and worked back to find the answer
Future MLE -To explain conservation of constancies in Maths using Fractions, decimals and whole
numbers

FIE Lesson 15
Date : 20/10/2014
Learning objective/s for students : Vocabulary and meaning- To understand the words episodic
and relationship
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, spatial orientation, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: Figural activity,
Input: To view and copy the Rey Complex Figure
Elaboration To form relationships between line and shapes, to have summative behaviours
Output: To record the image with precision and accuracy
Level of Abstraction - High
Degree of novelty: High
New vocabulary: episodic, relationships
Bridging: Showing Relationships as connected to the Complex Figure lines and shapes
Reflection
Asking students to identify vocab they dont know at this stage (from the T3 list of the words and
terms issued) showed that there were 3 generally not known.
1. Conservation of constancies will use water jar and dish tomorrow focus this
2. Novelty
3. Feelings of competence
Discussing the method they each followed to make a start helped them become aware of their own
process, it was important to emphasise afterwards that a Systematic approach was the most
efficient - only Ivan went clockwise. 8/30 began with episodic approach to the drawing. In general
they were surprised at how well they were able to draw accurately memory.
Discussion in class : Conn asked why he could not have a purely emotional, intuitive response to a
question. We discussed the need for planning and the problems that arise when we think or react in
an emotional way without considering the factors involved. Ivan questioned how people in a Quiz
Show have answers are so fast and that he considered that the highest mental skill because they
were so fast. We discussed recall and speed could it be that there was no need to discern a
problem, no need to categorise, no need to compare etc so instant answers involving only recall
could be faster, especially as there was usually only 1 response expected.
Key points in the discussion with the class today:
Our labels must have the same meaning if we are to understand each other
Define your answer as clearly as you can or you are not communicating efficiently, this also
applies to writing tasks
Recall is one thinking processes
Spelling words that have no meaning for you -is no relationship building so we are creating
an episodic barrier to that learning

Further reflection
It was interesting that Jeremy who has a Stanine 9 in the Ravens was episodic in his approach to the
complex figure, as was Lithera who is so skilled at writing and getting to the key points succinctly.
Also episodic at the start were Isaac, Troy, Prianka, Stepharn, Ane and Kylasen
Sam raced through successfully.
The class cannot yet explain how the skills they are acquiring at the moment apply to their reading
assuming still in an episodic state and not making the transcendence not yet aware how they can
use metacognition in their subject areas.
TERM 4
FIE Lesson 16
Date : 20 /10/2014
Learning objective/s for students : Revisiting a concept - To understand conservation of
constancies and relationship
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, orientation in space, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Task: Class were asked to: 1. Explain what had stayed the same and what had changed when a glass
of water was poured into a glass bowl. 2. Copy then draw from memory the Rey Complex Figure
Modality: verbal, visual, figural
Input:
Observing the water contained in 2 forms and unchanged.
Viewing new format of tables on the page
Elaboration -
Making a connection to the term Conservation of Constancies on pages 3 and 4.
Finding relationships and using summative behaviours using the Rey Complex figure memory
drawing
Working with comparison and tables on pages 3 and 4
Internalising direction.
Output:
Doing Page 3 and 4 Orientation in Space efficiently.
Drawing the Rey Complex Figure with accuracy from memory two days later
Level of Abstraction - High
Degree of novelty: Low
New vocabulary: - Revisited term -Conservation of Constancies
Bridging: The glass of water, memory of complex shape
Reflection
The Class were surprised at how good their memory was 2 days later. 2 students Ane and Liyah
reported in their reflections that the direction of the boy on page 3 and 4 was very difficult for them

TERM 4
FIE Lesson 17
Date : 23/10/2014
Learning objective/s for students : Doing Page 3 and 4 in Orientation in Space to understand what
it means to internalise
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, orientation in space, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: verbal, visual,figural
Input: Page 3 and 4 data
Elaboration Internalising and orientating.
Output: Doing page 4 Orientation in Space
Degree of novelty: low except for introduction of table format
New vocabulary: - Internalising, holding 2 or mores sources at once
Bridging: Physically standing a student in the room to compare placements
Reflection Class completed the tasks very quickly

FIE Lesson 18
Date : 24/10/2014
Learning objective/s for students : to revisit the words analysis and synthesis, to understand the
rules of the variations 2, to understand the word transcendence.
Cognitive Functions focus:
Impulsivity, using relevant or irrelevant cues, using a stable point of reference, verbal receptive
tools, verbal expressive tools, hypothetical thinking, holding 2 or more sources at once, Systematic
Search, comparisons, pursuing logical evidence, summative behaviours, planning, internalisation,
using superordinate concepts, spatial orientation, labelling, sweeping perception, precision and
accuracy, conservation of constancies, temporal concepts, defining a problem, visual transport,
elaborated responses, blocking, virtual relationships, egocentric communication, categorisation,
organising, ordering, inductive reasoning, deductive reasoning
Modality: Figural
Channel: visual and auditory
Input: To analyse the Variation pages C5 and C7. Looking at a large,screened image on the
whiteboard.
To find points of reference on Page 6 of orientation of dots and plan.
Elaboration :
Finding the rules in both Variations pages and recognising the superordinates in play. ( number, size,
shape and direction)
Finding the point of reference and strategy that may change eg the arc of the boot, labelling,
summative behaviour.
Output: Accuracy in answers. Some students asked to show their thinking at the board.
Level of Abstraction - High
Degree of novelty: Mid, have had examples before
New vocabulary: Transcendence
Bridging:
1. The word transcendence giving examples of transcendence in the class discussion
2. Explaining synthesis and analysis by drawing a circle alongside that a cross alongside that a
circle with interior cross on whiteboard and asking what are the relationships between
these 3? Using yellow and blue make green as a simple analogy and emphasising that the
green is something brand new not a blue/yellow
Reflection
The highlight was looking out a sea of faces all looking intently at the whiteboard when
analysing C7. It is the first time I have ever seen a whole class so engaged in the process of
thinking that it was tangible.
Working as a class to fine the superordinates is a very gentle way of mediating those who do
not feel confident. Confident students had an opportunity to come to the board and explain
their logic and strategies, this allowed the others a second chance to compare the
information they were receiving. They were working and thinking as 1 organism. (SHOHR)
Ivan gave an example of transcendence in an answer reinforcing the words meaning. The
class were asked if marriage was a synthesis, could that be if they were still individual
beings ? Ivan replied no but the synthesis is in their genetic offspring.
The DP present noted that the whole class were obviously totally engaged in the thinking
task. She also mentioned how she now could see how the deeper thinking, analysis and
synthesis would enhance their Reading skills. I am a Science teacher if I have not heard it
there is no such thing as Conservation of Constancies. At this point I reflected that the FIE
students were more open minded and consciously logical than the teacher who had used a
closed process to find her conclusion.