With the driving question defined and the appropriate research conducted, the DoL 4 Complex Reasoning Process of 'Invention' was employed to seek a suitable answer. Using the 'Invention' graphic organiser in the DoL teacher’s manual (Marzano, & Pickering, 1997, p.219), the ‘need’ for a new teacher tool to answer the driving question was stated. Then, through a series of peer and academically informed drafts, drawn in accordance with a set of predetermined standards, a new teacher tool was invented. Once the final product was invented, a simple model was used to test its success.
MODEL FOR TESTING THE INVENTION
What do I want to make?
A teacher checklist to inform 'backward planning' and authentic assessment
What standards do I want to set for my invention?
Standards informed equally by research and the need for authentic assessment
What is the best way to make a rough draft of my invention?
Create dot points for the check list that address the predetermined standards
How can I improve on my rough draft?
Seek advice and input from fellow professionals, refer to academic reports
Does my invention meet the standards I have set?
More dot points can be added to the checklist and further refinement made as required
With the driving question defined and the appropriate research conducted, the DoL 4 Complex Reasoning Process of 'Invention' was employed to seek a suitable answer. Using the 'Invention' graphic organiser in the DoL teacher’s manual (Marzano, & Pickering, 1997, p.219), the ‘need’ for a new teacher tool to answer the driving question was stated. Then, through a series of peer and academically informed drafts, drawn in accordance with a set of predetermined standards, a new teacher tool was invented.
Once the final product was invented, a simple model was used to test its success.