Developing higher level thinking skills in deaf pupils/students
Presented in February 2000
Students taking Ownership
Students need to UNDERSTAND the processes of thinking required for tasks - TUB - BINE
Teachers/Facilitators need to TEACH the processes of thinking required for tasks - TUB - BINE
STUDENTS
Teachers/Facilitators
Set goals - set goals in conjunction with students
- teachers know the curriculum and the educational expectations - let
the students into the secrets too - let them know what they are aiming
for so that they have some way of knowing if they are getting there.
Evaluate goals - evaluate goals in conjunction
with students. Let students have their own input. Your job is to recognise
where they are on track and where they need to improve. Students must
become their own best evaluators and they will when they see others around
producing better work than they have. (Think about how we, as adults,
react when we have been assigned a new task, we do our best and we get
ripped apart for it - we hate being put on the spot - and we need encouragement
- Rome was not built in a day and neither is good teaching mastered in
a day.) Avoid labelling students as slow even in you mind - expect them
all the self-evaluate and treat them gently when they exaggerate.
Choose products/vehicles to demonstrate the learning
process. Make a variety of products available and understandable to
students - initially, and occasionally thereafter, you will want to specify
the product to ensure that the students understand the work attached to
a good product. Initially, there will be a lot of comparative discussion
of the products to lead the students into the skill of criticism.
Work individually using time management skills.
Set tasks for working individually - individual projects - four square
paper for initial research - SEE IT/SAY IT/SIGN IT. Mad Monday, Tricky
Tuesday, Wacky Wednesday, Thinking Thursday, Freaky Friday - these are
great occasions for talking individually with students about their overall
evaluations (report cards) which the students will already have prepared
and are ready to discuss with you. OR for simply observing the workings
of the individuals/pairs/groups in order to suggest ways to improve their
efficiency. Discuss first efforts at MM.
Work cooperatively with a partner sharing the workload
equitably. Set tasks for working in pairs - ensures participation
or immediately highlights the lack thereof. MM-FF (above)
Evaluate the completed work. Evaluate work
- making sure the students know the criteria for evaluation when they
begin the task.
Recognise the strengths of the work produced.
Applaud areas of success.
Indicate areas in which the work could be improved.
Indicate areas for improvement - suggest students choose ONE area to be
worked on in the next project.
Choose products/vehicles to demonstrate the learning
process. Make a variety of products available and understandable to
students - initially, and occasionally thereafter, you will want to specify
the product to ensure that the students understand the work attached to
a good product. Initially, there will be a lot of comparative discussion
of the products to lead the students into the skill of criticism.
Work individually using time management skills.
Set tasks for working individually - individual projects - four square
paper for initial research - SEE IT/SAY IT/SIGN IT. Mad Monday, Tricky
Tuesday, Wacky Wednesday, Thinking Thursday, Freaky Friday - these are
great occasions for talking individually with students about their overall
evaluations (report cards) which the students will already have prepared
and are ready to discuss with you. OR for simply observing the workings
of the individuals/pairs/groups in order to suggest ways to improve their
efficiency. Discuss first efforts at MM.
Work cooperatively with a partner sharing the workload
equitably. Set tasks for working in pairs - ensures participation
or immediately highlights the lack thereof. MM-FF (above)
Evaluate the completed work. Evaluate work
- making sure the students know the criteria for evaluation when they
begin the task.
Recognise the strengths of the work produced.
Applaud areas of success.
Indicate areas in which the work could be improved.
Indicate areas for improvement - suggest students choose ONE area to be
worked on in the next project.
Work cooperatively with a partner sharing the workload
equitably. Set tasks for working in pairs - ensures participation
or immediately highlights the lack thereof. MM-FF (above)
Evaluate the completed work. Evaluate work
- making sure the students know the criteria for evaluation when they
begin the task.
Recognise the strengths of the work produced.
Applaud areas of success.
Indicate areas in which the work could be improved.
Indicate areas for improvement - suggest students choose ONE area to be
worked on in the next project.
Recognise the strengths of the work produced.
Applaud areas of success.
Indicate areas in which the work could be improved.
Indicate areas for improvement - suggest students choose ONE area to be
worked on in the next project.
Teacher may wish to choose ONE specific area for all of the students to work on if it is generally lacking in all of the students' work.