FIE Lesson 19

Date : 28/9/2014
Task : Page 7 Post Test Orientation of Dots
Learning objective/s for students :
1.Comparing their results in Dots Page 7
2.Revisiting the word Relationships bridging Longitude and latitude
3. Explain concept that Reader uses Synthesis ( Reader meaning from text + Prior Knowledge =
New thought)
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: Graphic
Input: Accuracy in finding the co ordinates
Elaboration : using a point of reference and planning behaviour
Output: correct answers when asked the co-ordinates for cities on the map. Discussing with each
other.
Level of Abstraction - Mid, examples of longitude and latitude on the map for reference so
concrete task.
Degree of novelty: Longitude and Latitude new concepts
New vocabulary: Transcendence, revisited Synthesis
Bridging: Relationships
Reflection
Class were shy to give the co-ordinates and answers often lacked all of the information - eg
answering 30 and 90 with no mention of degrees or direction So we can discuss the need for a
full and defined answer.

The drawing on the whiteboard of a reader and text, the addition of prior knowledge and the
creation of a new idea is SYNTHESIS. Explaining the explicit task of reading as a thinking process.
Transcendence in class
Mehar reports using the vocabulary and terminology in Science and Maths. Denise (Reading
teacher ) is applying the word Synthesis and related tasks to the Novel.
Their teacher, Mehar reports that she now uses the language often and has had the students look
up the definition in a dictionary.
Next steps talk to class about the word Go! In the test and if Time constraint effected their
performance in the Page 7 Dots Test. If so what can they do to get back in control ?

FIE Lesson 20
Date : 29 /10/2014
Pages: Comparing Gestalt examples and B2 from Variations 2
Learning objective/s for students :
To understand that visual perception will only get them so far. That searching for logical Evidence
is needed at the more complex level.
Next steps - talk to class about the word Go! in a test and if time constraint effected their
performance in the Page 7 Dots Test. If so what can they do to get back in control ?
What is wrong with impulsivity? Where else do you see it happening in life?
What happens when a teacher doesnt have a system eg lost pages when handed out
Have a students show their strategy on Board for others
2. Explaining the difference between Logical Evidence and Visual perception using Gestalt
Variations 2
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
Input: visual
Elaboration : compare Gestalt approach to gathering Logical evidence. Recognising why visual
perception will only get you so far
Output: Correct answers as a class - sharing. Defining their answers verbally.
Level of Abstraction - High
Degree of novelty: High They have not encountered Gestalt
New vocabulary: Gestalt (Old German word for shape)Logical evidence and visual perception
Bridging:
1.World map on screen to see longitude and latitude Drawing lines on top.
2. Difference between visual perception in a pattern and using Logical Evidence in graphic form
Revisit terms, realtionships,planning,impulsivity
Reflection
Have noticed since Antonio was told he is Stanine 9 a few days ago that he is actively engaged and
offering answers in class, he struggles with verbal expression in a similar way to Sam and Jeremy.
Makes me feel strongly that Feelings of Competency needs to be linked to logical evidence for it to
effect change. I think this is more effective and lasting than only an emotive feedback which
affirms the child. Teachers could be specific with the evidence of cognitive functions and not just
test results. A static test result only says the student can do it but doesnt explain how or why they
do it well and can therefore be episodic.
I have noticed we discuss more in the 45 min time slot than before - I am being mindful not to
overload too much information as I attempt to revisit the phrases and vocab they know to embed
it as we are working.
Handling longitude and latitude needed more time and explicit lessons.
Next steps talk to class about the word Go! In the test and if time constraint effected their
performance in the Page 7 Dots Test. If so what can they do to get back in control ?
Did make students aware but have not got the answer to what they can do yet
What is wrong with impulsivity? Where else do you see it happening in life?
They mentioned fires
What happens when a teacher doesnt have a system e.g lost pages when handed out

Discussed the teachers system for shoes in a row ( easy to find) Discussed what the displays on the
wall showed as systems ( eg Cultural corner display, Literacy wall everything in rows and
sequential) We discussed what that said about the way the teacher used systems to scaffold their
thinking into compartments. Mehar used her bell to show them a cue that she had a system for the
start of work
Have a students show their strategy on Board for others
This works well, they are also getting better at using the defined phrase they need to explain what
they mean. Directions used now like bottom right.
2. Explaining the difference between Logical Evidence and Visual perception using Gestalt
They seemed to understand this. Prianka was unsure and asked for clarification. I drew some
patterns missing a part and they quickly gave me the missing piece then referred back to B2.
Sam noted that the rows and column were identical in their logic and the answer was determined
by both.
Ivan wanted to share a game to emphasis verbal expression. He asked the class what movie he
was thinking of without actions just words and no title. He said vampires. A class member guessed
Dracula which was correct in Ivans game. I asked the class if that was logical evidence or word
association? They replied word association very quickly. I explained to Ivan he has set no logical
boundaries around his game so the potential for answers that were correct was limited to
someone his age with his interest and a random chance.
Transcendence for the Class Novel this term Avaiki Tautau by Keith TonkinRead the novel then
related a novel study around FIR terminology. Created the document for use by the reading teacher.

