Post on 12-Jan-2016
Creating a Culture of Creating a Culture of
Powerful ThinkingPowerful Thinking
This way for the future
Collaborative StaffCollaborative Staff
What school and classroom What school and classroom conditions must exist to foster conditions must exist to foster creative thinking and risk taking?creative thinking and risk taking?
What are we trying to What are we trying to achieve?achieve?
A classroom A classroom that is safe to give opinions and take risksthat is safe to give opinions and take risks where students’ thinking is accepted, encouraged and where students’ thinking is accepted, encouraged and
valuedvalued where every student’s ideas are welcomed and where every student’s ideas are welcomed and
considered equally important considered equally important where it is okay to piggy back on others’ ideaswhere it is okay to piggy back on others’ ideas where students are able to clearly state what they are where students are able to clearly state what they are
learninglearning where collaboration and cooperation are fosteredwhere collaboration and cooperation are fostered where student’s individual strengths and interests are where student’s individual strengths and interests are
appreciatedappreciated
A good teacher A good teacher makes you makes you
even when you even when you don’t want to.don’t want to.
(Fisher, 1998, (Fisher, 1998, Teaching Teaching ThinkingThinking))
What is thinkingWhat is thinkingIntellectual processes:Intellectual processes: memorizing memorizing recalling facts and informationrecalling facts and information clarifyingclarifying analysing analysing generating ideasgenerating ideas making decisions making decisions problem solvingproblem solving planningplanning creatingcreating
What does Powerful What does Powerful Thinking look like in a Thinking look like in a
classroom?classroom? Many opportunities for:Many opportunities for:
– complex problem solving complex problem solving – open-ended responses open-ended responses
Thinking skills are Thinking skills are explicitlyexplicitly taught in an taught in an authentic and meaningful context.authentic and meaningful context.
Formative assessment is part of learningFormative assessment is part of learning Students are clear about what they are Students are clear about what they are
learning, and engage in reflective practice.learning, and engage in reflective practice.
– Bloom’s Revised Taxonomy– Edward de Bono’s Six Thinking Hats– Gardner’s Multiple Intelligences– Tony Ryan’s Thinker’s Keys– Habits of Mind– Graphic Organisers – Web Quests– Focused feedback – Rubrics– Inquiry Learning– Web 2 Tools
Teaching Strategies to Teaching Strategies to Support a Powerful Thinking Support a Powerful Thinking ProgrammeProgramme
Teaching For
Thinking
Teaching With
Thinking
Teaching About
Thinking
Teaching Of
Thinking
Retrieved and adapted from http://www.fhs.vic.edu.au/FrankstonFederation/thinkingRetrieved and adapted from http://www.fhs.vic.edu.au/FrankstonFederation/thinking%20proformas/support_think.htm%20proformas/support_think.htm
Explicit Instruction Explanations
Modelling
Guidance Coaching
Scaffolding
Learning Experiences Using ideas
Problem Solving
Personal Exploration Reflection Transfer
Powerful Thinking Model
When students believe teachers are When students believe teachers are emphasising thinking and learning emphasising thinking and learning strategies they:strategies they:
Become more motivatedBecome more motivated
Become more involved in productive Become more involved in productive
cognitive strategiescognitive strategies
Focus more firmly on the learning Focus more firmly on the learning
Take more control over their own learningTake more control over their own learning
Focus on ThinkingFocus on Thinking
Higher-order Thinking is:Higher-order Thinking is:
Quality Learning Quality Learning CirclesCircles
Time for teachers to reflect on their Time for teachers to reflect on their practice, analyse achievement data. practice, analyse achievement data. (moderation)(moderation)
View videos - practice giving quality View videos - practice giving quality feedback.feedback.
Stepping Stones for question Stepping Stones for question startersstarters
““Trying to learn without reflecting and Trying to learn without reflecting and reviewing is like trying to fill a bath reviewing is like trying to fill a bath without putting the plug in”.without putting the plug in”.From Stepping Stones www.thelearningproject.co.nz
Thinking MatrixThinking MatrixORIGINALITY
New and better ideas, expands ideas, unusual ideas, different directions.
RISK TAKINGSay why you think. Justify why; Which is better? Decide and explain
IMAGINATIONHow would you feel if? Pretend that.. Imagine yourself in.. Think of a time when.. Suppose that? What if? When might? Where could?
