Foundations to Critical Thinking: Thinking Groups and Collaborative Learning

Foundations to Critical ThinkingThinking Groups and Collaborative Learning

The KEY to Unlocking

Intelligence and Imagination

Alexander Terego 2007www.AlexTerego.com [email protected]

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Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007


A PowerPoint Tutorial

The “Why” IntroductionWhat is Critical Thinking?Why Critical Thinking?Making MeaningThe BrainThe Great Mind/Brain MysteryFeedback LoopThinking GroupsGroup RulesContext – the Big PictureStandardized ThinkingStudent Buy-inWhy Thinking Groups WorkFour Methods of Critical Thinking Group ExercisesExamples of the Four MethodsSummary

The “How”


“We cannot always build the future for our youth, but we can build our youth for the future.”

FDR

Return to Contents


“This program represents one of the better answers to the call for educational change in America’s schools. Finally, a program that provides a method to utilize what we know about learning and the teaching and learning process.”

Stephen B. Graves, PhD,

Professor of Education, University of South Florida

“This program represents an enormous amount of cross-disciplinary, integrative thinking.”

Dr. Peter French

Dean of Academic Affairs, University of South Florida


“Watching students use Terego’s methods is like seeing them finally find the light switch.”

Nancy Clark, Language Arts Teacher, Venice Middle School

“Your ideas and methods are revolutionary and extremely beneficial. Bravo!”

Steven Sloan, 12th grade student, Pineview School


Congress, the press, schools, and parents* are all calling for an educational change.

*In a poll commissioned by the Partnership for 21st Century Skills, 88% of parents said schools should incorporate critical thinking, problem solving, and communications.

The argument:


Foundations to Critical ThinkingThinking Groups and Collaborative

Learning

Here is my analysis and solution:


Why Critical Thinking?

The U.S. House of Representatives Education Committee,

The U.S. Chamber of Commerce, And corporations worldwide…

Identified four skills for the 21st century workforce.


“Today’s students will enter a job market that values skills very different from the traditional workplace talents that ably served their parents and grandparents. They must be able to crisply collect, synthesize and analyze information, then conduct targeted research and work with others to employ that newfound knowledge. Traditional academic approaches – those that employ narrow tasks and emphasize rote memorization or the application of simple procedures – won’t develop learners who are critical thinkers or effective writers and speakers. Rather, students need to take part in complex, meaningful projects that require sustained engagement and collaboration.”

Professors Linda Darling-Hammond & Brigid BarronStanford University


The four skills for the 21st Century workforce are:

1. Clear and unambiguous communications skills;

2. Demonstrated problem-solving abilities;

3. Creative, original and critical thinking; and

4. Ability to collaborate in a group setting.


Critical Thinking Around the Box


What does Critical Thinking really mean?

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“CRITICAL” has several meanings: “To judge severely.” “A crisis.” “Essential ingredients.” “In math, the minimum point of

inflection.” “In chemistry, the cause of abrupt

change.”OR……… “Careful and exact evaluation.”


“THINKING” has only one meaning:

“Rational judgment.”

SO CRITICAL THINKING MEANS… “Using our rational thought processes to

carefully evaluate a problem or issue, and come to a rational opinion.”


Why Critical Thinking?

To answer we must look at

LearningTeaching

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That brings up some questions…

What exactly is LEARNING?What exactly is TEACHING?Answer…

They are two sides of the same processIt’s called Pedagogy.

A fancy word.Pedagogy simply means family and schools passing

on Big Ideas and Small Ideas to the next generation.AND the skills needed to process these ideas into

meaning.


What are the Big Ideas?

The ideas that make us fully functioning members of society.

“Who am I?” “Who are the others?” “How do I fit in?” “How do others fit in?” “Why am I here?” “Why are things the way they are?”


What are the Big Ideas? (continued)

“What is possible?” “How can I make sense of all this?” “What am I capable of?” “How should I behave?” “Why should I obey the rules?” “How do I feel about an issue?”

and finally…


“WHAT IS MY IDENTITY?”


Next Question…If those are the Big Ideas; what are the Small Ideas?

FACTS!!!!!! E = Mc² H²O is the chemical symbol for water Washington DC is our nation’s capital Toyota is the largest auto maker in the world The first seven prime numbers are: 2, 3, 5,

7, 11, 13, 17 This famous person who was born in 1732,

and died in 1799


Let’s look at teaching/learning (pedagogy) another way; beginning with this question…

Should we teach and learn Small Ideas and Big Ideas the same way?

My Answer:

Schools, family, society and most of all, individuals are all responsible for arming the individuals with the facts they need.


Here’s the bad news.

This means listening, reading, writing, quizzes and TESTS.

It is the teacher or parent or author’s responsibility to inform you of the facts.

It is the student’s responsibility to learn them.


On to the Big Ideas.

The Big Ideas are mainly student’s responsibility.

What’s the value of learning the Big and Small Ideas?

Facts (Small Ideas) + Understanding (Big Ideas) = What?

The Making of Meaning. And that is where CRITICAL THINKING

comes in.

Factstransmission

& memorization

Objective

Lectures – teacher active,student passive

Opinions do not matter

Students listen &take notes: Q&A

Rote learning

Proving right answers

Memorizing right answers

Making meaning

Subjective

Discussion- students active,teacher guides,opinions matter

Students set direction

Students control processStudents teach one another

brainstorm, creative,original, exploresolve problems

FACTS

MEANING

Examination isend result

An essay or otherwriting is result

CONTEXT

Diagram A


What makes something—a piece of information, a Small Idea—a fact?

Facts are provable truths.

They are objective.

They can be tested.


Nine objects can be represented as nine ones, three groups of three, a group of five and one of four, a group of six and a group of three etc. The groups can be tested and proved.

