K rogers assessing literacy benchmarks through class dialogue
- 1. Kirsten Rogers Faculty of History and RMPS
- 2. COMMUNITY OF PHILOSOPHICAL INQUIRY (COPI)Pupils seated in a circle Read, watch or listen to short stimulus Pupils generate potential philosophical questions arising from stimulus Dialectic ‘Triadic Hegelian’ structure of dialogue: thesis, antithesis, synthesis “I agree/disagree with…because….” Teacher as facilitator of dialogue
- 3. Developments in pupil’s cognitive ability, critical reasoning skills, social and emotional development: self-esteem and “self-perception as a learner and problem solver” communication skills, concentration and confidence verbal, quantitative and non-verbal reasoning attainment in Cognitive Abilities Tests by an average of 6 points doubles the rate of pupils supporting their views with reasons doubles teacher’s use of open-ended questions helps pupils to “self-manage their feelings/impulsivity more appropriately” , thus improving classroom ethos and discipline more than doubles “pupil talk” and significantly reduces “teacher talk” during lessons
- 4. RME 3-09a: Through reflection and discussion, I can explain a range of beliefs which people hold and can participate in debates about ‘ultimate questions’. RME 4-07a: I am developing respect for others and my understanding of their beliefs and values. RME 4-02b: I can apply my developing understanding of morality to consider a range of moral dilemmas in order to find ways which could promote a more just and compassionate society. RME 4-09a: Having reflected upon and considered a range of beliefs, belief systems and moral viewpoints, I can express reasoned views on how putting these beliefs and values into action might lead to changes in society.
- 5. RME 4-09e: I can apply philosophical enquiry to explore questions or ethical issues. Philosophical enquiry as a pedagogical technique involves exploring beliefs, values, practices and traditions through critical thinking, reflection and analysis. It also allows learners to explore these issues in relation to their existential meaning.
- 6. Science: Through research and discussion, I have contributed to evaluations of media items with regard to scientific content and ethical implications. Maths: I can work collaboratively to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. Modern Languages: I can take part effectively in detailed conversations to exchange information, experiences, feelings and opinions and by offering more detailed reasons for having these opinions. Expressive Arts (Drama) I can respond to the experience of drama by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others' work Social Subjects: I can evaluate conflicting sources of evidence to sustain a line of argument.
- 7. Remembering recalling information Understanding describing, explaining and summarising Applying applying knowledge and understanding in different contexts Analysing breaking down information into component parts and searching for relationships Evaluating making an informed judgement about something Creating generating new ideas
- 8. When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others' points of view or alternative solutions. To help me develop an informed view, I can recognise persuasion and bias, identify some of the techniques used to influence my opinion, and assess the reliability of information and credibility and value of my sources. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. I can persuade, argue, evaluate, explore issues or express and justify opinions within a convincing line of thought, using relevant supporting detail and/or evidence. I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience.
- 10. Stimulus…. Question asked…. Question discussed…. Things people said which I agreed with…. Things people said which I disagreed with…. My own answer to the question…..