Element What does it look like What does it look like Examples of Teaching and Learning activities in classrooms? in assessment tasks? Strategies, Systems, Learning Processes Technologies Students are regularly engaged in thinking Tasks require students to organise, , , Force Field Analysis, , , Higher-Order that requires them to organise, reorganise, reorganise, apply, analyse, synthesise and Pareto, , Thinking apply, analyse, synthesise and evaluate evaluate knowledge and information. , , knowledge and information. Lessons explicitly name and analyse require the use of metalanguage, knowledge as a specialist language commentary on language use and the , Find-a- Word, , P3T , Metalanguage (metalanguage), and provide frequent various contexts of differing language Experts, , commentary on language use and the uses. various contexts of differing language uses.
Element What does it look like in classrooms? What does it look like in assessment tasks? Examples of Teaching and Learning activities Strategies, Systems, Processes Learning Technologies Higher-Order Thinking Students are regularly engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information. Tasks require students to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information. , , Force Field Analysis, , , Pareto, , , , Metalanguage Lessons explicitly name and analyse knowledge as a specialist language (metalanguage), and provide frequent commentary on language use and the various contexts of differing language uses. require the use of metalanguage, commentary on language use and the various contexts of differing language uses. , Find-a- Word, , P3T , Experts, ,
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