‘Nurturing Young Men for Infinite Possibilities’
As a result of two years targeted work on literacy; observation and analysis of student work suggested that the structure, length and, to a lesser extent, construction of student writing has improved.
However, there remained a concern over the depth of knowledge and understanding exhibited by students in written responses. Boys generally don’t like writing. This concern has become the crux of our identified area of need for the purpose of the INSPIRE project. Having identified this as an area of need, we have structured the project in response to the question:
How can we improve and enhance the depth of our students’ thinking, knowledge and understanding, particularly in their written responses?
The introduction of Cultures of Thinking into the College’s approach to pedagogy has been instrumental in facilitating our focus on student agency and engagement in the project. Thinking routines facilitate student thinking and understanding, which lies at the heart of our inquiry focus for the project.
The Inspire pedagogy pictured is being undertaken by teachers of HSIE, English and Religious Education in an integrated fashion utilising an agile learning space. Lessons begin with a learning question which leads to a collaborative effort to address it and students then respond with a written piece of work.
In this process students are explicitly taught necessary content, investigate collaboratively the learning question and through their response they connect with a wider community. This is being undertaken with the support of the University of Auckland and the Australian Catholic University as well as the Catholic Schools Office.
B.Ed, M.Ed (Ed.Admin), M.Ed.Stud, MACE, G.C.Theol.
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