Evidence-based practices at Wilsonton State High School

[On-screen text] This video demonstrates how evidence-based practices can work together in an Industrial Technology and Design lesson where the students are learning assembly techniques for joining timber. Students will use these techniques to continue building a frame for a toy they are making. 

[On-screen text] You will see the teacher using techniques aligned to the following areas of practice: 

• Explain learning objectives 
• Rules and routines 
• Revisit and review 
• Monitor progress 
• Respectful interactions 
• Extend and challenge 
• Teach explicitly 
• Organise knowledge 

Daniel Flood, Year 7 Industrial Technology and Design teacher, Wilsonton State High School: Hi, I'm Daniel Flood. I'm an Industrial Technology and Design teacher here at Wilsonton State High. I teach Year 7. Today we are practising assembly techniques for joining timber. 

[On-screen text] Explain learning objectives 

• Write clear, relevant learning objectives and success criteria 
• Explain the learning objectives 

Daniel Flood: So, ready for the learning goal? Three, two, one and … learning goal today. Dom, could you please read the learning goal out for us today? 

Student: Today I will practise assembly techniques for joining timber. 

Daniel Flood: So, what does the word ‘techniques’ mean? The word techniques, Georgina. 

Student: It's like a special method or way of doing something. 

Daniel Flood: Correct. Techniques is a way of doing something. So we are successful when we have done these things. Bradley, could you please read out our first success criteria? 

Student: I have prepared all pieces for assembly. 

Daniel Flood: Fantastic. Alexis, could you please read the next one? 

Student: I followed the correct practices for assembly. 

Daniel Flood: Fantastic. We've followed correct process.  

[On-screen text] Rules and routines  

• Use routines that prepare students for learning (group work roles) 

Daniel Flood: All right, once you've done that, please put your pieces underneath and organise your managers for today. Who's going to be your tools managers and materials managers please? 

Five, four, three, two, one. Okay, raise your hands if you're a tools manager today. [Students raise hands.] Great to see. All right, hands down. Raise your hand if you're a materials manager today. [Students raise hands.] Nice work. Good to see we're organised. 

[On-screen text] Revisit and review 

• Include regular, short, appropriately paced reviews  
• Focus on knowledge and skills that will maximise learning progress  
• Design review for high participation rates (turn and talk) 

Daniel Flood: Okay, we're going to do a very quick warm-up. I've put 3, 3 minutes, but I think we can do this a little quicker. So, what are some purposes of sanding and what is the reason for using our sanding block? Okay, turn and talk. I’m going to give you guys one minute to turn and talk. Go.  

Class: [Interposing voices.] 

[On-screen text] Monitor progress 

• Check for understanding frequently 
• Frame feedback constructively 

Daniel Flood: Nice. Cutting fingers, good. Nice. Could you repeat that? 

Student: If you go against the wood, while sanding, it will make it all wavy and uneven and disoriented. 

[On-screen text] Respectful interactions 

• Build trust with credibility, care and consistency 

Daniel Flood: Great answer. 

Student: And it will feel very, very weird. 

Daniel Flood: Do, can you share that with the class in a moment? 

Student: No … 

Daniel Flood: You can do that. 

Student: … I don’t want to. 

Daniel Flood: Nice. All right, thanks for doing that. What do we say, ah, the reason for using a sanding block is? 

Student: So you have better control …  

Student: And you can get a bit more evener like sanding, cos like if you use your hands, it’s not covering all that and not applying the same amount of pressure.  

Daniel Flood: Fantastic. Great answers. I might get you guys to share in a moment. 

All right, 20 seconds to go.  

[On-screen text] Monitor progress 

• Guide attempts to respond 

Daniel Flood: Boys, what do we discuss here? Why do we use sandpaper? 

Student: So … we don’t really understand what a block sander is used for. 

Daniel Flood: That's okay. What do we use a disc sander for? 

Five … four … three … two …one and tracking this way. Guys, I heard really great turn and talks. 

[On-screen text] Respectful interactions 

• Establish and maintain a culture where feedback is valued 

Daniel Flood: We're going to go over to this table first because I had a great answer. So, what are some of the purposes or reasons for sanding? Can you please share?  

Student: If you, so, it's supposed to make the wood all smooth and nice to touch. But if you go against it – the wood – then it can make it all wavy and uneven and kind of disoriented. 

Daniel Flood: Hands up if you would agree with her answer. [Most students raise their hands.] 

Very good. Most people agree. Hands down. 

Second question: What is the reason for using our sanding block? Chloe? 