FIE Lesson 21
Date : 3 /10 /2014
Cover page Analytic Perception
Learning objective/s for students : To introduce the concept of parts to the whole . Jigsaw as
examples
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

Bridging Analytic Perception with Jigsaw Puzzles

3/11/14

Room 7

Before the activity began the teacher put the words Analytic Perception on the whiteboard and
asked the class to tell her what that could mean. The term is new to the class.
Teacher -what does analysis mean?
Jimmy Breaking something up
Analytic Perception is described from the previous concepts of perception and analysis, then the
class are questioned
Teacher- What can influence you and make you change your perception?
Ruby- When you see through their eyes
Teacher Yes thats called empathy, when we can understand others points of view.
Teacher What else can change perception
Ruby-more information
Teacher Yes direct information, for example until they got direct information people thought the
world was flat.
Teuila- Your own perception can change how you analyse.
A Jigsaw box is now held up by the teacher
Teacher How would you go about creating this jigsaw?
Students by using colours like blue for the sky
Teacher Yes and there are many shades of blue not all will fit that particular spot, how else can you
start
Class Using Lines, edges the perimeter
Teacher -Do you have something to help you ?
Class -Yes the overall picture on the box
Teacher- So what are you consciously trying to do when you start a jigsaw ?
Student - You try to fit the pieces so that it's not just random
Teacher - What criteria do you use to fit the pieces ?
Jeremy - The cut of the piece can show how it fits together.
Teacher Bridges recall and memory to doing puzzles when in their in childhood
Teacher - You were following all these steps on the board, lines, direction, colours
You probably didn't realise you were doing this when you were young
Teacher So we need to have rules, systems and organisation so that all our pieces fit the whole.
We may do it differently from each other depending on our perception. We may start elsewhere.
Teacher what is the point of image on the front of the Wasjig box?
Class Wasgij picture is a cue only
Teacher -The puzzle will remind you of all the rules
Puzzles are intrinsic too
Puzzles are concrete and in the here and now so you know what the puzzles is, but now we will
extend it to virtual perception. We have to see what will happen in our head
Compared to the other puzzle the Wasgij is really complex. Why ?
What are they looking at ? what's going to happen?

The teacher put the students into 2 groups to analysing the jigsaw cover, some students in class are
now realising Wasgij is very different.
Teacher -The other Jigsaw is concrete, we can see the pictures
So how will these strategies and rules help us?
Yes we can take all of these with us in the task Line, Colour, Direction and Position.
Transendence question - Does this sound familiar ? What other tools have you used like this ?
We are using our imagination so what might happen next in the picture ?
What were you doing in your head when you were actively doing this task ?
Ivan- Just a minute, let me think, I need to do this! This one has similar patterns, colours.
I don't have a point of reference for the big picture but I can still put it together in segments. I can
what it will be from the parts
Teacher So instead of a perception of the whole you analyse the parts ?
We can analyse the parts to form the whole, but everyone is different for example Teuila uses
elimination when she is analysing.

Reflection for Group work using FIE

Group dynamics are more efficient when each member listens for LOGICAL EVIDENCE from
key members trying to persuade others what the strategy should be.
Instead of listening only, listening for how the person is analysing the information E.g In this
instance someone else may be the best team leader not the traditionally appointed person
Analysing how the class groups function solving a problem together using cognitive
functions and FIE language could be another aspect of this research
Having the students observe and record so that they are more aware Templates would be
required to guide the observations initially

FIE Lesson 22
Date : 4 /10 /2014
Page 1 Analytic Perception
Learning objective/s for students :
Focus - Continue concept of parts to the whole Cognitive Functions

Focus -Attach analysis to Comprehension questions:

