Thinking as part of DEECD VELS and ESL Companion to the VELS
The DEECD VELS and ESL Companion to the VELS documentation support the Thinking processes domain within the Interdisciplinary Strand. The e5 Instructional Model and PoLT also support the teaching and learning of thinking. Thinking needs to be incorporated in the ESL new arrivals curriculum, term and language planning of the school, in the classrooms and visible in learning areas. Students need to learn the language of thinking to prepare for mainstream schooling where an inquiry disposition in an integrated program, as a ‘community of thinkers’ and learners is supported in current best practice. ‘The idea of a Community of Thinking has no pretences to be a conceptual or practical breakthrough. It provides a framework for teaching and learning whose roots are embedded in Dewey's ideas and branches out to contemporary concepts of teaching, learning, knowledge, the individual and society in our times’ (Harpaz, 2005, p. 13).
Creating a differentiated, thinking curriculum also supports identifying the skills, learning styles, and understanding of students by using activities related to Gardner’s Multiple Intelligences and Bloom’s Revised Taxonomy of Thinking. Thinking tools and thinking routines such as Graphic organisers, De Bono’s six Thinking Hats, Ryan’s Thinkers Keys, Brainstorming strategies and Bloom/Gardner Grids, also support differentiation and thinking. The NAP curriculum currently focuses on Literacy (speaking, listening, reading and writing), Values education and social competencies, but it needs to be inclusive of Thinking and the thinking processes domain. Incorporating thinking in the ESL NAP is the change process aim of this AR project.
Bloom’s Digital Taxonomy is a focus of the e5 Instructional Model (DEECD, Teachers connecting with e5, 2010, pp. 72 – 73). Teaching an understanding of the language of Bloom, multiple intelligences, thinking tools and Habit of Mind to ESL new arrivals will assist with understanding digital literacy when students transition to the mainstream.
The multiple intelligences are presented as tools for learning and problem solving (Green, 1999). Creating opportunities for all students, by enriching the classroom through multiple techniques and assessment forms, develops students and brings out their strengths (Green, 1999).
The DEECD Transformation and Development Matrix is a rubric which outlines key variables with development in four stages. The Foundation level for Teacher knowledge, understanding, skills and practice states that ‘Initial work is being undertaken to gather data on the individual learning styles of students at a year level’. Transformation is achieved when pedagogical practice is aligned to the learning needs and goals of individual students across the whole school. Therefore, there is an urgent need to focus on establishing learning styles in the new arrivals program, if possible, to facilitate accommodating personalisation and differentiation.
Teaching the language of Learning styles and trying to establish students’ learning styles; is therefore also important in the ESL new arrivals context (also DEECD e5 and PoLT). Being able to identify a student’s learning style and teach to accommodate these can assist students to achieve better results academically and improve their attitudes toward learning (Green, 1999). Identifying learning styles enables a teacher to capitalize on a student’s strengths and to become familiar with concepts they may find challenging (Green, 1999), Appendix 5
Creating a differentiated, thinking curriculum also supports identifying the skills, learning styles, and understanding of students by using activities related to Gardner’s Multiple Intelligences and Bloom’s Revised Taxonomy of Thinking. Thinking tools and thinking routines such as Graphic organisers, De Bono’s six Thinking Hats, Ryan’s Thinkers Keys, Brainstorming strategies and Bloom/Gardner Grids, also support differentiation and thinking. The NAP curriculum currently focuses on Literacy (speaking, listening, reading and writing), Values education and social competencies, but it needs to be inclusive of Thinking and the thinking processes domain. Incorporating thinking in the ESL NAP is the change process aim of this AR project.
Bloom’s Digital Taxonomy is a focus of the e5 Instructional Model (DEECD, Teachers connecting with e5, 2010, pp. 72 – 73). Teaching an understanding of the language of Bloom, multiple intelligences, thinking tools and Habit of Mind to ESL new arrivals will assist with understanding digital literacy when students transition to the mainstream.
The multiple intelligences are presented as tools for learning and problem solving (Green, 1999). Creating opportunities for all students, by enriching the classroom through multiple techniques and assessment forms, develops students and brings out their strengths (Green, 1999).
The DEECD Transformation and Development Matrix is a rubric which outlines key variables with development in four stages. The Foundation level for Teacher knowledge, understanding, skills and practice states that ‘Initial work is being undertaken to gather data on the individual learning styles of students at a year level’. Transformation is achieved when pedagogical practice is aligned to the learning needs and goals of individual students across the whole school. Therefore, there is an urgent need to focus on establishing learning styles in the new arrivals program, if possible, to facilitate accommodating personalisation and differentiation.
Teaching the language of Learning styles and trying to establish students’ learning styles; is therefore also important in the ESL new arrivals context (also DEECD e5 and PoLT). Being able to identify a student’s learning style and teach to accommodate these can assist students to achieve better results academically and improve their attitudes toward learning (Green, 1999). Identifying learning styles enables a teacher to capitalize on a student’s strengths and to become familiar with concepts they may find challenging (Green, 1999), Appendix 5