This fact is true in Florida and true in Finland.

It is a universal truth; a fact.

Students may see the value of some facts and not others.


Students all probably see the value of learning enough facts to pass a driver’s test.

Because the facts about driving are relevant and obvious.

If students do not learn the facts in driver’s education they will not be as independent as those who did.

If students do not learn the facts about operating an iPod, cell phone or computer they will not get the benefits of instant entertainment, enjoyment or connectedness.

And of course they won’t be COOOOOOOL.


It’s not so simple to see the relevance of math, grammar or history. They are not so immediate.

Most of us will only learn facts if they are relevant and valuable to us.

It’s tough to see relevance.

So, here’s the deal……No one can prove the relevance of anything to you.


You, and you alone, can prove the relevance of anything.

If you convince yourself of the value of math what happens?

You learn it. That’s what!!!

And Critical Thinking is the best way to see if something is relevant.

Because it allows you to control the process.


Let’s leave facts alone for the moment.It follows that if something is not a fact, it must be something else.

It must be subjective, or not provable.

In other words—it’s an opinion or point of view.

YOUR opinion or point of view.

Taste—the opposite of truth—in other words.

Critical ThinkingYour truthYour philosophy (belief)Your meaningYour modus vivendi

Defy your truth:

• Inauthenticity • Stress • Conflict • Insecurity / discomfort

Live according to your truth:

• Authenticity • Happiness • Harmony • Security / comfort

Diagram B

Think of it this way…


Facts + Experience + Context + Opinion = Meaning

Critical thinking means: Using facts; the Small Ideas Drawing upon your experience Putting things in context Developing an opinion In order to make meaning: Big Ideas

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Critical Thinking leads to Making MeaningSo,


Question: Why is it vital to make meaning from life’s ingredients: facts, preferences, opinions, and context?

Because most of the important decisions in life are subjective.

Very few people—even juries—base opinions solely on facts.

Most people’s opinions are based on beliefs.Most beliefs are hard to prove or test. They can

only be graded as believable or credible.


Your major life decisions—and mine—will mostly be based on subjective (unprovable) opinions.

College Career Marriage House

Political affiliation Car and friends Even clothes

Decisions about these issues will have the greatest impact on your life!!


Critical thinking is achieved by asking better questions.

“Change the way you think by asking better questions.”

Motto of the Harvard business School

(More—much more—on that later)


OK: STOP THINKING! NOW!!

Can you? Can anybody? Is it possible to stop thinking? No, No and No. Unless asleep of course.

But isn’t dreaming thinking? No one knows.


So what is thinking anyway?

Thinking must be important if we can’t stop.

What to do?

Perhaps we should try to harness thinking so it will help us?


Ok, let’s try to harness thinking.

Where to begin?

What kinds of actions do we take by thinking?

Well, we all make decisions by thinking.

So why not think about thinking?

That’s called metacognition.

So, what’s thinking called?

Answer: Cognition.


Next logical question:Where does all this thinking and thinking about thinking happen?

The most complex organism in the universe… called?

The brain

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If I only had a brian brain!


The Brain…

Here is the good news:

ALL of you own one.

The bad news?

It doesn’t come with a user manual.


The Brain…

Billions of neurons; connected by a million miles of cable; and no user manual!!!

Constantly shedding and creating new connections.

Constantly re-wiring itself.

What’s all this called?

Being human!!

Cool!


The brain has another part also.

It’s called the mind. We know a lot about the brain: more each

year.

What do we know about the mind?

Almost nothing except this…

It’s where you live. It’s your real home.


The Great Mind/Brain Mystery

What can your mind/brain do that no other animals can?

Anticipate problems. Analyze alternative solutions to problems. Solve problems. Overcome obstacles. Think about the future. Create original ideas.

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The Great Mind/Brain MysteryWhat can your mind/brain do that no other

animals can? (continued…)

Think about the concrete ideas. Think about abstract ideas. Manipulate its environment. Tolerate ambiguity. Think in color. Stand outside itself and look back.

That’s called reflection.


If we all have all these gifts, it makes sense to examine them. That way we can learn to use them properly.

“An unexamined life is not worth living.” Socrates. 2300 years ago.

But how do I begin to examine myself?

How do I analyze my beliefs?

How do I decide how I feel about an issue?


By standing outside yourself and asking and answering honest and reflective questions—almost as if treating yourself as another person.


What kind of questions?

Hypothetical questions.

What’s an hypothesis?

A supposition or conjecture that requires an answer, such as…

“Why did I do that?”

“What could I have done better or differently?”

“What help or information could I have used to make a better decision?”


There’s a step you must take before asking reflective questions…

Prepare yourself by willing yourself into a fully aware state.

DUH???

There is a huge difference between being awake and being fully conscious.

The difference is a result of…..

YOUR WILL POWER.


Another feature of your brain/mind that animals don’t have is your will…free will…choice.

You can chose between being just awake and being fully conscious.

In fact YOU are the ONLY one who can make that choice.

If YOU CHOSE to become fully cognitive, then you will.

It’s as simple as that!!!


Two more thoughts about thinking:

There are two kinds of thoughts/ideas:

1. Concrete thoughts/ideas Persons, places and things

2. Abstract thoughts/ideas Truth, beauty, justice or numbers


“Change the way you think by asking better questions.”

Critical thinking is all about asking questions.

But who do you ask?

Yourself and anybody else whose opinion has value.


Talking to others is obviously a good idea.

But how about talking to yourself? Good idea, or not?

Answer…..you can’t help talking to yourself.

In fact you are always debating inside your head.

The ONLY question is, are you doing it well?


If you are having a debate within your mind, and thinking things over, you will come to an opinion.

It is called a lifelong dialog whose purpose is…

To make meaning. To understand the big ideas.


