thinking prt1
DESCRIPTION
Thinking skills for the 21st century learner.TRANSCRIPT
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Thinking Skills for the 21st Century Learner
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Inten8ons of this workshop To explore:
WHY & WHAT? – The concept of “thinking” – Characteris=cs, a?tudes and skills of effec=ve thinkers HOW? – Thinking Skills – Thinking Tools – Co-‐opera=ve learning structures – Rich learning tasks – Environments for thinking WHAT ELSE? – Placing all this into our own contexts.
E-‐Learning tools for thinking
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Informa=on from today can be accessed on…
www.inspired.ac.nz Log in: ( top right hand corner) Username: mary-‐[email protected] Password: prt1
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Before we begin… Our learning style profile
Within your handout notes, you will find a Learning Profile qeus=onnaire. Take ten minutes to complete it. Reflect upon what you found with the person next to you. Consider throughout today, how you would “capture” the different learning styles within your classes.
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Why think about thinking?
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The near future of our world: 2011-‐2200 AD
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How is 21st century learning different/similar to that of the 20th Century?
Draw a venn diagram to map your thinking…
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20th vs 21st century learning
20th Century learning
21st century learning
Differences Differences
Similari8es
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Why Thinking? Thinking is the founda8on of all learning.
Thinking is a response and change to a range
of s=muli, that modifies,
strengthens or affirms…
World View Beliefs Values AGtudes Behaviour Skills
Opinions Understandings Knowledge
Learning is to modify or
strengthen…
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What is “thinking”?
Task: 1. We are going to Mind Map some ideas on
the sheets on your table. Use your reading to assist you.
2. Aber that you will create a group defini=on of “thinking”
Before we do, let’s have a look at this how Mind
Map thinking tools work…
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How to mind map
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Digital mind maps you could use instead…
• Inspira=on – purchase – let’s have a look • Kidspira=on – purchase • Bubbl.Us -‐ free • Mindmeister -‐ free • Gliffy – bit more technical -‐ free
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Go ahead and create your defini=on of “thinking” within your group.
Along the way, we will view other ideas and defini=ons, so you can add any of these thoughts to your ideas.
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Thinking: a Key Competency Thinking is about using crea8ve, cri8cal and metacogni8ve processes to make sense of informa-on, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping ac=ons, or construc=ng knowledge. Intellectual curiosity is at the heart of this competency. Students who are competent thinkers and problem solvers ac-vely seek, use and create knowledge. They reflect on their own learning, draw on personal knowledge and intui-ons, ask ques-ons, and challenge the basis of assump-ons and percep-ons. Pg 12 NZC
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Effec8ve Teaching promotes…
• Metacogni=ve strategy
• Sustained thoughiulness
• Cri=cal thinking
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Pu?ng on our “Thinking Cap”… what does this mean?
Brain research and thinking…
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Major parts of the brain
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Major parts of the brain.
Cortex: Upper part of brain. Thinking, logic, reasoning, cause and effect.
Limbic System: Primi;ve brain. Source of emo;ons and mo;va;ons such as fear, anger, pleasure and sexuality. Brainstem: Connects brain and spinal cord. Basic func;ons such as heart-‐rate, ea;ng, breathing and sleeping Cerebellum: Back of brain. Balance, posture, movement.
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Neurons and thinking
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Some different types of thinking…
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What is an effec8ve thinker?
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What does an effec8ve thinker look, sound and behave like within your class?
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Characteris=cs and a?tudes of an effec=ve thinker Characteristics of an effective thinker
Name: Date:
Copyright ©2012 WorksheetWorks.com
Look
Sound Behave
Characteris8cs
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A?tudes
Humility
Open-‐mindedness
Integrity
Courage
Confidence
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What are the aGtudes of an effec8ve thinker?
AGtude: a se=led way of thinking or feeling, typically reflected in a person’s behaviour.
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Characteris=cs and a?tudes of an effec=ve thinker Characteristics of an effective thinker
Name: Date:
Copyright ©2012 WorksheetWorks.com
Look
Sound Behave
Characteris=cs
AGtudes AGtudes
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Morning tea break
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The Stroop Effect
Firing-‐ up the neurons!
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Hamburger approach to facilita8ng thinking skills
Thinking rich learning environment
Thinking Skills
Thinking Tools/Maps
Rich learning task
Co-‐opera8ve learning structures
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What skills does an effec8ve thinker have?
