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]

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

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)

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.

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)

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.