Questioning is like a feedback loop.

Feedback loops depend on information.

Information (negative or positive) is used to control a process by making adjustments.

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Adjustment is the key to survival.

See a problem.

Ask questions about it.

Answer questions.

Assess or test your assumptions.

If your assumption is valid…

Adjust your thinking to solve the problem and make your own meaning.

PROBLEM

ASK

ANSWER

ASSESS(TEST)(THINK)

Get new information

Use existing information

ADJUST

Diagram C

Feedback Loop


We all have three gifts that allow us to adjust our position or idea or comprehension about anything.

One is EMPATHY.

The other is REFLECTION.

The third is the gift of LANGUAGE.


It allows you to actually see through someone else’s eyes.

Imagine being able to consider things from another’s point of view!!

Imagine being able to guess what others believe!!

And imagine being able to mostly get it right!!

Imagine being able to hold another person’s ideas in your mind……and not agree with them!!

Aristotle said that is the essence of being human.

Empathy is a magical ability.


Reflection is equally magical.

Think of reflection as mulling things over; meditating on a thought; ruminating; cogitating.

Reflection means using our mind to think.


Language—speaking, understanding and writing—is the gift that civilized us.

If you were the ONLY person on the planet what would be the value of empathy and language?

Not much. If you were alone in the world what would be

the value of reflection? A bit more, but not that much.


We are not alone, however. We live in society. So these three gifts of empathy, reflection and language are INVALUABLE.

The best news about these gifts is that they give us the chance to…..

Teach. The best way to convince—teach—yourself of

something is to…

Convince—teach—someone else.


Without other people we could never learn by teaching. As Prof. William Glasser proved we learn and remember 90% of what we teach. So we need others in order to learn.

So, the key ingredient for teachers is to get students into a teaching situation.

And that is why we are here.

I call these teaching situations THINKING GROUPS.

The idea is simple: to collaborate in a search for meaning.

Each member brings something to the group that they can teach to the others.

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“A growing body of research demonstrates that students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems. Like the old adage states, ‘Tell me and I forget, show me and I remember, involve me and I understand.’”

“Research shows that inquiry-based teaching and co-operative learning is not so much about seeking the right answer but about developing inquiring minds.”

Professors Linda Darling-Hammond & Brigid Barron

Stanford University

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A THINKING GROUP IS NOT A DEBATE WITH WINNERS AND LOSERS!!!!

The goal is high order thinking by everybody.

If collaboration is done right… it works for everyone.

If it didn’t, none of us would be here.

It takes a family, a tribe, a village, a congregation, a country working as a team, to make it work for all of us.


Group learning has worked since the dawn of time.

Socrates taught, and his students learned, in groups.

The military uses this method; as does government and business.

In business it is called the Group Dynamic. Many times it is used to solve hard problems.

We are social beings and work well in groups.


This is a mystery to biologists. Why would a member give up something so that all group members benefit?

We do not know.

We do know that group thinking solves problems because…

We have the gifts of speech and thought.

We are able to take on board what others think…


Remember...we have three gifts.

One is EMPATHY.

The other is REFLECTION.

The third is the gift of LANGUAGE.


We are also a curious lot.

And “Curiosity is the cure for boredom; thankfully there is no known cure for curiosity.” Dorothy Parker.

We can reflect on what we have learned.


And finally….

Groups work because of

THE NETWORK EFFECT


The network effect:

Group members speak to other members, and members speak to themselves. Thoughts flow between the left and right sides of the brain via the corpus callosum, a band of nerve fibers joining the two hemispheres of the brain.

Diagram D

corpus callosum

Mike

Peter

Nancy

Leslie Maria

Mike – 8 bilateral relationshipsNancy – 8 bilateral relationshipsPeter – 8 bilateral relationshipsMaria – 8 bilateral relationshipsLeslie – 8 bilateral relationships


Solving problems, coming to conclusions, forming opinions is often done by building imaginary models.

In Thinking Groups we can practice building imaginary models or scenarios… collectively.

Why build models in our imagination?

Because we can.


Did Einstein build a machine that could travel at 186,000 miles per second (the speed of light) so he could ride along?

Did Einstein build an atomic collider so he could see inside an atom?

Did Stephen Hawking build a machine to send him to the center of a Black Hole?


No. They couldn’t…what did they do instead?

They conducted thought experiments—imaginary models. How?

They used their imagination.

Einstein called his thought experiments Gedankenexperiment.

Perhaps we should call this Thinking Group a Gedankenexperimentgrűppen.


Practice is best done in groups. Eventually we all have to conduct these thought experiments alone.

You will be faced with many choices or problems that require critical thinking skills to resolve.

Practicing in a group will hone these skills.


“Collaborative learning transfers more responsibility to students, yet provides them with peer support. In any content area, students learn more and retain information longer when they work in productive groups. Students who work in collaborative groups tend to be more satisfied with their classes, complete more assignments and generally like school better.”

“Ideal collaborative learning tasks are those that cannot be accomplished just as well by one individual; they require interaction and the natural give and take of learning”

“Collaborative learning builds connections between previously learned concepts and new ones.”

Professors Douglas Fisher & Nancy Frey,San Diego State University


When a group of beginner tennis players learn to serve; they do it collectively first….over and over again, before trying it alone.

They are not just practicing in a group: they are teaching one another. One way we learn is by imitation.


By learning how to use Critical Thinking to carefully build imaginary models or scenarios about the future and its possibilities anyone can:

Improve the odds of making better decisions

Protect yourself and those you love Overcome obstacles Solve problems Make better use of information


and…

Come to conclusions in a more authentic way Maximize your potential Make wiser choices about competing options Transform yourself by evolving your opinions

and… Move on!!!


Imagine driving at 60 mph and heading for a brick wall…

Your instinct kicks in.