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It is here that we need to stop and consider a couple of things…
• Tools versus skills • Iden=fied skills • Core or founda=onal skills
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What is the difference between a skill and a tool?
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Tool or Skill?
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Tool or Skill?
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What thinking skills do effec=ve thinkers employ?
Discuss.
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21st Century skills in ac=on.
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Thinking Skills What thinking skills are you using within your class?
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Frameworks for teaching Thinking Skills …
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Unistructural Multistructural Relational Extended abstract
Define Identify Do simple procedure
Define Describe List Do algorithm Combine
Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions
Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect
SOLO TAXONOMY (after Biggs and Collis 1982)
Prestructural
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Unistructural Multistructural Relational Extended abstract
Define Identify Do simple procedure
Define Describe List Do algorithm Combine
Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions
Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect
SOLO TAXONOMY (after Biggs and Collis 1982)
Prestructural
SOLO and NCEA
Not Achieved Achieved Achieved with Merit
Achieved with Excellence
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What does it mean? Really there’s not much there.
For example:
Prestructural
What do you know
about Tennis?
Err….. What??
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Unistructural
Define Identify Do simple procedure
What does it mean? There’s one idea there.
For example: What do you know
about Tennis?
Err….. You
need a racket
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Multistructural
Define Describe List Do algorithm Combine
What does it mean? There are a number of ideas.
For example: What do you know
about Tennis?
It’s a game played between
two people where you hit a ball over a net,
keeping it within certain
boundaries
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Relational
Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions
What does it mean? There are a number of ideas and links are be made between these ideas
For example:
What do you
know about
Tennis?
It’s a game of skill played between two people. The idea is to out manoeuvre
your opponent by hitting the ball over the net in such a
way as to force them to make a mistake. Whether it is their failure to return the shot or they miss the ball.
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Extended abstract
Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect
What does it mean? There is a range of ideas which are linked together plus some knew or extended
thinking is added.
For example:
What do you
know about
Tennis?
It’s a game of skill played between two people. The idea is to out manoeuvre
your opponent by hitting the ball over the net in such a
way as to force them to make a mistake. Whether it is their failure to return the shot or they miss the ball.
If you knew each players skill level
with regard to putting spin on the ball, accuracy and
speed of their serve, you could
predict the outcome of each
match
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Instruc-ons: Select one LO from the list below. U-lize SOLO Taxonomy to create LIs that represent each level of the taxonomy.
– Iden=fy how health care and physical ac=vity prac=ces are influenced by community and environmental factors. HPE
– Form and solve linear equa=ons in Maths. MAT Example on next slide
– Begin to group plants, animals and other living things into science-‐
based classifica=ons. SCI – Understand how early Polynesian and Bri=sh migra=ons to NZ have
con=nuing significance for tangata whenua and Communi=es. SOS
– Inves=gate the water cycle and its effect on climate landforms, and life. SCI
– Ini=ate and refine ideas with others to plan and develop drama. DRA
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Eg: Form and Solve linear equa=ons in Maths
Unistructural: Define linear equa-ons Follow a procedure to solve a simple linear equa-on Mul;structural: Describe the a=ributes of a simple linear equa-on Explain how to solve a simple linear equa-on Create one-‐dimensional linear equa-ons Rela;onal: Illustrate how to solve more complex linear equa-ons by applying similar processes. Create two-‐dimensional linear equa-ons Extended Abstract: Devise formula for solving complex linear equa-ons. Create complex linear equa-ons. Have a go with one of your own learning inten8ons.
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Habits of Mind
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Blooms Taxonomy
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Blooms for eLearning
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Mind Lab
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Thinking Skills Framework
Blooms
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Michael Pohl’s Thinker’s Keys
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Tony Ryan’s Thinkers Keys
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CORT Thinking & Tools (COgni=ve Research Trust)
De Bono
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Reasoning Process
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There are two skills that are founda=onal to thinking…
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Clarify relevant language
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If we want our students to be effec=ve thinkers, we need to be providing
models of the language that underpins and supports this.
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Ques8oning
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So what are the thinking skills specific to your curriculum areas?
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Get into your curriculum areas (choose your main one) and brainstorm some of the key skills per=nent to your
curriculum area.