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 and verbal

Input: Page 1 novelty.
Elaboration : Understanding the term Structural Perception, finding the parts that make the whole
and understanding their relationships.
Output: Written response on Page 1 to be accurate. Verbal responses encouraged in bridging.
Level of Abstraction - High Analysing time, history, Apples technology journey, seasons,
history,laws.
Degree of novelty: Mid to High- have learned some terminology and have worked with Dots and
variations
New vocabulary: Structural perception
Bridging: Examples of structural perception in class shoes in rows,word docs files stored on
computer, taking engines apart, dress making patterns, anything done in order eg baking a cake.
School timetable, decades. Playstation or X-box levels
Maths counting in sequence digits, degrees, fractions, time
English pages of a novel
Science development of our universe
Concrete examples and abstract examples used
Light changes to dark in nature but clock change is man-made construct daytime is always 12
hours on clock.

Reflection

Prefer to separate Structural and Operational Perception so avoid confusion for students
I am beginning to bridge as a more internalised task now. Have just found Socratic questions and
intend to use those more for MLE
Recognising the need to check and recheck understanding. The teaching of FIE is a reciprocal
exchange, next steps are governed by the stages and understanding evident in output or class
discussion so the mediator needs to be very aware.
Working now on explaining how synthesis relates to their Reading tasks. Time to create an opening
for Transcendence to their school subjects.

Need to see Sam, Troy and Elizibeth next lesson re DOTs blocking

FIE Lesson 22
Date : 5 /10 /2014
Page 2 Analytic Perception
Learning objective/s for students : to understand Structural analysis and superordinaytes
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: verbal, figural.
Input: Page 2
Elaboration :

ordering and organising the parts for the whole

Understanding that operational perception involves a sequence, planning for efficiency.
Realising they are bound by 2 things.

Output: Accuracy on page 2

Level of Abstraction - High

Degree of novelty: similar to page 1

New vocabulary: , Structural analysis, superordinates.
Bridging: Rubrics cube concrete example what superordinates do I need to consider to solve
this? Colour,position,number, I need a systematic approach to moving the squares I need to use
structural analysis to view the planes of the cube the numbers of mini squares within.
Explaining the solution to E2 improving my language to give logical evidence Using superordinates
size, shape, relevance,direction Reflection
It is harder to pick the cognitive functions process for the lesson when it is becoming very
apparent that in most tasks nearly all are used.
Antonio and Troy offered their strategies at the whiteboard, Troy was proud to solve it publically
and smiled a lot !
Antonio has the methods but not the language that defines his thinking as yet, I have asked him to
consider that.
Nyla and Liyah back in class after absences and confused
Ruby is very engaged and insightful in her class answers.
Changed format and had the students work in pairs to solve the page together verbally giving
logical evidence to their partner
Ivan explained precision by shining the data projector on the shape and drawing over it to show
they were exactly the same
Discussed necessity in precision of right angle triangle on Page 2
Wrote the thinking process, as we did it together on the screen, on board (eg Visual transport
Orientation, logical evidence, superordinate used)
Left question on the whiteboard for them to consider:
Can I use structural analysis when reading a comprehension text?

FIE Lesson 23
Date : 6/10 /2014
Page 3 Analytic Perception - Operational analysis- preventing waste by planning, to know how to
lay out material needed, building a bridge design. Road before sewer, preparing dinner, solving a
math problem e.g BODMAS
Learning objective/s for students that some parts need to be ordered for meaning
Explain how the sequence can affect the meaning or process
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: Graphic, figural, verbal
Input: Looking at the Fibonacci Series as sequence examples
Page 6 of Analytic Perception
Elaboration : Organising sequence and order
Output: answer on Variations C10 discussed as pairs and as an explained example on white board
for verbal expression
Level of Abstraction - High
Degree of novelty: HIgh
New vocabulary: Sequence, Operational Analysis,
Bridging:
Reflection
There were 2 students who understood the Fibonacci series as a continuum. When I told the class
about PHI I also told them to get their calculator and check if this was in fact 1.61 as stated. Eg what
is the evidence?

Also discussed how the loudest person controls the idea in a group and how they could offer the
logical evidence in that situation for any problem or group discussion.
Assisted Ruby with the straight line to curved line morphing today.
They worked well in pairs and small groups to convince each other they had logical evidence for
their answer. Very buzzy atmosphere and transitioning them from my teacher direction to their
ability to solve the problem together now that they have the right language to match the concept.
Visitor observing in the room minimised some responses but they are usually a bit shy about
answering in front of their class anyway.
Next steps view and discuss You Tube clip to visually see the Fibonacci series in nature.Using
concrete evidence.