A meeting of the minds.

-
Argumentation  + Bloom's Taxonomy + Teaching as Inquiry + Discussion based learning

I'v started this with a reflection. My current TAI goal is to give the students more agency to work towards inquiry based learning.  I know that agency and inquiry is proven to help those students that lack engagement.

I know that giving them agency normally means choice of task, choice of topic, freedom to move around the classroom, freedom the choose when they work on what task they are performing.
What if agency meant freedom to THINK whatever they want.  Form opinions, make decisions. I feel like I am developing my evaluating mind around the way I give agency to my students. Yes, they need to be guided, but I can be giving them the skills they need in reading and writing to form opinions, use and discuss ideas and agree/disagree with evidence. 

I am getting there with baby steps. I am seeing my practice develop. Agree/disagree is used in my class- in a beginners way. Now I need to up that game, let them find factual evidence to support their ideas.

Here is my first argumentation board, Followed by questions that we will use our reading strategies to find evidence for.  the key is READ AND THINK.  We will use the accountable talk cards to help sus with sentence starters for this as well, to help the students work out what to say. This will help provide the scaffold necessary.




After this we can perhaps make a video of us, walking in the forest, showing people how to use the spray?  An instructional poster? An informative poster? Whatever- but it will need to be action causing and be about change. 

To make sure I am meeting this with my Inquiry focus I need to make sure I am adding a guiding question to ensure that they are able to develop an action or meaningful learning that engages them.  
My open question needs to be... What is Kauri die back and is it really that bad? perhaps it may be a bit different but we can move towards it based on what comes from the discussion. 

Definitely starting with the more able group and then moving around.  Watch this space for a video of the lesson...and my next steps


Comments

Post a Comment

Popular posts from this blog

Student Agency in Goal setting

-
Image
My current improvement goal as a professional has been to assist students better determine their own goals. So far this year we have discussed goals and a few things I had seen as a fail. We made some goal cards, one for reading/writing and maths. Setting our goals at the start of the year and aligning them with things from the Ao's and progressions.   With 3 different types of goals and using the LLI's, then translating to the Asttle marks. It was all a little bit complicated.  I have been thinking about how to better integrate the whole process and make it simpler. Turns out I was already on the right track. As the students are aware that they need to have goals now and we are always discussing next steps- when I asked them (without any prompting or warning that this would be a question) whether they had a literacy or a maths goal. 13 out of 15 could articulate both a literacy and a maths goal that they thought was appropriate for them. The maths goal for all was times tab
Read more

PB4L

-
Mana Atua Matrix Our matrix is effective in that it is referred to often in lessons and changed at least once a week to ensure we are keeping up with the abilities of the students. The matrix is moveable so that we can have it in different places around the room when needed. This means the different lessons/ conversations don't always need to be in the same place, and I can move them around the room, depending on what the students are doing where. Making it more flexible. Classroom environment Ruma Wha is designed with flexible spaces in mind, so the students are able to hide away from noise, work independently (without anyone able to disturb you), work collaboratively, outside, in the shade, in the sun.... basically, how ever they please. The desks help them to ensure they have their own space. A place they can leave their belongings and no one else can touch it. The walls are very helpful for the students to refer to activities and learning we have done previously.
Read more

Assessment: Mindlab

-
Week 25 During Week 1, I shared the action plan with leaders at my school and my students. Week 2 I collected baseline data from my class in terms of giving and receiving feedback, as well as qualitative information on their writing skills. Since Week 1 the classroom culture has been built around supporting learning, as well as the vocab that is necessary for feedback facilitation (what is SC etc).  Week 3 saw the collaborative teacher construction of the format for feedback and the introduction of this format to two groups of students separately. I have not shared my intentions yet with whanau as planned, it is within my job description already that I track data and record lessons for my practice. The only reason I saw to share with these people to have more critical eyes on my teaching and learning.  I do believe in building a supportive learning environment and including parents. Consequently, as Ann Milne suggests, to gain the trust and respect of my communit
Read more