| 6.1
INTRODUCTION
|
In
this section the tasks which were identified as requiring reflective
thinking and, consequently, having the potential to assess this
skill are presented and discussed. The working definition of reflective
thinking in this research is that it is:
Thinking
which involves looking back on one’s previous thinking, knowledge,
and understanding. |
| |
|
|
| 6.2
THE REFLECTIVE THINKING TASKS |
| In
the table below the tasks the task judged to require reflective thinking
skills are identified. The information given is: |
• |
The assessment report |
• |
The location of the item |
• |
If the marking criteria for the item were considered. Indicated by
* |
• |
The title of the item |
• |
The year group assessed |
• |
The task approach |
• |
If the item appeared in the assessment of Maori students |
• |
A brief description of the thinking aspect of the item |
| |
|
|
| Science
1995 |
| Page
9* |
Separating
mixtures |
Y4/8
|
Team |
|
| Page
10 |
Parachutes
|
Y4/8
|
Team |
|
| |
|
Plan
an experiment. Talk and think about it |
| Page
15 |
Estuary ecology
|
Y4/8 |
1
– 1 |
|
| |
|
What
is your opinion? If you had to explain your reasons what would you
say? |
| Page
25 |
Reflections |
Y4/8
|
1
– 1 |
|
| |
|
Think
about how you are able to see with your eyes. |
| Art
1995 |
| Page
43* |
Two sculptures
|
Y4/8 |
1
- 1 |
|
| |
|
What
do you think these sculptures are about? How do they make you feel? |
| Page
46 |
Choosing
a picture |
Y4/8 |
Team |
|
| |
|
Choose
a picture and give your reasons. |
| |
|
|
| Graphs,
Tables and Maps 1995 |
| Page
10* |
Car race
|
Y4/8 |
Station |
|
| |
|
What
do you notice about the weight of each car and the distance each travelled?
|
| |
|
|
| Technology
1996 |
| Page
22 |
Flag |
Y4 |
Station |
|
| |
|
What
could you do to make the flag better? |
| Page
23* |
Sports bag
|
Y8 |
Station |
|
| |
|
Write
down all the things you would need to think about when designing the
sports bag. |
| Page
24 |
Planning
a class event |
Y8 |
Team |
|
| |
|
Plan
a lunch. Think about all the things you will need to do. |
| |
|
|
| Reading
and Speaking 1996 |
| Page
38 |
Choosing
a book |
Y4/8
|
Team |
|
| |
|
Choose
a book for the library. Argue your case for the book. |
| Page
52 |
Question
time |
Y4/8 |
Group |
|
| |
|
Think
of interesting questions you could ask two visiting police officers. |
| Page
53 |
Telling an
anecdote |
Y4/8 |
Team |
|
| |
|
Think
about something that happened to you. Tell others about it. |
| Page
54 |
Chit chat
|
Y4/8 |
1
– 1 |
|
| |
|
Tell
me about yourself. |
| Page
56* |
Agree to
disagree |
Y4/8 |
Team |
|
| |
|
Try
to talk others into agreeing with your opinion. |
| |
|
|
| Information
Skills 1997 |
| Page
14* |
Mary Borg
|
Y4/8 |
1
– 1 |
|
| |
|
Try
to think of 3 important things you would want to know about a visitor’s
country. |
| Page
16 |
Fire fighters
project |
Y4/8 |
Station |
|
| |
Choose
three questions from a list to ask fire fighters to find out about
their work. |
| Page
17 |
Project
questions |
Y4/8 |
Station |
|
| |
Write
three questions to ask for a project on Samoa. |
| |
|
| Social
Studies 1997 |
| Page
14 |
Legends
|
Y4/8 |
1
– 1 |
|
| |
Think
about the important messages in stories told on video. |
| Page
19* |
Drinking
Fountain |
Y8 |
1 – 1 |
|
| |
Think
about what you could do to persuade the school to put in a drinking
fountain. |
| Page
23 |
Roller blades
|
Y8 |
Team |
|
| |
Think
of ways to solve a roller blade problem. |
| |
|
| Listening
and Viewing 1998 |
| Page
27* |
Coca Cola
|
Y4/8 |
1
– 1 |
|
| |
Two
TV commercials. Why are there two? Who would like to watch each? Why
might the commercials make them want to buy Coke? Why didn’t
