Inquiry: How can I change my practice to raise student achievement in literacy by promoting deep learning that requires students to develop cognitive engagement and critical thinking across the curriculum using Learn-Create-Share?
I am a great believer that if a person genuinely wants to learn something, he/she will be successful. My job is to help my students find their interests, support and scaffold them during their learning process. I think about all the wonderful LCS opportunities that my learners and I can plan together to fully engage and explore in learning that is exciting and meaningful growing their learner identity as enthusiastic explorers and creators.
This year, I’ve started to implement drama activities ‘giving students the chance to use all skills in decoding meaning, understanding the feelings of others, expanding vocabulary, making appropriate use of syntax, analyzing discourse, generating feedback within context, and building metacognitive knowledge’ (McMaster, 1998; Urian, 2000).
After analysing students voice and research findings, reading blog posts of my COL colleagues and reflecting on my teaching practice, I finalised my intervention that I have started to implement and already see clear signs of students successes.
My intervention is based on:
- Putting my students at the very centre of their learning and making their learning experiences authentic by designing LCS projects based on their interests and taking into account their identities.
- Scaffolding my learners during their projects by implementing and consistently using the tasks designed to improve their vocabulary and reading comprehension.
- Utilizing drama to develop cognitive engagement and critical thinking and raise students achievement in reading and writing.
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