Student: So you can get a more like even sand. Like, I don't know, like just through the part because if you're using your hand, then it's not applying an even amount of pressure or whatever. But if you use a sanding block, then it's even all the way. 

Daniel Flood: All right, let's do hands up if you would agree with Chloe's answer. [Most students raise their hands.] Nice. Nice, smooth, even strokes. Well done. 

All right, we are going to get into it today, guys. Thank you for that. 

[On-screen text] Extend and challenge 

• Establish protocols for collaborative problem-solving 

Daniel Flood: In a moment, we're going to do a demonstration of sanding. If you are a materials manager, can you please go to the cupboard when I say go and get your materials out? Once you get your materials out, can you please assemble your frame on your desk like my one is. Even if you haven't finished, assemble it like my one, just here. All right, materials managers may go. You have 1 minute. Oh sorry, 2 minutes to do that. 

Girls, do you remember where you're up to with your ones? Have you chiselled all the pieces out yet? 

Student: Yeah, I’m pretty sure I chiselled all mine. 

Student: Um no, no. 

Daniel Flood: That's all right. So we'll move on to that. So if you know you're up to chiselling, are you 2 tools managers? All right, if you'd like to get the tools out that you know you're going to use, you may get those out. 

Okay, 30 seconds left. Have we got our pieces out here, guys? 

[On-screen text] Respectful interactions 

• Teach, model and recognise respectful interactions 

Daniel Flood: Nice. Is this, whose is this one? Nice. I can see Talia's got her pieces ready over here. I can see this group is working really well. Nice work. Good. Now let's have a look here.  

Student: Yeah. 

Daniel Flood: See there's that little bit in there. Do you want to share yours so we can talk about how to fix that little bit? Or this one, can we share this? 

Student: Yah. 

[Timer beeping.] 

Daniel Flood: All right, we might get you in a moment to bring it over and we'll share. 

All right, I can see most people are ready to go. 

[On-screen text] Rules and routines  

• Use routines that prepare students for learning 
• Use prompts and signals to maximise efficiency and minimise distraction 

Daniel Flood: If we could have tools down, please. Materials down. And come to the front bench for demonstration formation. Let's go, please. Three … two.  
Hey, where's your glasses? 

Student: Oh my God. 

Daniel Flood: All right. Very good. Can we come round from … so I can see who's around the back, please? Very good. Nice. Thank you. 

All right, here's what we're going to do today, guys. So, in a moment, you are going to keep continuing with your stage. Now I'm going to demonstrate how we can use some sandpaper if you're up to this stage. If you're still up to chiselling, you're going to get started with chiselling today. So you'll see here, 8 minutes, in a moment, to sand or catch up on your joints. 

However, we're going to talk about sandpaper first. When we get to this stage, like my one, our next step is going to be doing something with the inside. What are we going to do to the inside of our material? Yeah? 

[On-screen text] Explain learning objectives  

• Connect to and build on students’ prior knowledge 

Student: I'm going to sand it. 

Daniel Flood: We are going to sand it. Why do we want to pre-sand our material before we assemble it? Isla? 

Student: That way you can reach all the, like, the corners and, like, get rid of it. 

Daniel Flood: Nice. We can reach all the insides. What's going to be the issue once we put it together and we try to sand it? 

Student: You can't. 

Daniel Flood: Yeah? 

Student: You can't really get any of anything without, like, destroying your whole creation again. 

Daniel Flood: Good. It's a bit hard to get right in there, isn't it? Very good. So, when we use the sanding block today, we're going to use this one. Now, sanding grits. Does anyone know what the grit of a sandpaper is? 

Student: Is it the rough part of sandpaper? 

Daniel Flood: Good. It does have to do with the roughness. So the grit, the grit is the roughness rating of the sandpaper. All right, I want a quick turn and talk. If the number is higher – we'll see our number on the back here – do you think 120 is going – or 180, sorry – is going to be rougher than something like a 120? Turn and talk. 10 seconds. Go. 

Class: [Interposing voices.] 

Daniel Flood: Okay, 5 … 4 … 3 … 2 …1 and tracking this way. All right. Raise your hand if you think the higher number is going to be rougher. [Some students raise their hands.] Okay, about 50%. Hands down. Hands up if you think the lower number is going to be rougher. [Some students raise their hands.] All right, you guys would actually be correct. 

[On-screen text] Teach explicitly  

• Explain new information clearly and concisely 

Daniel Flood: So, believe it or not, the lower number is actually going to be rougher. Here's a quick reason. 

[On-screen text] Organise knowledge 

• Integrate visual and verbal representations 

Daniel Flood: Now, sandpaper is measured in square inches of roughness. So, for every square inch, if we have a 40 grit, we need to fit 40 bits of sand to fill this space. So, these bits are going to have to be bigger. If we had a 120 grit, for the same size, these bits have to be really small to fit the same amount, so they're going to scratch out less. Okay, when we sand, we're going to get our piece and our sanding block and sandpaper. 

[On-screen text] Monitor progress 

• Draw on student responses to check your practice 
• Respond to struggles or mistakes promptly  

Daniel Flood: So, which number are we going to start with today, out of … I think we have 80, 120 and 180 today. Which number would we start with to take off the most? 

Student: We just start with like a 180 to take off the most. 

Daniel Flood: Hmm. Hands up if you would agree. One person would agree. All right, who would start with the 80 and why would you start with the 80 instead? Talia? 

Student: Because, like just, I don't know, the lower the number, the rougher? 

[On-screen text] Teach explicitly 

• Demonstrate and think aloud 
• Model using worked examples 

Daniel Flood: Correct. And that's going to remove more material. So, when I get my sandpaper, I have 180 here, I have 120 and I have 80. So, we're going to start with the rough one. To make it easy to tear it off, we can put our ruler on here and we can use that to help us tear a nice piece off. Then we can get our sanding block. I'm going to get my piece. Now, rather than trying to hold it here, which tool could I use instead? Alexis?  

Student: The vice.  

Daniel Flood: The vice. Correct. So, if I open this up, I can put it this way and I can sand it and you'll see it quickly takes off things like my name. So I'll start with an 80. Once that's nice and flat, then I can move to the next one. 

Student: Aren’t we meant to take our name off? 

Daniel Flood: That's a good question. 

Do you guys think we'll keep our name on the inside? 

Class: No. 

Student: It’s the inside, man. You’re gonna see it. 

Daniel Flood: A little bit of both. We want our name, but we don't want to see it on the inside. Where could we put our name so it's not going to be seen again? On the bottom? 

Student: On the bottom. 

Daniel Flood: Good. So, if you guys put your name on the bottom when you sand off your name there, that would be great. So, remember, use the vice, sand with the grain, take off your name, put it on the bottom. If you're still chiselling, let's go ahead with that. Okay, 8 minutes. 

[On-screen text] Teach explicitly 

• Move between guided and independent practice 

Daniel Flood: You can return to your workstation. If you're finished, move on to the booklet.  

[Timer beeping.] 

Nice safe use of the tools.  

Student: [Inaudible.] 

[On-screen text] Monitor progress 

• Check for understanding frequently 
• Monitor errors to provide feedback, additional instruction or guidance 

Daniel Flood: So, we have here, 120. We have 80. So, which one did we say was going to take off more?  

Students: The 80. 

Daniel Flood: The P? I actually have to check what the P means. I forget. So, if you start with this one, it would have a meaning. 

Student: Okay, how do we rip it off? Can you rip some off for me? 

Daniel Flood: So, if you put it this way, put your hand down and then you tear that. There you go. 

Student: Perfect. 

Daniel Flood: Have you got a sanding block there? Good. I can see people getting out their tools well. 

[On-screen text] After 7 minutes of guided practice 

Daniel Flood: 30 seconds to go. 

[On-screen text] Monitor progress 

• Monitor errors to provide feedback, additional instruction or guidance 

Daniel Flood: All right, if you come from this side. Come around so I don't chisel ya. And put it there. And hold your left hand like mine and then you chisel. That way, you'll take off a little section more down to your line. All right, time's almost up. I'll get you to do that in the next section. 

[On-screen text] Rules and routines 

• Foster a safe, supportive and consistent learning environment 
• Use prompts and signals to maximise efficiency and minimise distraction 

Daniel Flood: Okay, 5 … 4 … 3, get ready for tools down … 2 … 1 … and tools down, mouths closed, tracking this way. Nice work, this group. Fantastic. Really good up the back. Great work up here. Waiting on a couple of people. 

Really, really good work, guys. I saw people using the chisels nice and safely. I saw the sanding blocks getting used well. Before we move on and we go back into it, we're going to share a couple of techniques as to how we can prepare our pieces for assembly. I'm going to get Grace to come over with her piece to share, and we're all going to come up for demonstration formation please. 

Do you have your other one to go with it? 

Student: Oh. 

Daniel Flood: Okay, tools down at the back. Thank you. Thank you, nice work. You come around.  