You anticipate the likely outcome.

You imagine your options…


But! Without the ability to think—practiced over many years—you are doomed!!!

Your skill at anticipation has no use without thought.

The brakes, steering wheel and headlights are of no value without thought.

Life is a lot like that.

Thinking—critical thinking especially—is the difference between mere survival and prospering.


In life your critical thinking skills are your…

Brake pedal Gas pedal Steering wheel Fuel Transmission Wheels Headlights

Driving directions Driving mirrors Radar Antenna Gauges Spare tire Emergency alert


And most importantly, critical thinking is your

Global

Positioning

System


“Co-operative group work benefits students in social and behavioral areas as well, including improvement in student self-concept, social interaction, time on task and positive feelings towards peers and learning from the perspective of others. Low-income, minority and urban students benefited even more from co-operative learning; a finding repeated over several decades.”

“Studies identified social processes that explain how group work supports individual learning, such as resolving differing perspectives though argument, explaining ones’ thinking, observing the strategies of others and listening to explanations.”

Professors Linda Darling-Hammond & Brigid BarronStanford University


Working in a group to solve problems using critical thinking skills will not only help you…

Identify problems and solve them… Identify options and choose the best

ones… Develop critical thinking skills…


It will also develop other skills equally as beneficial…

The value of mutual respect and tolerance Team-building skills Listening skills Speaking skills Rhetorical—persuasive—skills Management skills Leadership abilities


WHY WOULD YOU NEED THESE SKILLS?

So you can make meaning of your life!


“Evidence shows that inquiry-based, collaborative approaches benefits students in learning important 21st. century skills such as the ability to work in teams, solve complex problems, and apply knowledge from one lesson to another. The research also suggests that inquiry-based lessons and meaningful group-work can be challenging to implement since they are new to teachers.”

“A significant challenge to implementing this new kind of teaching is the

capacity and skills of teachers to undertake this more complex form of teaching. Teachers may think of this kind of teaching as unstructured and may fail to provide students with proper support and assessment as projects unfold.”

“But effective co-operative learning can be difficult to implement. Researchers identify at least three major challenges: developing group structures that help individuals work together, creating tasks that support useful co-operative work and introducing discussion strategies that support rich learning.”


Stanford University


Groups work best if there are…

Rules!!!

Without rules you get committees.

If a committee is asked to design a horse, chances are they will come up with a camel.

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We humans are very individualistic by nature so group thinking is a learned skill.

Egos and jealousies and competitive behavior get in the way.

In fact it’s like herding cats, but worse.

We cannot only talk to one another. We can talk to ourselves, and that creates noise.


So, here are our rules…

First is the Golden Rule…. Do unto others as you would have them do unto you!!! All members will keep an open mind. Each member has equal value. Each member is to be taken seriously. Each member has to take the other members seriously. Each member’s opinion is valid.


Rules, continued…

Individual members are safe from personal attack. Scorn, ridicule, personal judgments and destructive criticism are forbidden.

Only ideas can be attacked, not people. Even then politeness rules: do not interrupt—let the

other member finish speaking. There are no bad ideas, just ideas.


Rules, almost done…

All members will do their best to keep the focus on the ideas, and not on side issues.

All members will do their best to reach a consensus. Each member will take turns as the group leader. Group leaders will be treated with extra respect.


That’s the why. Now for the how.

First let’s look at CONTEXT

Another way of saying context is…

The Big Picture

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Stand blindfolded with your nose close to a painting. Now remove the blindfold and you will experience the exact opposite of context.

All you will see is bits of paint and a frame.

There will be no meaning until…

You step back.

It’s the same with anything.


Looking at the big picture first—context—before drilling down to the details makes meaning.

Michelangelo was a master of this…He looked at a giant block of marble—the big picture

—and saw……a statue trying to release itself.He saw his job was to remove the bits of marble that

did not matter…and reveal…His masterpieces: David or the Pieta

Or, think of context like a bull’s eye target…


A FACTOR SKILL

Diagram E


Words without context are also meaningless.

Take the word “Rose” for example.

Seen in isolation, we know very little

Is it a noun, a verb or an adjective?

Does it mean a flower?

Or a color?

Or is it the past tense of ‘rise?’

We do not know until we see the other words surrounding and describing it—its context.

Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007Diagram F

The

scented perfume

ROSE?

The red

won the prize

She used

coloredpaint

He

to the top of his profession

Prices

higher than w

ages


Facts and skills are a vital part of learning.

Three facts about facts and skills:

1. Facts and skills play a part in making decisions and making meaning.

2. By themselves they do not have much meaning, however.

3. But when examined in context they become highly prized assets.


You have to know the size, weight and shape of the ball.

You have to know if the ball is stationery or moving.

You have to know the playing surface

You have to know the wind speed and direction.

You have to know which part of the foot to strike with.

But….so what?

Take the skills and knowledge involved in kicking a soccer ball:


In isolation, all of this knowledge and skill is pointless without…

…you guessed it…

Context!


In this case, what is the context?

Rules and regulations 11 Opponents 10 Teammates Tactics such as

thinking two moves ahead and running into an open space (anticipation)

Self-protection

Choosing a particular kind of kick

Learning how an opponent thinks

Learning the opponent’s strengths and weaknesses.

Strategy Winning within the rules


What is the meaning that I make from all this?

I find out how well my skills fit into a team effort.

I find out how well I can adjust and adapt to ever-changing conditions.

So, now my knowledge and facts and skills have contributed to something more….

They have become relevant and meaningful to me.


The skills and knowledge are the small ideas.

How I fit in is the big idea.

Lesson:

Repetitive drills make sense only if they are thought of...

…that’s right…

in context.


The problem is that currently schools are focused mostly on

Memorization of curriculum Standardized testing All of which produces

standardized thinking, when the world is moving to flexible, innovative thinking.

