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 Science Curriculum Standards

Proficient Level

Secondary

“Thinking Skills “Workshop7: 3/5/2011

4:00 – 4:05 PM Welcome

4:05 - 4: 20 PM Starter Activity

4: 20 - 6:00PM Types of thinking& infusing thinking

6:00 - 6:15PM Prayer Break

6:15- 7:15 PM Thinking Diagrams activity

7:15- 7: 30 PM Survey and Feed back

AGENDA

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Starter ActivityUse symbols of elements in periodic

table to make sentences.

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In groups using brain storming map. Answer the following question.

What strategies can we use in the classroom to develop and improve

students’ thinking skills?

Activity1:

BRAINSTORMING IN ORDER TO GENERATE POSSIBILITIES

PURPOSE

POSSIBILITIES

KINDS OF POSSIBILITIES

UNUSUAL POSSIBILITIES

From Swartz and Parks (1994)

Thinking Diagram: Generating Possibilities

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Watch the video, rethink about thinking strategies

in the classrooms.

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Thinking skills

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Thinking skills

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Thinking skills

Information processing Reasoning Enquiry Creative thinking Evaluation

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Types of thinking

Met cognitive Analytical Logical Lateral

Metacognition

Metacognition is defined as “thinking about thinking.”

Slogan :Metacognition

Thinking about thinking11

Sequencing, ordering, ranking Sorting, grouping, classifying Analysing, identifying parts & wholes. Noting similarities & differences. Finding patterns & relationships. Comparing & contrasting.

Making predictions & formulating hypotheses. Drawing conclusions, giving reasons. Distinguishing fact from opinion. Determining bias, reliability of evidence. Relating causes & effects, designing a fair test.

What Kinds of Thinking?

Generating ideas & possibilities. Building & combining ideas. Formulating own points of view. Taking multiple perspectives & seeing other points of view.

Identifying & clarifying situations

Generating alternative solutions

Selecting & implementing a solution strategy. Evaluating & checking how well a solution solves problem.

Identifying why a decision is necessary. Generating options.Predicting the likely consequences. Weighing up the pros and cons. Deciding on a course of action. Reviewing the consequences.

PlanningMonitorin

gRedirectin

gEvaluating

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Analytical

Is thinking about the parts to understand the

whole .

Slogan :Analytical

Look at the parts ;remember the whole

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Logical thinking

Is step by step thinking. Logical thinking is a learned

mental process, which is often used in maths.

It’s thinking that everything is done for a reason.

Slogan :Logical

Step by step.14

Lateral

Is thinking outside the box .Lateral thinking is a term,

to help students think about a problem in creative

ways. Slogan :Lateral

Thinking outside the box

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Tools for effective thinking

Background knowledge Critical concepts and vocabulary Criteria for judgement Strategies Habits of mind Thinking skills include information

processing, enquiry, reasoning, creativity, evaluating

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Developing thinking skills

Classifying, selecting and sorting objects, ideas and concepts

Development of organising and memorising skills

Mind maps, aide memoirs, signs, symbols and information grouping

Expose students to extended work and so allow thinking skill development

Infusion throughout the curriculum?

To infuse

“to introduce into one thing a second thing which gives it extra life, vigour and a new significance”

ContentThinking SkillDesigning a Lesson

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Designing an Infusion Lesson

Lesson Introduction◦Purpose – topic and skill (a thinking

issue) Thinking Actively

◦Challenging task◦Being explicit the thinking (thinking

diagram)◦Managing dialogue and questioning ◦Pair/group work

Meta-thinking Making Connections –transfer

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Work in groups according to the subjects( Two groups from each subject) .

Choose four standards and using thinking diagrams, plan how to use them in your lesson.

Each group present their plan.

Thinking diagrams activity

BRAINSTORMING IN ORDER TO GENERATE POSSIBILITIES

PURPOSE

POSSIBILITIES

KINDS OF POSSIBILITIES

UNUSUAL POSSIBILITIES

From Swartz and Parks (1994)

Thinking Diagram Generating Possibilities

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YOUR OPTION

CHOOSINGOPTIONS

CHOICE

RESULTS

PRO CON

THINK ABOUT THE PROS AND CONS

From Swartz and Parks (1994)

Thinking DiagramChoosing

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HOW ALIKE?

HOW DIFFERENT?

WITH REGARD TO

PATTERNS OF SIGNIFICANT SIMILARITIES AND DIFFERENCES:

CONCLUSION OR INTERPRETATION:

OPEN COMPARE AND CONTRAST

From Swartz and Parks (1994)

Thinking DiagramCompare & Contrast

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REASONS AND CONCLUSIONS

CONCLUSION

REASON REASONREASON

From Swartz and Parks (1994)

Thinking DiagramReasons &

Conclusions

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Thinking DiagramDetermining parts-whole relationship

Examples of Lessons

Compare and Contrast◦Properties of materials

Decision Making◦A bullying story

Generating Possibilities◦Measuring the assembly hall

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Examples of Lessons (contd)

Whole/Parts Relationships◦Parts of a Plant◦Ourselves (parts of the body)

Classification◦Picture Classification

Problem Solving◦Attaching a round tower

Reliability of evidence◦Measuring wind speed with a wind stick

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Sustained dialogueThinking dispositions

Questioning Time to think

Thinking aloud Reflecting

Evaluating

Teacher prompting Feedback Scaffolding

Making connections

Developing a thinking vocabularyModelling thinking

Pedagogy for Thinking Classrooms

Infusion across the curriculum

Designing infusion lessons

Beliefs about learning and thinking

Making thinking explicit

Using thinking diagrams

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