[On-screen text] Extend and challenge 

• Model approaches to problem-solving (Understand, Plan, Solve, Check) 

Daniel Flood: All right, Grace is going to share. She's going to share and tell us: What is the issue you are having, Grace? 

Student: It doesn't fit. 

Daniel Flood: To me it looks like it fit. What do you mean it doesn't fit? 

Student: It's not like circular around that bit. 

Daniel Flood: Oh, it's a little bit round. 

Student: Mm-hmm. 

Daniel Flood: Yeah, and sorry, what were you going to say after that? 

Student: I don't know. 

Daniel Flood: What's happening in here? 

Student: There's too much happening. Wood. 

[On-screen text] Extend and challenge  

• Model approaches to problem-solving (Understand, Plan, Solve, Check) 

Daniel Flood: Oh, there's still a bit of wood stuck in there? 

Student: Mm-hmm 

Daniel Flood: Nice. All right. What do you guys think we're going to do to fix this? Yeah? 

Student: Can you just do it and try and saw it away? 

Daniel Flood: We can. That is a great answer. So, we're going to use a saw to try and saw it down this way. Now I was having this issue too, so I prepared mine as well. Would you like to do your one or would you like me to do my one? 

Student: You do yours. 

[On-screen text] Extend and challenge  

• Model approaches to problem-solving (Understand, Plan, Solve, Check) 

Daniel Flood: I'll do mine. All right. So, I was having this issue on this one here. You can see there's a little bit of material in here. So, what I can do is I can get my saw. There was one other one. Just finding the corner. Ah, it was this corner. See how it's sticking out a bit there, guys. So, we're going to fix that up. So, I'm going to look at this corner. Which tools are we going to need to saw? Yes, Georgina? 

Student: You’re going to need a saw. 

Daniel Flood: A saw and what's this tool here? 

Students: The wooden. Chopping board. 

Daniel Flood: Hands up if you can help us out. Alexis?  

Student: [Inaudible.] 

Daniel Flood: A bench hook. Nice. I've got my piece and I've got my other flat piece here. Now, I want this joint to sit a little bit lower, so I have to take a little bit of material off this side. So, I'm going to set this piece just here on that edge. I'm going to get my tenon saw, and it can be a bit tricky, but I'm going to use my tenon saw to saw off just the edge of that.  

Now when I get close, I will need to stop and have a check. Okay, let's check our piece now. Well, it's pretty good. There's a little bit of material in there too. How could I take that material out in there? 

Students: Chisel. 

Daniel Flood: Correct. So I'm going to put my saw away. Get out my mallet and my chisel.  

[Whispering to student] Can you put those down, thanks. 

Okay, so I've got it. Would I chisel it in the bench hook?  

Students: No. 

Daniel Flood: No. All right, in the vice. I'm going to put it this way. I'm going to chisel from 2 directions. So, I'm going to go from this way. I'm going to chisel down like that. Wiggle it. Now, if you need to use your mallet, that's okay. Down there. Then I go from this direction. I switch it around, wiggle it, wiggle it. Use my mallet if I need. Now, if it's still in there, like my one is, does anyone – can anyone recall the step we used to take that out? 

Student: You take your chisel and you like – not – I don't know how to like [inaudible]. You like run it along the edge. Like, I think, some way [inaudible]. 

Daniel Flood: Good. We can do what we call a slice. So, we can use our 2 hands and we slice it that way. Sometimes you need to, to do it, both ways, though. So I'm going to keep working. It can take you a little bit of time.  

All right, so what is our next step we have to do or what are 2 of our next steps we could be doing?  

Student: Sanding? 

Daniel Flood: Correct. Sanding, yes. What is another step we could be doing? 

Student: Chiselling? 

Daniel Flood: [Whispering to student] Put your hand up. 

Yes? 

Student: Chiselling.  

Daniel Flood: Chiselling. Very good.  

[On-screen text] Extend and challenge  

• Model approaches to problem-solving (Understand, Plan, Solve, Check) 

Daniel Flood: What you are hoping to get at the end of this is your pieces all fitting together with your inside sanded out. So, check up to the screen here if you're not sure. Step 1: Complete your rebate joints. Step 2: Put your pieces together and check. Step 3: Sand the inside faces. Step 4 – we're going to get on to Step 4 soon. So, Step 1 to 3, we're going to do 6 to 7 more minutes. Probably start with 6 and see how we're going and then we'll move on after that. All right, you may return to your workstation. Go. [Timer beeping.]