Materiales y recursos

Try and connect what we have learnt with what we knew before. (Olivia) Think about how much we have learnt and what helped us learn. (Victoria) Work out what we need to do. (Xian)

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99 CHAPTER 6: Goal setting

FIGURE 6.4

FIGURE 6.5

You are a great listener because you look at people while they talk and add

thoughtful comments when they have fi nished.

I am going to be a better listener.

I am going to wait until someone fi nishes

talking before I start talking.

Now I need to think about what and who helped me link what I

already knew with what I have learnt.

You have shown great connections between what you have learnt and what

you knew before.

Can you now think about what helped you make the

connections?

Can you now think about what you

still need to know

and do? I also need

to think about what I want to do next.

I can think about my goals.

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100 Smart Thinking

Criteria and/or analytical rubrics can help pupils choose appropriate goals by breaking complex tasks into elements against which the pupils’ work can be assessed. This in turn helps the pupils to know what makes good work and which aspects they are good at, or need to work on (See Tables 6.1, 6.2, 6.3 and 6.4).

TABLE 6.1 Goal setting for team skills

This is what good team workers do: I am good at this

I need to

improve this This is what I plan to do next

Talk politely to people. I want to look at people when

they are talking and ask questions or make comments when they have fi nished talking.

Listen to other people.

Consider other people’s ideas.

Share work and ideas.

Take turns.

Help others.

Encourage others.

Work to meet the group’s goals.

TABLE 6.2 Goal setting for refl ective thinking This is what I need to do to become a good refl ective thinker:

I can do this I need to

improve this This is what I plan to do next Think about what I know and can do. Ask people to help me work out how I can improve my learning.

List three things I want to improve so that I learn better.

Make a timeline to check when I have improved on these things.

Think about what I need to learn.

Think about how I learn best.

Think about what helps my learning.

Make plans to improve my learning.

Work out how and when I can improve my learning.

Think about how I think.

Select an effective strategy to help me think better.

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101 CHAPTER 6: Goal setting

TABLE 6.3 Inquiry-learning analytical rubric for teachers

Planning for the inquiry Conducting the inquiry Representing fi ndings from the inquiry A full licence

inquirer

Identifi ed all important information needs.

Formed highly effective questions to help fi nd the information.

Identifi ed a variety of sources of information.

Developed an effective plan of action to help complete the inquiry.

Worked independently to gather and sort important information.

Used a variety of methods to effi ciently record the key information.

Presented all the important information in an appropriate format so that others could understand it.

Showed a deep understanding of the information.

Provided, in own words, examples of its importance.

A plate inquirer

Identifi ed some important information needs.

Formed some effective questions to help fi nd the information.

Identifi ed some relevant sources of information.

Developed a simple plan of action to help complete the inquiry.

Sometimes worked independently to gather and sort some important information.

Used some effective methods to record some of the key information.

Presented some of the important information in an appropriate format so that others could understand most of it.

Showed a sound understanding of most of the information.

Provided some examples of its importance.

An plate inquirer

Needed lots of help to identify some information needs.

Didn’t form effective questions to help fi nd information.

Identifi ed very few sources of useful information.

Didn’t develop a plan of action to help complete the inquiry.

Had diffi culty gathering and sorting some of the important information.

Used some ineffective methods to record information.

Didn’t present the important information in a format so that others could

understand it.

Showed minimal understanding of the information.

Didn’t provide examples of its importance.

Action required:

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102 Smart Thinking

TABLE 6.4 Inquiry-learning analytical rubric for pupils

Planning for the inquiry Conducting the inquiry Representing fi ndings from the inquiry I am a full

licence inquirer

I worked out what I needed to fi nd out.

I formed great questions to help me fi nd the information.

I made a really good plan to help me with my inquiry.

I always worked

independently to gather and sort important information.

I recorded all my key information effectively.

I presented all of the important information so that others could understand it.

I easily understood all of the information.

I was able to put the information in my own words.

I am a plate inquirer

I worked out some of what I needed to fi nd out.

I formed some good questions to help fi nd the information.

I developed a simple plan of action to help complete the inquiry.

Sometimes I worked independently to gather and sort some important information.

I recorded some of the information effectively.

I presented some of the important information so that others could understand most of it.

I understood most of the information.

I was able to put most of the information in my own words.

I am an plate inquirer

I required lots of help to identify what I needed to fi nd out.

I needed lots of help to form questions to fi nd the information.

I needed lots of help to develop a plan of action to complete the inquiry.

I had diffi culty gathering and sorting some of the important information.

I needed lots of help to record information.

I had trouble presenting the important information so that others could understand it.

I had trouble understanding the information.

I didn’t put much of the information in my own words.

In document Magna Splendore: así sonaban las catedrales españolas. Propuesta de concierto didáctico (página 35-54)