Procedural Writing making Takakau bread
John Hattie’s research shows it is the way teachers teach and the way students see themselves as learners that matters the most difference. This MDTA teacher considers the impact of her teaching on her student's learning and continually thinks of how she can engage them, when she plans and builds learning experiences. These students were keen to try something new and saw it as a challenge to do this task.
12:50 PM - 29 Aug 2017

                 
Many hands make light work making Takakau bread and collaborating in a task, which requires working together to construct the bread. The students were given the ingredients, but not the written recipe, just oral instructions, as the students proceeded with the making. They were not given the steps. Working in groups of 4 they all got a chance to have a part in the making. Some of the groups took a little longer to get going, where others could see what they had to do. and the 'hook' of eating the bread was also motivating.


 After the bread was made, the students then had to create the step by step instructions they had followed and write the procedure.  A great example of concrete to abstract thinking and learning, where there was a high level of engagement and processing. Thank you Glenbrae bakers.

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