learning to think, thinking to learn senior skills seminar, 12th - 13th, 20th - 21st november 2003

Learning to Think,Thinking to Learn

Senior Skills Seminar,12th - 13th, 20th - 21st November

2003

Learning to Think, Thinking to Learn

Session One (12th, 20th November, 2003) :

Motivation

Metacognition


“The woods would be very quiet if no birds

sang there, except for those who could sing

the best”.Henry David Thoreau


MOTIVATION

METACOGNITION

THINKING SKILLS STRATEGIES


MOTIVATION

How can I motivate you?


Motivation:1. The act of giving somebody a reason or incentive to do

something2. A feeling of interest or enthusiasm that makes somebody

want to do something, or something that causes such a feeling

3. A reason for doing something or behaving in some way4. The biological, emotional, cognitive or social forces that

activate and direct behaviour.


True motivation is intrinsic;

that is, it is personal and must come from within ourselves


Exercise:

Five Whysa) Choose an activity you like to do

b) Choose an activity you have to do (not school)

c) Doing well at the HSC


Don’t expect others to motivate you!

Find the reasons for motivation yourself!

Intrinsic Motivation


METACOGNITIONExercise

Jigsawa) Spend two minutes thinking of something you have learnt in your

life and how you learned itb) Share it with your group partners. You have thirty seconds only.

When all have spoken come to a consensus about how you have learnt.

c) Persons one and three change groups. Discuss with new partners what was agreed in your previous groups



Affinitya) Having heard what all members of the large group have to say,

place as many learning styles as you can think of on a post-it note and place on board.

b) Group ideas into similar categories.c) What conclusions can we draw from this exercise?


Dendrites & Synapses


Don’t ask “How smart am I?”

Ask “What am I smart at?”


kjlgfBlooms Taxonomy

Recognise, list, describe, retrieve, name,locate…

Interpret, exemplify, summarise, infer,paraphrase, translate, illustrate, predict….

Implement, carryout, use…

Compare, attribute, organize, deconstruct,distinguish, outline, integrate…

Check, critique, judge, hypothesise,detect, monitor, …

Design, construct, plan, produce,hypothesise…

Remembering

Understanding

Applying

Analysing

Evaluating

Creating


Eight Ways of Knowing

Eight Ways of Knowing Visual/Spatial

Awareness

Musical/Rythmical Intelligence

Bodily/Kinesthetic Intelligence

Naturalist Intelligence

Interpersonal Inteligence

Verbal/Linguistic Intelligence

Logical/Mathematical Intelligence

Intrapersonal Intelligence



Preferred Learning Stylesa) Examine Gardner’s MI Profile Inventory.b) For each category, place a ‘1’ in only one box (top right corner) that

represents the activity you would do if you had to do it.c) For each category, place a ‘1’ in any box that has an activity you

would do if you had a choice. d) Total your scores at the bottom of the sheet.e) Plot your scores on the attached MI Profile


Evaluation:Use “Parking Lot” to evaluate session so far.What was good?What needs improving?What questions have been raised?What ideas are there for improvement?


Next Seminar:

Useful Tools and When To Use Them



2003


Session Two (13th, 21st November, 2003) :

Thinking Skills Strategies


16 Habits of Mind“Not only are we interested in how many answers students know, but also in knowing how to behave when they DON’T know…we are interested in observing how students

produce knowledge rather than how they merely reproduce knowledge.”


Per sis tenceis the twin sister o f excell enceOn e is a matt er o f qual ity; th e

oth er, a matt er o f time

per sisti ng

Think bef ore you Ac t

ManagingImpuls ivit y


List ening is th e beginning o fUnders t anding

List en tooth er s wit hunderst andingand empathy

If you never c hange your mind,why have one?

Thinkingfle xibl y


When t he mind is t hinking it is t al king t oitself

Thinkingabou t ourt hinking

A per son who has c ommitt ed a mist akeand doesn’t corre c t it is making

anot her mistake.

Str ivingf oracc ur acy


The formu l ation of a pro bl em is oft enmore essent ial t han its so lu tion .

Quest ioningand pos ingpr obl ems

This reminds me of …..?????

Applyi ng pastknowl edge tonew sit uat ion s


Tra nsl at e Thoughts into Language

Thinking andCommunica t ingwit h C la r ity

Obser ve Per petuall y

Gathe r ing Datath r ough all thesenses


The Fu tu re is no t some pla c e we ar e go ing t o buton e we ar e c re at ing

Cre at ing,imagining ,innov at ing

The most won der f ul exper ience in the wor l d ist he exper ience of th e myst er ious.

WOW !!!!!

Responding w ithwonde r mentand awe


The on l y way to suc ceed is to r isk f ailur e

Ta kingr espon sibler isks

Where do bees wait ? A buzz st op!!!

F indinghumour


Ta ke care o f each o ther ; share yo ur ener gies; noon e must fe el alon e. That ’s when you don ’t make

it

Thinkinginter dependent ly

Ins anit y is con tinuing t o do th e same th ing o verand over and expec t ing diff er ent r esul t s.

Lear ningCon t inuously


Event Situation Choice Person Reason Means

PresentWHAT

IS?WHERE/

WHEN IS?WHICH

IS?WHO IS?

WHYIS?

HOW IS?

PastWHATDID?

WHERE/WHEN DID?

WHICHDID?

WHODID?

WHYDID?

HOWDID?

PossibilityWHATCAN?

WHERE/WHENCAN?

WHICHCAN?

WHOCAN?

WHYCAN?

HOWCAN?

ProbabilityWHAT

WOULD?WHERE/WHEN

WOULD?WHICH

WOULD?WHO

WOULD?WHY

WOULD?HOW

WOULD?

PredictionWHATWILL?

WHERE/WHENWILL?

WHICHWILL?

WHOWILL?

WHYWILL?

HOWWILL?

ImaginationWHAT

MIGHT?WHERE/WHEN

MIGHT?WHICHMIGHT?

WHOMIGHT?

WHYMIGHT?

HOWMIGHT?


Present Organisation:

Future Organisation:

Positive Forces that Create Growth:

Negative Forces that Prevent Growth:

+

-

Bone Diagram


If…Then…

Question:

If we…Then…

If we…

If we…

Then…

Then…


1 2 3

1 2 3

4 4 5 5

6 7 8

6 7 8

Lotus Diagram


PlusMinus

Interesting



2003

learning to think, thinking to learn senior skills seminar, 12th - 13th, 20th - 21st november 2003

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