The+Woodlands


 * Please post ideas you had about rich tasks and using instructional technology to support learning here. Include information about:[[image:peelrichtasks/plan_jpg.jpg width="217" height="217" align="right"]] **

a) Critical Literacy skill identified by the Professional Learning Team In the English classroom for ENG 2DE and ENG 1D0, the PLT focused on inferencing skills using Myths for Grade 9 and Romeo and Juliet for Grade 10.

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b) Success criteria you are hoping to see through observations, conversations and products related to the Rich Task. =====
 * =====During the moderated marking process it came out that a mark criteria would have been helpful before the task was given. =====
 * =====Word count (length of answer showed depth), no rambling (focused and succinct) and degree of specificity/detail in the answer with references back to the text. =====



c) Your initial plans for a Rich Task

 * =====Diagnostic to assess their level of inferencing. =====
 * =====Instructional strategies: Viewing film on mute, tableaus and working with inferencing statements; Modelling and collaboration using alternative texts prior to the inferencing tasks (for example using Aesop's Fables to detect morals, using moral and matching to text). Opportunities for personal connection for students. To what degree is the text didactic, helpful in understanding own lives? =====

d) As you plan forward, things you need to put in place so that you can develop the Rich Task?

 * =====Using the essay to see if these AfL strategies impacting students when they do their inferencing and analysis. =====
 * =====ENG 1D0- What is your Pandora's Box?- Demonstrates inferencing and connection and application. EXAM question OR REFLECTION assessment question. =====
 * =====Having students reflect on the experience of the strategies and use metacognition to say which strategy helped them learn best and why. =====
 * =====Asking students to syntesize; asking students to go beyond what the teacher says. =====
 * =====Reflection could be on a wiki- audience for a reflection might result in higher quality of reflection. =====
 * =====<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Collective reflection? Looking at themes collectively. =====
 * =====<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Making connection using the text- validates different perspectives, world views. =====
 * =====<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Allowing students with communication issues to process ideas and then post later- gives teacher a better chance to see what students know and can do (triangulation of evidence becomes easier with wiki or discussion board). =====
 * =====<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">What might we ask on a wiki to engage students in reflection related to inferencing? (List 3 ways you have become a better reader? List 3 ways in which you better understand Greek mythology. Has your study of inferences allowed you to see points of view more clearly? What do you think Shakespeare's intentions were? What was he trying to infer?) =====