COLLABORATINGWorking with others
TRANSFERINGUsing strategies in other contexts. Assessing the value. Do I have evidence to support this conclusion?”
How?How?
Create a learning community in the Create a learning community in the classroom and school – we are here classroom and school – we are here toto
Talk about learning all the timeTalk about learning all the time Brainstorm Brainstorm what it means to be a what it means to be a
learnerlearner Class definition to describe a learnerClass definition to describe a learner Create a learning slogan/acrosticCreate a learning slogan/acrostic
This is a “PUT-UP” ZoneThis is a “PUT-UP” Zone
Welcome to Room 8Welcome to Room 8
Slogans Slogans
Can we learn this?Can we learn this?
Yes we canYes we can
Lrn 2 lrnLrn 2 lrn
U2 can lrnU2 can lrn
Research
Assessment helps us distinguish between teaching and learning.
Formative AssessmentFormative Assessment
Clarity of Learning Intention is crucial
Teaching Practices to Teaching Practices to enhance learningenhance learning
Constructivist Constructivist Real Real IntegratedIntegrated InteractiveInteractive In-depth In-depth Explicit – HoTs Explicit – HoTs Cooperative Cooperative Diverse learningDiverse learning Learner centredLearner centred FlexibilityFlexibility
Engaging Talented Engaging Talented StudentsStudents
Talented students require high but specific Talented students require high but specific expectations and depth with:expectations and depth with:– Real world problems and productsReal world problems and products– Variety of production requirements and Variety of production requirements and
alternativesalternatives– Open-ended product alternatives that Open-ended product alternatives that
encourage creative responsesencourage creative responses– A reason for sharing their findingsA reason for sharing their findings– A real audienceA real audience– Realistic corrective feedbackRealistic corrective feedback
http://www.austega.com/gifted/http://www.austega.com/gifted/provisions/curdifferent.htmprovisions/curdifferent.htm
Outrageous Statements Outrageous Statements
Only 4% of teacher Only 4% of teacher questions focus on questions focus on thinking or ask students to thinking or ask students to think.think.
Thinking ToolsThinking Tools Thinkers KeysThinkers Keys Graphic organisersGraphic organisers The Six HatsThe Six Hats Problem SolvingProblem Solving Or a combinationOr a combination ReflectionReflection Habits of Mind Habits of Mind Excel – good mind toolExcel – good mind tool WebquestsWebquests
THINK ALOUD PROBLEM THINK ALOUD PROBLEM SOLVINGSOLVING
Pose challenging problems then:Pose challenging problems then:
BEFORE: Invite students to describe BEFORE: Invite students to describe their plans and strategies for their plans and strategies for solving the problem/making solving the problem/making decisions.decisions.
DURING: Share their thinking as they DURING: Share their thinking as they are implementing their plan.are implementing their plan.
AFTER: Reflect on/evaluate the AFTER: Reflect on/evaluate the effectiveness of their strategy.effectiveness of their strategy.
Advantages of Thinker’s Advantages of Thinker’s KeysKeys
Easy to use and explainEasy to use and explain Everyday idea “unlocking something”Everyday idea “unlocking something” Encourage children (and adults) to:Encourage children (and adults) to:
– Look at things differentlyLook at things differently– Think divergentlyThink divergently– Think creativelyThink creatively– Brainstorm ideasBrainstorm ideas– Listen to others’ ideasListen to others’ ideas– Share their ideasShare their ideas– Be organisedBe organised
Explicit teaching of Explicit teaching of thinkingthinking skillsskills
To help students To help students understandunderstand the the thinking process:thinking process:
Using the Six Thinking Using the Six Thinking HatsHats
Responding to textsResponding to texts
Problem solvingProblem solving
BrainstormingBrainstorming
Role-play and dramaRole-play and drama
Visual and creative artsVisual and creative arts
Thinking about behaviour Thinking about behaviour
The First Mate
decides that he should
have better food and
double the rum of theregulars on
board.
Curly Kid spent
his free time playing poker for money. He bets his first
share of plunder and loses it. Now
he’d like to get reimbursed.
While unloading treasure,
Slippery Sam pockets an
emerald. When it falls out, the Captain says
he’sdropping Sam
offat the next
deserted island. Sam pleads tostay on board.
