T-shaped literacy/Inquiry

At the beginning of the year I found the students were very reliant on me - they were not using student agency and the qualitiy of work and the thinking and explanation behind mostly literacy responses were not showing the critical thinking that i know the students were capable of. My process started by putting examples on the walls of what the reading responses should look like so the students had something to measure their work against. This made some improvement but it still did not fully encourage the critcal thinking. I attended DFI and I felt that this was the changing in direction for my class as I was more digitally fluent and had access to resources that I could incorporate inTo my class to help students become more digitally fluent and then use these to promote more critical thinking. I could see more changes in my students learning there was more engagement and more output of learning. I then began to look more into t-shaped literacy we had heard about it earlier in the year but i was unsure of 'how' i would implement this into the class and 'what' it would look like. Each week there would be a theme or big idea which usually stemmed from our inquiry topic or front loading information for explanation writing. With a clear simple easy to use site and exposing students to a variety of texts and multi-modal opportunities they were able to engage in critical thinking and showing their thinking in digital ways. Next year i will continue my journey into t-shaped literacy.