Learners A, B, C from left to right
Time Stamp
00:05 – 0:44
00:45 –
00:52
0:53-01:00
Learner
C and All
Learners
B
Comment
Explains use of Bloom’s Fans. Good eye contact and
body language shows that the others are listening.
Contributes information about how he has used the fans.
Criteria
2a, 3c
D
Supports B and builds on the idea by sharing his opinion
and explaining the process.
Develops the point by adding his own opinion about how
the fans have been useful to him.
Refers to previous example of his use of the fans. Good
eye contact amongst all members of the group.
Introduces the topic of poaching. He recaps prior
learning, summarising the main points. He contributes
the first idea and substantiates it. He makes good eye
contact throughout.
Refers to evidence that they have read and he models
reading to gather evidence and the group follows his
lead.
States that he is “trying to come up with a solution” and
his eye contact throws open the whole discussion.
Both try to contribute at the same time, B shows respect
by allowing C to contribute first.
Building on C’s contributions by sharing a potential
solution with supporting evidence.
Evidences his listening when he responds. Summarises
the argument so far and offers more supporting
evidence. He uses gesture which shows engagement in
the discussion.
Contributes a possible solution to the need for income.
Challenges the group by playing devil’s advocate.
Shows that he is listening by stating the consequences
for families of banning poaching.
Takes the idea of the effect on families and looking at it
from a different point of view.
Invites learner A into the discussion.
Evidences his listening by revisiting a point made earlier
in the discussion by learner B.
Supports A by summarising the main points. He opens
the discussion by offering alternative ideas for
fundraising.
All learners use a thumbs up gesture to indicate
willingness to contribute. This allows them to
demonstrate respect in responding to others.
Shares a number of ideas or opinions, giving supporting
opinions. Again he uses gesture to help him to present
his arguments. He poses a question in order to take the
discussion forward, inviting another member of the
group to contribute.
Asks a question, prompted by his use of the Bloom’s
fan. He realises from D’s body language that he is not
ready to answer and so he selects C.
Moves the discussion on by posing a question: What’s
the use of ivory? The rest of the group help one another
to find the information.
3b, 2e
01:01-01:07
A
01:08-01:25
C and All
Learners
D
01:26 –
02:05
02:07 –
02:21
D
02:25
D
02:27
B and C
02:42
B
03:06
D
03:32
03:57
04:13
B
D
A
04:16-04:28
C
04:29
04:30
D
A
04:45 –
05:09
D
05:24
All
Learners
05:27-06:10
D
06:12-06:20
B
06:32 –
07:06
B and all
learners
2b
3a
2c, 2f, 2g
2h, 2f, 3e
2f
2f, 2h, 2d
2c
2e, 3b
3e, 3d
2e
2d
2a
2e, 3d
2d
2a, 2b
3a, 3e
2c
2h, 3b, 3d,
2f, 2d
2a, 2c
2a, 2d, 2e
07:07
D
07:33
B
07:35
07:51
A
C
08:28 –
08:48
08:58
A
09:38 –
10:14
A and D
10:15
C
10:34
D
B
Reminds the group of their purpose by posing a
question.
Recognises that A hasn’t spoken for a while and asks
him a direct question.
Responds by reiterating previous ideas.
Moves the discussion in a different direction by adding
more information.
When invited to contribute he summarises the pros and
cons of poaching that they have discussed so far.
Contributes by reminding the others of his previous
contributions.
A challenges the group by returning to a previous point
that was not fully explored earlier in the discussion. D’s
response draws on prior knowledge and evidence
explored during the discussion. Again he emphasises
his point using gesture.
Contributes prior knowledge to the discussion to move it
along and encourage the group to consider the wider
consequences of poaching.
Explains how they will carry out peer evaluation.
2d
2d
2a, 2b
2h, 3d
2e, 3e
2e
2e, 2h, 3b,
2f
2b, 3d
3c
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Learners A, B, C from left to right

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