Download - ICT for Visualising Thinking Western Region Stevenson P S 1 May 2008 Paula Christophersen
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ICT for Visualising Thinking
Western RegionStevenson P S
1 May 2008Paula Christophersen
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Discipl ine-basedLearning
Int erdisciplinaryL earning
Physical , Personal& Social Learning
VELS
Dimen
sions
Domains
Stra
nds
What has 3 main pillars, 16 components and 39 divisions?
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Disciplinary/Interdisciplinary?
Declarative knowledge
Knowing about:- concepts
- relationships- properties- causality
- patterns of meaning
DISCIPLINES
INTERDISCIPLINARY & PPSProcedural knowledge
Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.
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Interdisciplinary learning is about …
Developing competencies such as:• Organising Personal Learning• Using ICT to solve problems, represent
ideas, communicate knowledge ICT• Designing and thinking creatively D,C,T• Thinking critically Thinking Processes
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• Knowing how to conduct authentic research (mathematical inquiry; historical reasoning, scientific inquiry)
Interdisciplinary learning is about
• Locating, accessing and filtering information to build knowledge
• Verifying new knowledge through argument, evidence and reflection
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ICT domain focuses on tools to:
• change how students learn
• enrich their learning environment
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ICT for visualising thinking
ICT for creatingICT for communicating
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ICT perceptions
Visualise your perceptions of ICT
How can this be used?
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Questioning and investigating
Observing and describing
Comparing and connecting
ReasoningExploring viewpoints
Finding complexity
Artful thinking palette
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I see(list, itemise, deconstruct)
I thinkWhat’s the purpose?How does it work?
What are the reasons?Who would use/like it?
I wonderWhat if …?
What would happen if ..?What would change if?
Project Zero, Harvard University
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ThinkWhat do you know about
this?
PuzzleWhat questions do you
have?
ExploreWhat does this topic
make you want to explore?
Project Zero, Harvard University
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ICT for visualising thinking
ICT tools that facilitate visual thinking are ones that allow ideas and information for all areas of learning to be easily and quickly:• drafted • filtered• reorganised• refined• systematically assessed in order to make meaning for students.
Students use text and image representations, such as graphic organisers, ICT-generated simulations and models to help structure their thinking processes and assist in constructing knowledge.
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Visualising thinking tools:
• help represent abstract information in concrete forms
• depict relationships between facts and concepts
• depict relationships between new information and prior knowledge
• are construction tools for the mind
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Concept organisers• Brain does not store
information in lines or columns
• Brain stores information by patterns and association
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Focus of dimension:assist thinking
processesreflect on the
thinking strategies used to develop understanding.
www.austhink.com
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SIMILARITIES DIFFERENCESDIFFERENCES
Double Bubble Template
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http://www.intel.com/education/seeingreason/
visualthesaurus.com
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http://web.singnet.com.sg/~axon2000/
http://learninggames.wordpress.com/2008/02/22/physics-phun/
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A dog is/is a …Generic classifications of concept and qualities
A dog has …Attributes of concept/term
Dog examples …Specific examples/instances
A dog can …Dynamic aspects of concepts
CONCEPT FRAME: level 1
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A dog is/is a …• a mammal• loyal
A dog has …• a tail• four legs
Examples of a dog …• spaniel• poodle
A dog can …• catch a ball • swim
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A dog is/is a …Sequence Attribute1 a mammal3 loyal X meat eater2 pet
A dog has …Sequence Attribute2 a tail3 four legs 1 fur
A dog can …Sequence Attribute4 catch a ball3 swim1 lead people2 save people
Examples of a dog …Sequence Attribute1 spaniel2 poodle3 dingoes4 foxes
Add new examples
Identify redundant examples
Sequence/order for importance
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Dogs are man’s best friend
By Kim TranGrade 5P