RPI Session 7: Thinking
Awesome visual of the different levels of thinking. It was interesting to hear this being unpacked and to think about what my different ākonga are doing when they are thinking and reading texts. Interpretive and evaluative are the higher order thinking skills being referenced throughout the day. Reminder to push students to read between and beyond the lines, and show don't tell.
Really interested in reading this text as a whole class - will implement it in my planning for shared reading next week so that all students can experience higher order thinking, whether it is a students personal idea or thought/ what they hear another peer share. We saw some awesome vocabulary based activities with words plucked from the text so that will be handy to have those resources already up my sleeve.
Analysis vs summarising:
- Summarising paraphrasing into fewer words
- Analysis: examining subject from different elements, or breaking it into different perspectives - supports to extend and deepen understanding
Important to note that at all levels need to be looking at and unpacking language features.
Activity - provocation: "To be brave you have to be scared."
I thoroughly enjoyed this activity debating this with the breakout group. There were two sides to the argument but it was clear that either side could completely understand the other groups perspective, and collectively we were in agreement with a slightly different definition of bravery and the feelings including, but not exclusive to being scared are closely linked with bravery.
I have found it difficult to find a provocation in the any text I chose for ākonga next week - likely due to the level of texts. I look forward to incorporating a provocation and discussion into the programme when we are reading texts that have strong themes which would inspire an appropriate and provocation.
Today's session was a good reminder that we need to continue to push for extended discussion and critical literacy. I think my next step is to figure out what critical literacy will look like in my classroom and how I can simplify/adapt activities to suit Year 3 & 4 learners. Continuing to push the vocabulary focus I have been maintaining since Day 6 as well as extended discussion with a focus on critical literacy will certainly keep us busy!
Kia ora Jasmine
ReplyDeleteIt’s great to hear that you pulled so much out of today and that you plan to use the Jump! School Journal text and resources with your learners. As you say, the ‘levels of thinking’ visual offers a really accessible framework for designing learning that ‘pushes’ for higher order thinking.
I agree, our collaborative reasoning session in the breakout group was highly engaging and reminds me that, when learners are set up for success, they can also get great satisfaction and enjoyment from reasoning about big issues. A provocation statement, as you experienced today, can help focus learners up front, and if framed well, makes for contestable contributions that keep the discussion going.
As you point out, it can be difficult to identify texts for junior learners with a critical literacy theme, given the need to be sensitive to children’s age and appropriateness of the subject. Perspective taking can be way in, by getting learners to put themselves in another person’s / character’s position and around everyday situations that could be perceived as ‘disempowering’. For example, in Ugly by Paul Mason Chris takes an active stand, in protest, against Kākāpō being voted as one the six “ugliest’ animals in the world. Or in Poi by Tira Johnson, where Maia feels left out but then makes a contribution to the Kapa Haka team in her own way. If you are up for it, I would be keen to get together with you and a couple of other junior teachers to workshop texts that suit a more junior audience. Let me know. I am sure Angela Moala, and Sandy in our group, would be interested.
All the best with your planning, practice implementations and coaching discussions.
Nga mihi
Naomi R.
Literacy Facilitator - Manaiakalani Reading Practice Intensive
Kia Orana Jasmine
ReplyDeleteWow! The days seemed to be packed with interesting and useful information. Your reminder of the difference between summarising and analysing is helpful as it is important to recognise the difference and use both for the right purpose.
When you can find a provocation that generates discussion on both sides of the idea I too would store it in a kete. I have seen some interesting discussion around whakatauki, with the translation and intended meaning.
Your plan of attack moving forward sounds achieveable and sustainable. It is amazing from the observations what I learnt about extended discussion and how it works with a possible provocation from the teacher and no further teacher input.
Metaki Maata
Tanya Mundy
Ako Hiko EPL