End of Term 2 Reflection

Successes / New ideas and learning 

What have we been doing differently to support collaborative knowledge building in our classroom?

We have been trialling an online canvas where each group has access to the same Google Doc. At the top of the document the students all entered their initial claims with their names clearly visible in the left hand column. Each group chose a different colour font so it was easy to distinguish the different groups. In the right hand box we then label the different clusters. From there a cluster gets selected and pasted into the online claims board (this is the same as the physical board but they are typing their responses using their same font/colour for their group). Once this is completed, we paste the numbers from the line of trust down the right hand side. 

What have we created to support collaborative knowledge building? 

We have created a visual poster for the line of trust. This has cartoon pictures which help students make a visual judgement. This is also represented in the online canvas. We also have continued to use the sentence stems to help students structure their claims so that they are easier to cluster and discuss. We have also created a student voice survey for students to complete after each knowledge building session. These seem to be manageable and accessible for all level of learners.

How have you been developing practices that support divergent thinking? What has and hasn’t worked?

We are firstly ensuring that everybody's claims are listened to, even if they are not selected for the conference. Students have also been given opportunities to explore their ideas further. For example while completing the session ‘What would happen if all humans disappeared in an instant’, we had an in depth discussion around pollution and the different gases that affect the earth. One student went home to research whether humans produced the same amount of Methane as cows. However we question below how we can move away from these one off sessions and provide opportunities for students to inquire more deeply into the different claims made.

How are you using questioning to help students become more aware of their own reasoning / the thinking behind their ideas?

We are using TALK Moves extensively when questioning students. This is an effective questioning technique as all students need to engage in the task, as they may be called upon.

Examples of TALK Moves are: 

• Revoicing - So are you saying ..
• Repeating - Can you repeat what was just said? 
• Reasoning - Do you agree or disagree? 
• Adding on - Would you like to add something more? 
• Wait time - Take your time, we will wait. 
• Examples - Can anyone support this with an example of counter example? 

How are students becoming more aware of their own thinking? 

Each time we complete a knowledge building session, children are asked to work with other students they have never worked with before. As children are constantly changing groups, they are having to share their ideas and knowledge with a new audience. They are also having to listen respectfully to the knowledge of others. Due to the changes in audience, students are having to be more aware of their own thinking and the thinking of their peers.

Through the student voice survey, students are reflecting on their contributions to the knowledge building sessions and are giving ideas on how they and the class could improve our collaborative knowledge building.

Next steps / Questions for Reflection

• How can we create an associated task that would compliment the knowledge building provocations? 
• How can teachers be clear about the objectives behind the provocations? What will students learn from building knowledge related to the provocation - how will they articulate the learning? 
• How can we progress from one off lessons? What opportunities can we provide for students to inquire more deeply into the different claims made in order to seek supporting / refuting evidence and to build on ideas.