With thanks from - The Not-So-Jolly Roger Time Warp Trio In the Classroom © 2005 WGBH Educational Foundation. www.timewarptrio.com
CreatingCreatingGreen Hat, Construction Key, Green Hat, Construction Key, SCAMPER, SCUMPS, Ridiculous Key, SCAMPER, SCUMPS, Ridiculous Key, Combination Key, Invention Key Combination Key, Invention Key
EvaluatingEvaluatingBrick Wall Key, Decision Making Matrix, Brick Wall Key, Decision Making Matrix, PMI, Prioritising.PMI, Prioritising.
AnalysingAnalysingYellow Hat, Black Hat, Venn Diagram, Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Commonality Key, Picture Key, Y Chart, Combination Key.Combination Key.
ApplyingApplyingBlue Hat, Brainstorming, Different uses Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart.Key, Reverse Listing Key, Flow Chart.
UnderstandiUnderstandi
ngng
Graphic Organisers, Variations Key, Graphic Organisers, Variations Key, Reverse Listing, PMI, Webs Reverse Listing, PMI, Webs (Inspiration).(Inspiration).
RememberinRememberingg
White Hat, Alphabet Key, Graphic White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Organisers, Acrostic, Listing, Brainstorming, Question Key.Brainstorming, Question Key.
Bringing it all together
Reflection ToolsReflection Tools
Tomorrow I want to get better
at...
Today I made the world a better place by...
Thanks to Kate Grieve, St Gerards School and Grace Yarrow, Pukehina School
ExamplesExamples
Evaluating - Problem Solving One of your characters has landed on an alien planet. How can you help his time machine take off using:
A drink bottle10 cans of baked beansA watch
Creating - Selling an idea
Dogs have become the best readers in the world. Explain how this could have happened.
Evaluating - Checking
Books were once written on tablets of stone. What sort of problems would a student have if this still happened? Make a series of 4 cartoons explaining the problem.
Available on http://www.kurwongbss.qld.edu.au
Powerful thinking is not expected to Powerful thinking is not expected to happen every minute, every hour and happen every minute, every hour and
every day in classrooms.every day in classrooms.
There is time for sheer enjoyment.There is time for sheer enjoyment.
http://www.britishcouncil.org/kids-songs-pirates-popup.htm
RubricsRubrics
What is a rubric?What is a rubric?
A rubric is a type of formative A rubric is a type of formative assessment which is an ongoing assessment which is an ongoing part of teaching and learning. part of teaching and learning.
Quality formative assessment blurs Quality formative assessment blurs the line between teaching, learning, the line between teaching, learning, and assessment. (Process vs and assessment. (Process vs product)product)
Advertising RubricAdvertising RubricSuccess Success Criteria Criteria
SloganSloganNo sloganNo slogan
Long Long sentence, sentence, not want to not want to buybuy
Short Short slogan, slogan, think about think about productproduct
Short, Short, catches catches attentionattention
VisualsVisuals No pictures No pictures or photosor photos
Not related, Not related, too smalltoo small
Clear, Clear, easily seeneasily seen
Focus Focus reader on reader on productproduct
LogoLogo No logoNo logo Not about Not about productproduct
Uses ideas Uses ideas about about productproduct
Near the Near the company, company, clearclear
ColourColour Untidy Untidy lookinglooking
Cover Cover words or words or visualsvisuals
ComplemeComplement nt dark/lightdark/light
Creative, Creative, suit visualssuit visuals
InformatiInformationon
No product No product contact or contact or informationinformation
One of One of Contact or Contact or informationinformation
Contact Contact and and product product details details
Positive Positive reasons to reasons to buybuy
Thanks to Bronwyn Ward – Pukehina School
Just remember… it Just remember… it is all down to you, is all down to you,
the classroom the classroom teacher and what teacher and what
you actually you actually dodo with with children in your children in your class that really class that really
countscounts
Critical Factor – the Critical Factor – the teacherteacher
No right way or template.
No magical answer
Reflection Time Reflection Time
““As I anticipate the remainder of this As I anticipate the remainder of this school year, I am most excited school year, I am most excited about ….about ….
As you reflect on this workshopAs you reflect on this workshop What 3 important main
ideas/concepts can you recall?
What 3 strategies will you use back at school?