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:,


Memorization and test-taking do not align with the 21st century smart economy’s needs for:

Critical thinking Problem solving Communication Collaboration


Cognitive/logical ability Emotional systems

Memorization and test taking also do not align with children’s neuro-biological needs; they have two other functions besides memory:


Neglects cognitive and emotional systems;

And teaches that memorization is the same as problem solving*.

*Dr. David Sousa

An over-emphasis on memory development also…


A feeling of safety.

Safety is best achieved when the Big Questions are asked and answered:

Who am I? What is my role?

Conversely, being tested on the Small Questions leads to dread & insecurity.

The emotion that is pre-eminent for learning is:


The new economy; The neuro-biological needs of

children; And the educational mandates of

federal and state governments.

This is “the quiet crisis in education.” Tom Friedman, The World is Flat

It is clear that there is an asymmetry between the needs of…


What is needed is a technique for simply and efficiently putting learning into context.

That way students “buy in” to learning the Small Ideas as a way to answer the Big Questions.

School districts and teachers cannot ignore the law but neither should they ignore their student’s neurological makeup and the new economy.

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…an efficient unobtrusive way of permanently embedding critical thinking, collaboration, problem solving, and communications training—especially writing—into the everyday student/teacher curriculum experience (thus ensuring “buy in” by students).

Foundations to Critical Thinking…


Across the curriculum Across gender differences Across racial differences Across income levels

Each child’s reason why subject matter is important to them is different.

Only when children “buy in” does learning take place...


Why is “buy in” by children important?

The closer to the battlefield, office, factory, store…or classroom decisions are made…

…the more effective they will be. But federal and state capitals and district

offices are far afield from teachers and even more remote from children.

Encouraging children to “buy in” by making decisions and forming opinions for themselves is a goal of this program.


“Similarly, studies also show the widespread benefits of co-operative learning, in which small teams of students use a variety of activities to more deeply understand a subject. Each member is responsible for learning what is taught but also for helping his or her teammates learn, so the group becomes a supportive learning environment.”


Stanford University


To encourage “buy in,” clearly we need to weave strands of new thinking into the existing fabric of teaching.

The question is, “How?”

Let’s begin with the fact that there are two kinds of teaching/learning.

Two Teaching/Learning Styles

FACTS are the small ideas The BIG ideas advancecivilization

Teaching of objective truths.

StudentsMostly passive & believe this is the only way to learn

TeacherMostly active incontrol, direction,& management

Combination lecture, Q & A to find “right” answers

Objective results only sought

ContentScience, Literature, Art, Music

Geography, History, Mathematics

Factual content only is memorized

Students take notes

Students memorize facts

Students are examined by multiple choice or quiz

Learning by making meaningfrom subjective content.

Opinion making.

StudentsMostly active• Listen, question, debate• Students set direction• Think critically,

creatively, originally• Brainstorm• Teach themselves by

exploring topic• Control process• Build respect• Each student has equal

weight• Problem solving, not

rote memorization• Social skills developed• Leadership skills

developed• Multiple intelligences

used• Attack the BIG Ideas

TeacherMostly passive• Offers guidance• Answers questions

Optional, subjective resultsto multiple, cross-curricular issues.

Opinions count, not just facts.

Students are examined by written essay or other outcomes e.g. PPT presentations

Didactic / Lecture Style Maieutic / Self-Directed Groups

Alexander Terego 2007

Two Teaching/Learning Styles

“Stand and deliver.”“Drill and skill.” Intellectual midwifery,

Facilitating ideation

Didactic / Lecture Style Maieutic / Self-Directed Groups


“Guide on the side,not a sage

on the stage.”Peter French, PhD

Academic DeanUSF College of Education

“These are processes thatare student-driven, not-teacher-driven.”

Professors Darling-Hammond & Barron

Stanford University


Self-directed Thinking Groups: why do they work?

Two heads are better than one. The sum is greater than its parts. Organizations have used self-

directed mutual inquiry since Socrates’ time.

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“In a study of 2218 students, the Center for the Organization and Restructuring of Schools at the University of Wisconsin, these practices (inquiry-based teaching, co-operative learning) were found to have a more significant impact on student performance than any other variable including student background or prior achievement levels.”


Stanford University

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According to Professor Glasser we learn…

10% of what we read; 20% of what we hear; 30% of what we see; 50% of what we hear and see; 70% of what we discuss with others; 80% of what we experience;

and…


According to Professor Glasser, we learn…

90% of what we teach.

In a group setting all the members can teach.


There is also the multiplier effect:

The more people talk…

the more the ideas will flow.


The multiplier effect:

Network Effect of Membership Size in Thinking Groups

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10

Number of Participants

Nu

mb

er o

f C

on

nec

tio

ns


Thinking Groups

Thought experiments built on group imagination;

Not a competitive debate with winners and losers.


In life, most of the issues and decisions that any citizen will deal with are subjective…unprovable.

Objective facts help; Subjective taste/opinions are

much more important.

Foundations to Critical Thinking

FACTS TASTE / OPINION


Gray area

Schools Self/Peers

The Whole Child


Foundations to Critical Thinking means…

Using collaborative, problem-solving, and critical thinking skills to solve and communicate issues that involve: All curricular subjects; By combining fact and opinion… Into a conclusion…and a buy in.


Graphic Method Contextual Thinking Spider Diagram Lists

There are four methods used in this program:

Return to Contents


Rules of conduct Rules by which the problem is

addressed Physical setup

Circular tables (4, 6, or 8) Dictionary, thesaurus, encyclopedia,

search engine whiteboard or interactive whiteboard

(IWB)

In all four methods, there are rules to be followed.


