Learning | |
Monitor students' progress towards identified outcomes and reflect on what this tells you. Use this new information to decide what to do next to ensure continued improvement in student achievement and in your own practice. | |
- lots of work was needed on the hats to get the students to a stage where they knew what hat called for what sort of thinking
- I used the green hat more at the beginning as it fitted nicely with our Inquiry at that stage
- The other hats came in - we used newspaper articles, pictures
- Often we worked collaboratively and used large sheets of paper
- Gradually I noticed I could talk about a hat and the majority of students knew what thinking was required and away they went
- We used the PMI a lot, really liked the way we called the I interesting or ideas. The children really appeared to enjoy coming up with ideas to make the minus turn into a positive
- The hats and PMI charts got the children looking at ideas/issues/information from different perspectives
- It was a challenge for students to come up with recommendations or conclusions after using the hats or a PMI in an analysyis situation
- Questioning was interesting, some students were really challenged with coming up with good open questions, others were stretched to make their question more specific
- We really challenged ourselves by doing the questioning activity where you think of a question for an answer
- Children were able to say how challenging they found ths activity
- It was really good to note how they persevered with their question to get it as specific as they could
- Some enjoyed working on another person's question to help it become more specific
- After doing this as a class activity I can now see how I can include this activity into all curriculum areas
- Maths - come up with a question(word problem ) where you have to use a division strategy and the answer is 7. I have done lots of this in maths and it really stretches children and also demon stares their understanding of the strategy through being able to apply it for others to answer
- Reading response and instructional work - Blooms has been my focus here - comprehension and understanding , then analysis and a choice of activities in the creative/synthesis level
- More recently I have been using thinkers keys with my class(they have done some of the thinker's keys with Karen Hughes with her Fairy Tales unit) The students love these - I think it allows them to be a little way out or even a little silly. Notice very on ask behaviours with these keys - once again need to bring them into reading tasks.