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Hamburger approach to facilita8ng thinking skills
Thinking rich learning environment
Thinking Skills
Thinking Tools/Maps
Rich learning task
Co-‐opera8ve learning structures
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Thinking tools: Providing a structure for our thinking
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What thinking tools are you familiar with? Use Blooms White Hat (data/informa=on), and a
Bubble Thinking Map to assist you in this thinking.
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Thinking Maps to collate our thinking
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Thinking Map examples Circle Map Bubble Map Double Bubble Map Flow Map
Mul= Flow Map Tree Map Brace Map Bridge Map
Consider each of these maps in rela=on to the teaching unit you have begun redesigning. How might you include some of these tools into your teaching programme? Share your plans with a person at your table.
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Blooms Thinking hats
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Let’s put these two thinking tools together in an exercise…
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Let’s put these two thinking tools together in an exercise…This is how we will do it today… 1. At your tables, delegate a thinking hat to each person (don’t worry about double-‐ups). 2. Now combine with one other table, so that all similar coloured thinking hats are si?ng together. 3. View the videos. 4. Co-‐construct your informa=on, then go back to your tables and share your informa=on with your group.
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Shell moving closer to Arc=c drilling
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Cenk mad about Arc=c Oil Drilling -‐ commentary
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Reflec=ons on this exercise…
• How do you see it being used or modified for within your context?
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Lunch break
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The Monkey Business effect
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Hamburger approach to facilita8ng thinking skills
Thinking rich learning environment
Thinking Skills
Thinking Tools/Maps
Rich learning task
Co-‐opera8ve learning structures
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Why co-‐opera8ve learning?
The primary architects of knowledge and learning are the knowers and
learners themselves. Stephen Downes “Designing Learning Objects” 2003
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Linking to the Key Competencies
“Opportuni8es to develop the competencies occur in social contexts”.
Pg 12 NZC
• Thinking • Using Language, symbols and texts • Managing Self • Rela=ng to others • Par=cipa=ng and Contribu=ng
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At your tables, each person chooses a co-‐opera8ve learning structure to explain back to your group how
it works and providing an example of its use.
• Timed pair-‐share • Numbered Heads • Nego=a=on (Silent) • Talking chips • Jot thoughts • Two stay-‐one stray
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A couple of online tools that promote collabora=on and facilitate thinking
• Wallwisher • Etherpad
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Hamburger approach to facilita8ng thinking skills
Thinking rich learning environment
Thinking Skills
Thinking Tools/Maps
Rich learning task
Co-‐opera8ve learning structures
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Rich Learning Tasks that encourage our students to think.
Its about opening; not closing the learning…
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Lets take a look at one example…
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Rich learning tasks
Have a chat at your tables… What makes a learning task “rich” as
opposed to “poor”?
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An Inquiry approach to thinking Organic Authen=c contexts Informa=on Literacy Skills Communica=on skills Thinking skills and tools Crea=ng Communica=ng Collabora=ng Cross contextual Making links with other learning Deep ques=oning
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Turning a learning task into a rich learning task
• Look at one of your learning inten=ons and related ac=vi=es within your Year 9 or 10 unit.
• Have a go at transforming it into a rich learning task.
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What will you need for this to be achievable?
Eg: Cross curricular planning/connec=ons
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Let’s take it a step further and put all this together in our planning…
• Using the NCEA unit you wish to teach, iden=fy the following: – Thinking skills required – A thinking framework you could use to scaffold the learning.
– Where you could u=lise thinking tools incl. online tools
– Co-‐opera=ve learning structures you could u=lise – Thinking rich learning tasks (inquiry-‐based)
Always consider… who’s doing the thinking?
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Hamburger approach to facilita8ng thinking skills
Thinking rich learning environment
Thinking Skills
Thinking Tools/Maps
Rich learning task
Co-‐opera8ve learning structures
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Thinking ‘Rich’ Learning Environments
What does a ‘rich’ learning environment look, sound and feel like? Eg: collabora=ve learning What is your current situa=on within your learning environment? Eg: desk-‐based learning with some pair-‐share What are two things you can do to create your vision? Eg: explore collabora=ve learning structures, move furniture.
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Finally… How do we need to BE as 21st Century
teachers?
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In Review… remember the Hamburger approach to facilita8ng thinking skills
Thinking rich learning environment
Thinking Skills
Thinking Tools/Maps
Rich learning task
Co-‐opera8ve learning structures
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Feedback of your learning
Please complete the survey monkey: