Go Meta! Developing in Digital Worlds with Jacinta Oldhaver

-
Teaching my students to be critical thinkers through multiple choice answers.


Which one doesn't belong? You could introduce multi choice questions through this. It could be quite fun.

Search for the Kraken on the internet.
    • Decide: Is the Kraken real, imaginary, or something in between?
    • How do you know?
    • Why might it be important to be able to figure this sort of thing out?
  • Go Meta!
    • How did you work with others to figure this out?
      • List some things a partner noticed or said that shifted your thinking.
      • List some things you noticed or said that helped the inquiry.
      • List some things your group could do better next time.
    • How did you figure out the reliability of the websites you found?
      • How did you know whether a site was “legit” or not?
  • Critical Literacy and fake news Education Week, June 2017 (Anne S)
Is the Kraken real? Where is your evidence?
Text
Going meta…..  
Stop them after the first source of evidence.

Make your own board from this stuff.
Add to the board based on what the kids have found.


THEN GO META:
Use the argumentaion board that they made and use those prompting questions.
Evidence etc…
NEXT STEPS
  • Trial ONE of the “Go Meta” strategies (as appropriate in each of our roles e.g. by subject or convenor, could work with a teacher(s) or team leader(s) to trial)
Use this doc and then record/reflect what happened as a result of one experience of ‘Going Meta’ in your context

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