MY.P - A2 Analysis Practice and feedback
Lesson 4 - 21/11/23
1.4 Higher Order thinking
1.4 Higher Order thinking (Ladwig, 2006, p. 18) was highly implemented throughout this lesson. Being that this was an online lesson, student work and feedback was essential in order to see the outcome of higher order thinking for this lesson. The feedback located in figure 15 suggests that it was consistently present, with opportunities for student engagement and creativity. Some students may require more guidance due to the overuse of metalanguage. As shown in figure 16 and 17 students demonstrated efficient higher order thinking by independently using their own creativity to find what relates to them. This shows higher order thinking because the student is made to think for themselves and use their creativity to access information and imagery to construct a digital story. A student mentioned in figure 15.1 on the feedback that some students may feel like this lesson was a challenge for their higher order thinking. The feedback suggested that some students require guidance either visually or verbally. The feedback mentioned that the tasks planned throughout this lesson would possibly help develop the higher order thinking but requires to be unpacked more. If I was to do this lesson again, I would address the tasks with visual examples and visual prompts to ensure each student is on track. Overall I am satisfied on how higher order thinking was implemented throughout this lesson.
1.4 Evidence
Figure 15
Figure 15 is a screenshot of the feedback we received through google forums. This student shows that they highly appreciated the use of higher order thinking within this lesson. This student noticed how higher order thinking was constantly present throughout this lesson whilst implementing creative thinking.
Figure 15.1
Figure 15.1 is a screenshot of the feedback we received through google forums. This student noticed some flaws within this lesson in relating to higher order thinking. This student felt like there would have been people that found this as a challenge. This student suggestion is more visual representation throughout the lesson to assist learner understand the content better.
Figure 16
Figure 16 is a screenshot of student work for this lesson. students show that they applied higher order thinking throughout this activity. this is by understanding the instructions, and using a photo that best represents them as a person.
Figure 17
Figure 17 is a screenshot of student work for this lesson. This is another example where students applied higher order thinking to complete the task
1.2 Deep understanding
1.2 deep understanding (Ladwig, 2006, p. 14) was highly effective throughout this lesson. This was through how we ensured to check the student’s knowledge throughout the lesson. The activities provided allowed students to help remember their prior understanding of the content to ensure that they successfully learn how digital storytelling is made. Located on figure 15.2, some students during this lesson appreciated how we checked on students’ knowledge throughout the lesson. Although the feedback suggested we could have checked on each student on a deeper level. This could be done by conducting a forum of some sorts to gain a collaborative understanding of each student; to ensure that the students can access a deeper understanding of the subject matter. Figure 15.3 also showed evidence that students were required to use their deep understanding for the activities within the lesson. This is because we made sure that students relate their own personal knowledge and experiences that are relevant to the subject. If I was to do this lesson again, I would apply more challenges for the lessons to make the students use their personal deep understanding more efficiently when completing tasks.
1.2 Evidence
Figure 15.2
Figure 15.2 is a screenshot of the feedback we received through google forums. This student showed appreciation on how we ensured that we checked on each students knowledge to help better their deep understanding of the content. This feedback also suggested adding in some more questions to improve on checking their knowledge.
Figure 15.3
Figure 15.3 is a screenshot of the feedback we received through google forums. This student knew that deep understanding has to be applied for a lesson like this. This ensures that the student is relating their own personal experiences with the content.
Reference
Ladwig, J & Gore, J (2006). ‘ A classroom practice guide” in Quality teaching in NSW public schools. 2nd edn. State of NSW, Department of Education and Training, Professional Learning and Leadership Development Directorate, New South Wales, pp. 05 – 59.