Digital Worlds Session Four

Modeling and explicitly teaching the strategies to answer a multi-choice test

Reflection on making critical reading visible -

-We talked about how our students only read half the answers when doing multi-choice, they just click keywords they see without checking.

We talked about using comprehension short text, multichoice to develop these skills.

Disturbing students thinking

Choose an opposing

Organise prompt cards/signs

Get the students to argue with each other. This prevents the T:S:T response. We are wanting more S:S talking.

Get them to find a text to find out.

Look at the texts- this will tell you a lot about their searching skills

Take the texts (They gave to you) and make an argumentation board.

Get them talking use prompts

THEN Go Meta! (Reflect about what you are thinking/ metacognitive)

Next Steps: Fake News Inquiry Enactment

Idea for next class on-air episode.

Developing in Digital Worlds Session One

What is argumentation? To be able to substantiate, and evaluate, the integration of claims, reasoning, and evidence to support rational decision making or belief, while also giving appropriate attention to counterclaims, reasoning, and evidence that informs a critically reasoned conclusion.

(Kuhn, 2015); Common Core State Standards.

The kotuitui data shows low results in: 

• Critical thinking in literacy 
• Discussion 
• Commenting on DLO

We talked about how we can get students to have more discussions. We need to think of their blogs as a continuous learning journey- a process of learning. Other people can comment and give feedback and the students can better their learning. 

(A blog is a place for the draft- Asking parents if they can you engage in their learning- a Critical piece of work opposed to a finished work) 

Argumentation links cognitive with the social. Developing social skills- Key competencies. 

Thinking of my teaching- When I am planning I need to think to myself 'how much critical thinking was required for the student to create their DLO?' Templates confine students to a certain way of thinking.

To do: 

I want to start my argumentation journey with a text looking at the different perspectives that students could have. Discussing why. Starting  my thinking frame with  Should..... ( That way all students to access in argumentation)