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 INSTRUCTIONS: In your respective groups, consider (a) What are some of our current practices with regard to these 3 pillars: Conceptual Understanding, Synoptic Thinking & Metacognition                            (b) What should be stopped?                                    (c) What could be continued & improved upon?                   (d) What else could we explore? (Opportunities)      (e) What are the possible challenges and possible ways to overcome them?  

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 INSTRUCTIONS: In your respective groups, consider (a) What are some of our current practices with regard to these 3 pillars: Conceptual Understanding, Synoptic Thinking & Metacognition                            (b) What should be stopped?                                    (c) What could be continued & improved upon?                   (d) What else could we explore? (Opportunities)      (e) What are the possible challenges and possible ways to overcome them?  

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Resources on Metacognition (from Lilin :))

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Resources on Metacognition (from Lilin :))

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STOP: A topic-based approach (lectures, lessons, etc) which is about content knowledge

CONTINUE + EXPAND: Issue-based lectures and lessons that encourage Synoptic Thinking by engaging knowledge and thinking skills across various fields. These lessons will show how inter-disciplinary knowledge is applied in an authentic context.

E.g To what extent are governments more effective than corporations in solving environmental problems?

Such a question will engage environmental issues alongside the powers and limitations facing govts and MNCs (which can also encompass the role of international agreements and their flaws, etc)

EXPLORE: Focusing on applying critical skills in an interdisciplinary context and shaping GP lessons and lectures in ways that make this a habit.

CHALLENGES: We have to change the way we approach General Paper and train students to be comfortable without a single fixed structure to hold on to. [see metacognition]

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Already done in some lectures like Ethics, Globalization + quizzes

Content precedes Conceptual understanding

eg Routines for content building (eg easy access for news articles- button on phones)

Comprehension precedes CU? - eg Guided articles (Actively learn)

**Need to ATQ before even thinking of CU

Linguistic scaffolding? Students may find it hard to translate conceptual thinking to writing.

Could less be more? Sometimes when too many concepts are introduced concurrently, it may lose its stickiness. Maybe one lecture, max 2 concepts?

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a) we focus on getting them to understand the concept of an argument, and patterns across the text to discern the larger concepts; we do this across texts as well (unseen and comparison)

b) nil

c) use dialogic teaching and explicit instruction to enhance students' knowledge of concepts

d) see synoptic thinking

e) may have more H1 students next year; varied ability (to grasp concepts) and motivations; our students may also be very discipline-focussed

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Hybrid questions are already synoptic, e.g. P1 questions this year are synoptic...

Should we be training students to think, rather than structurally? Eg an essay should just have balance..

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a) comparison (unseen; set texts)

b) nothing; in the syllabus

c) ideally, we can consider collaboration with other departments (interdisciplinary)

d) common language so that students are aware of how to transfer

e) differences in interpretation (across teachers and subject areas)

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STOP:

1. Focusing merely or overly on the "right" answer; start focusing on the questions that students ask and how students create questions.

2. Move away from templates (fixed structures like CARAA) that discourage metacognition and awareness of how they are presenting their views.

CONTINUE: Begin lessons with an authentic question.

EXPLORE: Creating a culture of critical enquiry that weans students away from a crutch mentality (of templates, fixed topics, regurgitated arguments, etc). Encourage critiquing the content; presenting content to be critiqued; critiquing one's own views to identify flaws, biases, limits, advantages, strengths, perspectives.

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Empowering GP reps!!

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a) model thinking aloud; goal-setting and monitoring; metacognitive talk; different forms of assessment - including AAL; live marking; process writing; unpacking rubrics so that they know the criteria

b) nothing

c) and d) improve on format of CAs (assess metacognitive thinking); getting them to articulate their learning in e-portfolios (count as part of CA); get students to think of themselves developing as lit students and how enrichment can help in this regard (not just sit for exam)

e) reflection fatigue; time; no buy-in from students (do because they are told to do)

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STOP: (or reduce) giving students simplified notes that focus merely on giving content i.e. facts.

EXPLORE: Start with something that confronts the student and forces them to make a decision. The search for the answer will lead them to ideas that they can connect to concepts.

E.g.(iniviting responses from students) Look at this clip. How do you feel about the protrayal of (subject matter)? Why do you say so? Examine varying contexts and perspectives etc.

This will lead them to consider the concepts of power, sexism, sexual objectification, the role of media representation, the principles of censorship, etc.

E.g. (action) What is your personal take on whether individuals' roles and efforts in conserving the environment? Why do you say so? What about your own contribution and involvement? How would you go about it? Who has greater responsibility and why? Examining 5Ws1H + So what/significance etc. These questions, which flow naturally from a desire for action, will lead to discussions on the concepts of power, responsibility, conflicting interests, trade-offs, ethics, etc.

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Have the Reps take charge of an issue/opinion page on our GP website or on a noticeboard in the library (but how many go to the library these days...). Reps could solicit opinions on issues or even responses to essay questions from their classmates.