Click one to select: The Interconnectedness of learning (graphic and contextual method) Elementary example (graphic method) Middle school example 1 (graphic method) Middle school example 2 (spider diagram) High school example (graphic method) Career & technical example (graphic method) Teach the teacher example (graphic method) Middle school (contextual thinking method) Elementary example using the simplest method: The List

Or, click here to continue past examples…

The following are examples using the Graphic Method for Thinking Across the Curriculum, the Contextual Thinking, Spider Diagram, and the simple List Method approach.

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The Interconnectedness of Learning: an example of Thinking Across the Curriculum using the Graphic Method (and the Contextual Method)

(Click here to return to menu)


Prompt:

Is all learning interconnected?

Team leader writes the prompt on an Interactive Whiteboard (IWB).


Following the rules of the Terego method, team leader re-phrases the prompt:

Is all learning part of the same thing?

Or:

Are there different reasons to learn different subjects?

Step One:

Learning

Verb Form


Step two: team leader and thinking group analyze and diagram the key words—in this case, “learning.”

Noun Form

Synonyms:• Studying• Becoming

informed• Schooling

Definition:The act or process of gaining knowledge.

Synonyms:• Education• Knowledge• Scholarship• Comprehensio

n• Wisdom

Definition:Known facts, ideas, and skills that have been transmitted / imparted.


Next step: group leader leads a question and answer phase. Each answer is summarized in brackets (parentheses).

Question/Answer form: (WHO—what—why—where—when. )

Who is involved in learning?

• Self, others, teachers, peers, mentors, role models, family, friends, clergy. (Everyone)

Who discovered /invented learning?

• Necessity: how else could knowledge be transmitted from one generation to the next? Teaching/learning are natural instincts. (Necessity)


Question/Answer form: (who—WHAT—why—where—when. )

What ways do we learn?

• Experience, practice, reasoning, memorization, multiple intelligences. (Cognition, practice, memory)

What is common to all learning?

• Mastery of content. Integration of content and outcome. (A knowledge/skill)

What is the difference between learning different skills/knowledge?

• In the brain/memory, very little.• Skills/knowledge are transmitted and received similarly.• Therefore, they must be connected. (Very little)

What is the goal of learning?

• Personal preparation. Insight into how the big ideas of self and the small facts of our world fit together. (Insight)

What is learning a part of?

• The shared human database from which we learn and to which we contribute. (Heritage)

What happens if we believe all learning is isolated?

• We stay in a silo and do not connect the dots.• We see the curriculum as partitioned, not connected.• We neglect the big ideas in favor of the small ideas.• We fail to make meaning the purpose of education.• (Lose sight of the big picture)


Question/Answer form: (who—what—WHY—where—when. )

Why is learning necessary?

• Each generation inherits the knowledge and wisdom of their ancestors. It is important to know how to use it and add to it. (Don’t re-invent the wheel)

• Preparation for life. (Jobs, responsibilities)


Question/Answer form: (who—what—why—WHERE—when. )

Where do we learn? • In school, at home, at play.

• Awake – short-term memory.

• Asleep – information is passed into long-term memory

• In our brain, mind, central nervous system, emotional system, with all our senses.

• (Everywhere)

Question/Answer form: (who—what—why—where—WHEN. )

When do we learn? • (All the time)

• (More if we are open to it)


Next step: thinking group populates the diagram on the Interactive Whiteboard (IWB), placing summaries (in the brackets) of all responses to the who, what why, where, when questions into the appropriate section of the IWB.


WHAT Section WHO Section WHERE Section

WHY Section WHEN Section

Learning

Verb Form Noun Form





n• Wisdom





Learning

Verb Form Noun Form





n• Wisdom


EveryoneTeaching / learning are natural instincts

Cognition, practice, memory

A knowledge/skill

Very little difference between learning

different skills/knowledge

InsightHeritage

If isolated, lose sight of the big picture

Don’t re-invent the wheel

Jobs, responsibilities

Everywhere

All the time

More if we are open to it


“Any database of information increases its usefulness if all the elements within it can be connected. Conversely, if the information in the database is not able to be connected, then its functionality is diminished. So, if we begin to view our human body of knowledge as one entity—not just silos of math or history or art—but as one great interconnected curriculum—the learning/teaching exercise could be much more productive to each student, teacher, school, and society. --OR--

Next step: Thinking group reviews the completed diagram and produces an outcome: in this case, a thesis statement:


“Student perceptions of why they study the small facts will change, once they see the value of all learning as a way to connect the dots and create their big picture of their world; their big ideas. Besides, the 21st Century economy requires integrative thinking.”

Alternative thesis statement:

Note: I prepared this example because of an experience I had when teaching a group of teachers from various disciplines—math, science, stocial studies—and the topic of “All teachers are teachers of English.” They mostly disagreed, displaying a “silo” mentality.

Thanks, Alex


Output of the Thinking GroupThe outcomes are a measure of a student’s

accountability and progress and can include:


A PowerPoint presentation to classmates; A presentation to classmates using Interactive

Whiteboard maker’s proprietary presentation software; A debate; A speech; An experiment; An essay; A demonstration; Or even a poster.

Is all learning interconnected?


Or…the thinking group could use the contextual method to analyze the same prompt:

The group leader writes the key word on the IWB and asks the group to answer questions as in the following diagram:ning interconnected?


LEARNING

What is learninga part of?

What is knowledgea part of?

Our toolkit for survival

Now, the group leader leads a discussion on the constituent parts

of science?

Sciences Arts

— Math— Computer Science (IT)— Physics— Chemistry— Biology— Social Science

— English— Foreign Languages— Media Studies— Art— History— Geography

Contextual Example: “Learning”

The thinking group leader writes the word “learning” on the Interactive Whiteboard.

KnowledgeWhat is this toolkit

a part of?