the advertisers tell us more about Coke? Which is the best? |
| |
|
| Health
and Physical Education 1998 |
| Page
15* |
Being healthy
|
Y4/8 |
1
– 1 |
|
| |
What
is the most important thing on your list of what a person needs to
do to be healthy? Why? |
| Page
16 |
It’s
great to be fit |
Y4/8 |
1
– 1 |
|
| |
Choose
the most important thing about keeping fit. Why? |
| Page
23 |
Smoke free
|
Y8 |
1
– 1 |
|
| |
Think
about smoking. |
| Page
28 |
A really
good friend |
Y4/8 |
Team |
|
| |
Think
about what makes a really good friend. |
| Page
52 |
Keeping
safe |
Y4/8 |
Team |
|
| |
Think
about keeping safe on school trips. |
| |
|
| Writing
1998 |
| Page
35* |
Bike for
Sale (advertisement) |
Y4/8 |
Station |
|
| Page
36 |
Party time
(invitation) |
Y4/8
|
Station |
|
| Page
38 |
Fax message
(reply) |
Y4/8 |
Station |
|
| Page
40 |
Pen pal
(letter) |
Y4/8 |
Station |
|
| |
In
each case think about the information you would need to give. Write
the response. |
| |
|
| Science
1999 |
| Page
44* |
Emptying
rate |
Y4/8 |
Team |
|
| |
Plan
and conduct an investigation. Discuss the results |
| |
|
| Art
1999 |
| Page
42* |
Landscapes
|
Y4/8 |
1
– 1 |
|
| |
Match
paintings. Explain. |
| |
|
| Graphs,
Tables and Maps 1999 |
| Page
33* |
North Island
/ South Island |
Y8 |
1
– 1 |
|
| |
Why
do you think the North Island grows faster? |
| |
|
| Music
2000 |
| Page
32* |
Two pieces
|
Y4/8 |
1
– 1 |
Maori |
| |
Tell
me some things about the music which you thought were specially interesting. |
| |
|
| Reading
and Speaking 2000 |
| Page
57* |
Special
visitor |
Y4/8 |
Team |
|
| |
See
how many short answer / long answer questions you can think of to
ask a visitor. |
| |
|
| Information
Skills 2001 |
| Page
15 |
Clown show
|
Y4/8 |
1 – 1 |
Maori |
| |
Think
of five important pieces of information to put on a poster. |
| Page
16 |
Kiwi questions
|
Y4/8
|
1
– 1 |
Maori |
| |
Think
of useful questions to ask an expert. |
| Page
18* |
Funny taste
|
Y4/8
|
Team |
|
| |
The
water tastes funny. Select four people to help. Think of questions
to ask them. |
| |
|
| Social
Studies 2001 |
| Page
18 |
Tree troubles
|
Y8
|
Team |
|
| |
Think
about a problem. Argue a position. |
| Page
20 |
Group leaders
|
Y4/8 |
1
– 1 |
Maori |
| |
What
are some of the things a leader should / shouldn’t do to be
a good leader? |
| Page
21* |
A good team
member |
Y4/8 |
1
– 1 |
|
| |
Think
about the qualities of good team members. |
| |
|
| Listening
and Viewing 2002 |
| Page
18* |
The wind
and the sun |
Y4/8 |
1
– 1 |
Maori |
| |
What
does the message in the fable mean? |
| Page
20 |
Drummer
Dylan |
Y4/8 |
1
– 1 |
|
| |
What
did the reporter mean? |
| Page
31 |
TV commercials
|
Y4/8 |
1
– 1 |
|
| |
|
Why
do you think the commercial was made in this way? |
| |
|
|
| Health
and Physical Education 2002 |
| Page
14 |
Camp out
|
Y4/8 |
1
– 1 |
Maori |
| |
What
should people do to be safe. |
| Page
15* |
Self-worth
|
Y4/8 |
1
– 1 |
Maori |
| |
Think
about positive thinking. |
| Page
46 |
Options
|
Y4/8 |
1
– 1 |
Maori |
| |
Choose
options for dealing with problems. |
| Page
49 |
Andrew’s
school |
Y4/8 |
1
– 1 |
|
| |
Think
about bullying. Suggest solutions. Pick the best. Why? |
| Page
50 |
Old bones
|
Y4/8
|
1
– 1 |
|
| |
Bereavement.
How do you think he is feeling? How could he / you help? |
| Page
52* |
Whose friend?
(friendship)
|
Y4/8 |
Station |
Maori |
| Page
53 |
Winning.
A problem (relationships) |
|
|
Maori |
| Page
54 |
Jump, Jump!
(peer pressure) |
|
|
Maori |
| Page
55 |
Marching boy (stereotypes) |
| |
In
each case identify the problem and suggest solutions. |
| |
|
| Visual
Arts 2003 |
| Page
33 |
Warriors
and soldiers |
Y4/8 |
1
- 1 |
|
| |
What
story does the sculpture tell you? |
