Teaching and Learning in Trinidad & Tobago, 2015 (Photo Credit: Marlon James)
STEP 1: Students begin each class by receiving an All Angles prompt: this can be any piece of text, such as a photograph or question (see the below example). The All Angles prompt introduces the central topic or issue of the lesson.
STEP 2: Students record thoughts, questions, images, and feelings that respond to the prompt. When introducing this frame, teacher models divergent thinking aloud and records ideas from all learners visually, on a whiteboard or projected screen. With time and practice, teacher can reduce time for modeling.
STEP 3: Students engage with different inquiry-based learning experiences that develop many dimensions of the central topic or issue from All Angles. New ideas, insights and texts are explored.
STEP 4: Students end class with the My Angle reflection, which the teacher also models when first introducing the frame. This reflection allows students to take into account the many different ideas that were presented during the lesson and to synthesize their own understanding.
Example of an All Angles prompt in the form of a question.
STEP 1: Students begin each class by receiving an open-ended Springboard question, such as ‘What makes a good leader?’ The Springboard question launches the class inquiry.
STEP 2: Students respond to the question on post-its with as many answers as they can possibly think of. When introducing this framework, the teacher models divergent thinking on the whiteboard or projected screen.
STEP 3: Students share their most creative, exciting ideas with one another.
STEP 4: Students engage with learning experiences related to the central Springboard question.
STEP 5: The lesson ends with the Landing Reflection – students respond to the Springboard question again, but this time, they converge on one special idea or insight they gained over the lesson. When introducing this frame, the teacher models the Landing Reflection aloud with the class.
Springboard/Landing Method visualized with acrylic and sharpie on acetate
STEP 1: Students receive a literary text on a page with large empty margins.
STEP 2: Read the text together as a class three times. Students underline key words in the text and record images, thoughts and questions in the margins.
STEP 3: Students share their key words and a word bank is created on the whiteboard. Students share general ideas about the message/meaning of the text.
STEP 3: Students review their underlined words and select three that they deem most important.
STEP 4: Students choose colours to represent their key words.
STEP 5: Students share their choices with one another and explore the reasons for colour choices. Students can also recognize diverse interpretations of colour and corresponding meaning.
STEP 6: Students can use their three colours to create an artistic expression of the text.
In the Present Green (2010), mixed-media on canvas