\nThis is a routine for understanding why something is the way it is.<\/p>\n
You can download a pdf detailing the thinking routine at Project Zero (Link<\/a>)<\/p>\n I have used it recently with Year 1 and Year 4 students.<\/p>\n Year 1<\/span><\/strong><\/p>\n Currently, as part of a Science unit, Year 1 students are researching the design of race tracks. I used the Explanation Game as the basis of our first lesson. I wanted to familiarise students with race track design and assess prior knowledge.<\/p>\n Working in groups of 3 the students were asked to study\u00a0a given circuit and respond verbally using the following sentence starters:<\/p>\n I notice..<\/span>……\u00a0<\/em>this required the students to carefully observe the image and identify something they found of interest in the image.<\/p>\n I think.<\/span>……\u00a0<\/em>this\u00a0enabled the students to bring their\u00a0thoughts into the conversation. Some responses were based on prior knowledge,\u00a0others were simply creative ideas.<\/p>\n I wonder.<\/span>…..\u00a0<\/em>this generated questions for further investigation. It enabled student voice in learning.<\/p>\n Sample response:<\/strong><\/p>\n I notice there is a long straight part in the track. Year 4<\/strong><\/span><\/p>\n Students were asked to observe two pictures related to a unit on\u00a0Education.\u00a0<\/em>As this was the first time they had experienced the Explanation Game, I used the same sentence starters as Year 1. Rather than responding verbally students were asked to blog their responses which enabled their peers to reply to comments and begin a process of deeper reflection.<\/p>\n![\"\"](\"https:\/\/mrsbarkerstearoom.com\/wp-content\/uploads\/2018\/03\/Track-Design-300x225.jpg\")
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\nI think it is so cars can go really fast.
\nI wonder what is the fastest they can go on that bit of the track?<\/p>\n
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