Our cultural patrimonyWhat is our

cultural patrimonya part of?

Humankind


Having built this taxonomy of learning, the response to the prompt, “Is all learning interconnected?” is now drafted under the guidance of the thinking group leader. The outcome of this deliberation can be: A debate; A speech; A PowerPoint; A presentation; A presentation using the proprietary IWB

software; A demonstration; Even a poster.


“Humanity’s body of learning or knowledge is like a tree. It is an eco-system of interconnected, mutually dependent parts, working together as a way to survive, grow, prosper, and propagate.”

--OR–

Or in this case, an essay or thesis statement:


“One way to look at the various branches of learning—the arts and sciences—is to think of them not as nouns but as adverbs. We study artistically or scientifically, but the object of our study is the same: ourselves and the universe, which is why we can study geographically, socially, mathematically, chemically, physically, through information technology or language, biology, the media, and in any other way. Seen this way it seems obvious that all knowledge and learning is connected.”

Alternative thesis statement:


The following are examples using the Graphic Method for Thinking Across the Curriculum, the Contextual Thinking, Spider Diagram, and the simple List Method approach.

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An elementary school example of Thinking Across the Curriculum using the Graphic Method



An elected group leader writes the beginning prompt on a whiteboard or interactive whiteboard (IWB):

“What are commercials?”

CommercialsAn advertisement...a message, public notice or broadcast in the press, over the air, or online.


The main word, “commercials” is now written in a circle in the center of the whiteboard or interactive whiteboard (IWB).

After discussion and referring to dictionary or search engine, the group leader writes an agreed definition beneath the main word.

CommercialsAn advertisement...a message, public notice or broadcast in the press, over the air, or online.


television radio internet magazines newspapers signs

The group brainstorms and determines the constituent parts of the word.

Commercials




An advertisement...a message, public notice or broadcast in the press, over the air, or online.


A member of the group divides the graphic into five sections.

These are the What, Who, Where, Why, & When sections.

Commercials






Companies

Listeners

Viewers

Adults

Politicians

Kids

Who makes commercials?

Who watches or hears commercials?

Now group members begin to ask and answer what, who, where, why, and when questions.

Commercials






Companies

Listeners

Viewers

Adults

Politicians

Kids

Toys

Cars

Cereal

New movies

Politicians

Beer

Stores

What do commercials talk about or advertise?

Commercials






Companies

Listeners

Viewers

Adults

Politicians

Kids

Toys

Cars

Cereal

New movies

Politicians

Beer

Stores

Television

Internet

Radio

Newspapers

Signs

Magazines

Posters

Where do commercials appear?

Commercials






Companies

Listeners

Viewers

Adults

Politicians

Kids

Toys

Cars

Cereal

New movies

Politicians

Beer

Stores

Television

Internet

Radio

Newspapers

Signs

Magazines

Posters

To sell something

To earn money for the company

To change how people spend their money

To get people to come to a store or to a new movie

To get people to vote a certain way

Why do companies and politicians make commercials?

Commercials






Companies

Listeners

Viewers

Adults

Politicians

Kids

Toys

Cars

Cereal

New movies

Politicians

Beer

Stores

Television

Internet

Radio

Newspapers

Signs

Magazines

Posters

To sell something





Any timeday or night

Often

When do commercials appear?

Commercials






Companies

Listeners

Viewers

Adults

Politicians

Kids

Toys

Cars

Cereal

New movies

Politicians

Beer

Stores

Television

Internet

Radio

Newspapers

Signs

Magazines

Posters

To sell something






Often

The desired outcome of an examination of a word or a prompt is a thesis statement.

Group members discuss and agree on a main idea—the thesis statement.

Commercials






Companies

Listeners

Viewers

Adults

Politicians

Kids

Toys

Cars

Cereal

New movies

Politicians

Beer

Stores

Television

Internet

Radio

Newspapers

Signs

Magazines

Posters

To sell something






Often

“Commercials are made to sell things to people of any age. Commercials try to change how people act, whether it is how they spend money, what movie they go see, or who they vote for. Viewers should be careful to make up their own minds.”

Results of the Graphic Method and other critical thinking strategies:

• Better thinking• Authentic writing• Better problem solving• Democratic learning• Goal realization• Love of learning


Foundations to Critical Thinking method examples:

Return to Contents




A middle school example of Thinking Across the Curriculum using the Graphic Method



A middle school example of Thinking Across the Curriculum using the Graphic Method.


“Biography is the key to history”

The main word, “biography” is now written in a circle in the center of the whiteboard or interactive whiteboard (IWB).

Biography

The group leader divides the page into five sections.




Biography





Biography

After discussion and using a dictionary or search engine, the group leader writes an agreed definition beneath the main word.

An account of a life written by another




Biography

The group brainstorms and determines the constituent parts of the word.


Psychological profile Personal life Public life Achievements Narrative




Biography

And now, the group begins to ask questions… for example:






Biography

Who writes biographies?


Historians(no agenda)

Admirers(agenda)

Detractors(agenda)





Biography

What sources do biographers use?



Admirers(agenda)

Detractors(agenda)

Sources—newspapers,

diaries, speeches,letters





Biography

What is the purpose of a biography?



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize

To set recordstraight





Biography

Where did biography start?



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize


Ancient times• Egypt• Babylonia• Greece• Holy Land





Biography

Where were they written?



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets





Biography

Why is biography valuable?



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets

History predictsthe future





Biography



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets

Humans love to read about other people


Why are we so fascinated by biographies of the famous and influential?





Biography



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets



Why are biographies important?

An account ofa person

illuminatestheir times





Biography



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets



When did biographies first appear?



3330 BC – Egypt1300 BC - Mesopotamia





Biography



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets



When did it become popular?





