RPI Day#7 Thinking

 Today was focussing on 'Thinking' about text(s) with a particular emphasis on higher order thinking in the context of teacher modelling (e.g. analysis, and critical analysis including figurative language), extended discussion, and response-to-text activities. 

Recap from Day 6: Vocab

I love the idea of it looking like the paint sample cards.

A word from Dorothy: 

These are essential skills for our young people to be able to be effective in the world we are living in as well as moving into.

Our response to the world we live in is to be proactive for our learners. It's not about devices... It's about them learning to think about how they "are" within their place in the world.

Thinking is increasingly important, as our learners have become more passive. A generation of "lawnmower parenting" has made this even more prevalent!

Our Cybersmart Challenges are a great opportunity to instil the importance of thinking in their everyday lives.

AI is becoming more and more prevalent. It's not going anywhere and the knowledge and understanding transfer into every aspect of life.

There are a number of sites that have been created to teach about fake/hoax information.

Podcasting! New Adobe tools. Sign in with your Google account. As you record it brings out the text. You can edit the text as you go, rather than editing in the audio. Add spaces where the voice is too close together.

**This could be really good for learners realising how what they are reading sounds. Read aloud of books.

It needs to be considered about how many of the tools exposed to learners aren't legal for their age.

How can this tool be harnessed to grow learner capability?

Also, we need to be thinking about our school's AI policy. I'll be delving into this on the next Leader of Learning Day.

Today... From the Curriculum:

We are in Pillar 3:

From Guided Reading Day:

Politics of Assent, attack etc fall under interpretive

The provocation of: Can you still be brave if you are scared?

Gender bias included in the image

We're linking this with the taskboard, where there is opportunities to frontload vocabulary etc. Reading milage. How are we checking in with where our learners are at?

Be intentional about the level of thinking we are wanting.

Analysis as a basis to higher order thinking

The higher you go, the more things you need to hold in your head. The more abstract your thinking becomes. This is also in part to help hold more things in our head ideas are conceptualised in abstract terms to group, categorise and generalise.

SOLO is what NCE??A is going to be based on.

** Link back to the SOLO Maps for writing/discussing

Blooms explained:

Analysis can be considered the opposite skill to summarising. Summarizing involves paraphrasing.

Zoom out to make those connections and put the ideas together.

Another level of evaluating is giving a definition that counters the definition given.

Thinking about analysis

Extending interpretive thinking to Figurative Language. Making connections between concrete and abstract meanings.

Lo

Looking for the abstract language and how you can utilise that.

Be careful with comparison... they are not always a simile. It's the unusual comparisons that we want to use to make critical comparisons.

How can we help learners to deconstruct figurative language meanings?

Could be a shared reading wih the class.

Read to the class by the teacher.

Highlights how the author has used figurative language to paint n idea or image in your mind.

Was this the image you thought of?

Learners need planned ongoing needs to be met.

Strongly links with writing.

Critical analysis: Part 1: Perspectives:- Key approaches to critically reading & challenging text(s).

Critical Analysis involves close reading and challenging their construction.

We can bring more than one perspective together and wrestle with the understanding.

Taking social action to change thinking.

Part 2:

Teaching Synthesis:

Outside of the reading session:

From Day 4:

Pulling it all together

Start putting a screenshot of pillars in planning so that it's at the forefront of what I'm always doing.

Aim for the next 3 weeks:

Extended Discussion

• Display - Ground Rules For Talk, so that learners can see them while at the table, as well as refer to them throughout the rest of the day.
• Print and laminate the Collaborative Responsibilites, so that they can be utilised at all reading group discussions and embed their practice.

Wall Display

• Get the tree on the wall to start adding words (leaves) to.

So what...

Today has been a day where it has been really hard to keep my brain focused on one given task at a time. Instead of having a tunnel vision on working on tasks specifically for one text set focus, I've found myself jumping around and creating things across three different topics (that are being covered separately at three different time points). Tukutuku, Cook Island Haircutting ceremony, as well as a look at environmental issues. While these are all resources that will be useful as the time comes to fruition... it's not particularly helpful when thinking about how, on a Friday I could've had my next week's literacy planned and ready to go! It's probably down to having the last two days in quite high processing environments regarding Literacy Leaders Day and then delving into planning our next Cluster Hui organisation.

Moving forward I need to be more deliberate with my approach and tunnel vision my work habits with what's on top.

I intend to "Magpie" and adapt some of the resources from today, including utilising what others have created that are relevant and topical.

In my workbook, I'm creating pages ahead. Instead of labelling them with the term/week, I'll label them with the theme for when it comes up.

I intend to look into Squiz Kids, particularly the Olympic theme that was talked about. The ākonga have been very engaged in learning about many facets of the games, so it would be good to build on this while it is topical. Utilizing the success of the Black Ferns at the Rugby World Cup, it seems like a great time for the text "No Girls Allowed". We have had discussions in class about people being averse to what is unfamiliar. I've talked about my own daughter's journey playing rugby, from beginning by playing in an all-girls competition to finally being the first girl to have ever played in her school's rugby team. We have talked about how her decision and compelling argument has not only affected change but set a precedent for future girls who are eager to play.

I am eager to explore podcasting through Adobe. I think this would be an exciting tool for the learners for whom their oral language is stronger than their written. The ability to see the text corresponding with what they have said is powerful. Also the ability to change the audio by changing the text brings in another exposure to thinking critically about what they encounter and the need for ongoing discussion around the benefits and etthics of AI use.

I feel like I have created another elephant to begin to tkae more bites out of!