How to scaffold learning to extend higher order thinking and ‘quality creating’ in tasks?
Why am I interested in pursuing this line of inquiry?
Earlier this year Rebecca Jesson from the Woolf Fisher Research Centre posed an interesting question at a staff meeting at Tamaki College. She questioned how teachers of Year 7 & 8 students were going to extend their high achieving students even further to better prepare them for college. End of year results indicated that although our students continued to make gains, they were actually falling further behind in terms of keeping up with National Standards at each year level.
So what am I going to do about this?
I am interested in developing higher cognitive engagement and higher order thinking. In order to do that I am inquiring into my own practice in respect of high cognitive engagement and the integration and effective utilisation of digital learning. My new role in the Creative Space class has provided an opportunity for me to work with our 'gifted and talented' (Extension) students. My goal is to provide specific learning opportunities to help enhance and raise the levels of achievement for our gifted and talented students.
How will I go about doing this?
1) Explore SOLO Taxonomy model.
2) Research how SOLO can be integrated effectively into an extension programme.
3) Make modifications to rubrics for tasks to encourage 'quality creating'.
4) Ensure that learning tasks are visible on the Creative Space site.
5) Ensure that students understanding about specific learning intentions/outcomes are clear.