A thread on scaffolding & modelling using metacognition to support learning in how to do eval qus in RS

I'm working with my coach on this & decided to put the process into a visual to share with the students.

The foundations are explained in this blog https://missdcoxblog.wordpress.com/2020/11/08/scaffolding-extended-writing-a-step-by-step-process/

The visual illustrates how each of the possible 'steps' and how support is used each time we complete one of these questions.

I'm particularly looking at how metacognition can help through the discussions had in the process.

This is is the 1st attempt with full support from me throughout, all notes available and keeping things simple with the qu. They can have whatever time they need.

The metacognitive discussion mainly came from me explaining my thinking and modelling this in my writing.

In this 2nd attempt students annotated the qu themselves and then I gave them time to discuss with a partner what they had annotated and why. They then added to their own and possibly amended their ideas on what to write.

Everything else was 'full' support.

In the 3rd attempt the support becomes optional. This allows those that want to try without notes to start and can refer to notes later if they need to.

The plan is to discuss what they've done once they've written their work to explain to their partner what they did and why.

This is now a bigger jump with no notes allowed and timing being reduced. They will look at any targets from previous attempts as a prompt of what they must do this time.

The plan will be for them to discuss their work once I've given feedback on their work.

Finally, time is reduced to what they will actually have in the exam.

I will discuss with them the whole process of learning how to do these questions overall. What they've found easy/difficult etc

I've kept all the qus simple to this point as I want students to focus on the process & application of knowledge rather than processing a difficult qu

I'm pondering what support I will give for a more difficult qu. I definitely think the annotation & planning will be modelled

I've only done attempt 2 so far & may adapt the stages as I go through. I will discuss this with them.

I'm really interested in how I can include metacognitive peer-peer discussion to enhance their learning in this process.

Me & my coach read this https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/meta-cognition-and-self-regulation/

I'm going to share this with them & talk through what we've done so far, where we're possibly going with it & will get their feedback along the way

I'm also going to write the metacognitive qus I'm going to ask them at each stage so I'm clear what I want them to think about

I think this shows that differentiation cannot be 'seen' in a lesson but is something that happens across lessons through a gradual process.