18th Century EuropeBoswell’s Life of Johnson

20th & 21st Centuryexplosion of

celebrity bios





Biography



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets



The group is left with a completed graphical illustration of their thought experiment.





18thCentury EuropeBoswell’s Life of Johnson


celebrity bios





Biography



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets



The desired outcome of an examination of a word or a prompt is a thesis statement such as this one written by a group of seniors:







celebrity bios



“History is largely about people. They make history happen. To understand any period in time it therefore helps to understand the make-up of its major players, their influences, and their roles. It also helps to understand the biographer and his agenda.”



Biography



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets



These are the building blocks to a well-thought, well-written essay.







celebrity bios



• A thesis statement• Supporting ideas• Clear thinking about each idea



Biography



Admirers(agenda)

Detractors(agenda)



To praise subject

To criticize



TemplesClay tablets









celebrity bios







Return to Contents




A middle school example of Thinking Across the Curriculum using the Spider Diagram method



Next Method: The Spider Diagram

Let’s use a different prompt… “Why do we all play games?”

Most of the time more than one word is dominant or important.

How many important or key words in this prompt?Two: “Play” (a verb) and “Games” (a noun).

Both need to be analyzed and diagrammed.Now, with Idea/Support Forms ready.It’s time to begin the analysis…by free writing.

Idea/Support Form

Topic: Why do we all play games? Idea: Support for Idea:

Turn into a question: ”Do we all need to play games?”

Definition of “Games” 1. A way of amusing ourselves with rules;

2. a competition with rules.

Definition of “play” 1. To occupy ourselves for amusement.

2. to take part in a pastime with rules.

Related words & synonyms Gamble, act, musical instrument, electronics,

competition, exercise, board games, Olympics

rivalry

Other ideas: the who, what, why,

where, & when questions.

Who plays games? Children, adults, sportsmen & women,

many animals

What games are played? Board games, print media (crosswords)

Electronic games, sporting games

Why do we play games? Boredom, peaceful way to release energy,

Competition, mental exercise, & fun

(continued…)

Idea/Support Form

Topic: Why do we all play games? (continued )Idea: Support for Idea:

Where do we play games? Everywhere

When do we play games? Whenever we are awake

How important are games to me? I love to compete

Do animals really “play?” Maybe it’s nature’s way to practice

Are games ever bad? Roman “games” were awful

Grand Theft Auto, Mortal Kombat (video games)

Play

Againstothers

Againstoneself

Gamble/Risk

Compete(contests)

ElectronicMusic

Act

Instruments

TV

Games

Satisfycuriosity

Amuseoneself

Mostlyphysical

Purposes

Video

Mostlymental

Puzzles

Entertainoneself

RewardoneselfFulfill

oneself

Occupytime

PursueRivalry

Internet

Board

Individual

Non-contact

Team

Contact


The result of an exercise like this is a written thesis statement expressing a point of view about the topic—“Why do we all play games?”

For example; “Even a brief look at the way people occupy their leisure time now, and all through history, leads to the conclusion that games must fill some basic need.”



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A high school example of Thinking Across the Curriculum using the Graphic Method




What is math?

(Note: this example is aimed at college-bound juniors and seniors. )


The process…

The group asks and answer the following questions about MATH:

Definition; Constituent parts; The Who, What, Why, Where, When

questions.


The group works together to define math:

A symbolic, efficient shorthand code for recognizing and manipulating patterns

Solves and communicates ideas that English language alone cannot

A common set of symbols understood by all to solve problems faced by all

Using a dictionary or search engine, the group agrees on a definition and begins to graph the idea of math on a whiteboard or interactive whiteboard (IWB):

Math


Solves problems that are beyond the English language


What are the constituent parts of math?

Arithmetic, algebra, geometry, algorithms, trigonometry, and calculus

During discussion, the group leader graphs the ideas:

Math



Arithmetic algebra geometry algorithms trigonometry calculus


These are the Who, What, Why, Where, and When questions.

The group leader divides the graphic into five sections.

Math







The group asks and answers the who questions:

Who invented math? Early ancestors

Who advanced math? Early Romans, e.g. Thales, Pythagoras,

Archimedes, Euclid Middle Ages – Arabic book “al Jabr” 17th Century – Newton, Leibnitz, Pascal 19th / 20th Century – Russell, Newton,

Hawking, Perelman Who uses math?

Almost all societies

Math






Early humans

Arabs inMiddle Ages

Ancient Greeksand Egyptians

20th centurymost countries

Everybody

17th centuryEuropeans

Ancient Romans


Next they ask and answer the what questions:

What kinds of math are there? Pure and applied

What are numeric systems? Base 10/decimal; Base 2/binary;

Base 12/distance; Base 60/time, Roman numerals; Arabic numerals

What is math? A symbolic, efficient shorthand code for

recognizing and manipulating patternsWhat are symbols?

Representations of abstract ideas.


What else?What is geometry?

Solving 2D and 3D spatial problems

What is an algorithm? A set of rules to solve engineering—

especially computer—problems

What is trigonometry? Calculations without direct measurement

What is calculus? Measurement of change and motion

Math






Pure & applied

Pattern recognition/ manipulation

Symbolic code

Arithmetic= + - x,

decimals, fractionsBase 2, 10, 12, 60

Roman, Arabic Numbers are codesfor ideas

Trigonometry: calculationswithout measurement

Algebra: fill in the blank

Solves problems more easilythan just English

Geometry:space, 2D, 3D

Early humans

Arabs inMiddle Ages



Everybody


Ancient Romans

Algorithm: to solve engineering problems

Calculus: measureschange and motion


Now for the Why questions:

Why do we need math? A common set of symbols

understood by all to solve problems faced by all.

Solves and communicates ideas that the English language alone cannot.


Why did ancient people use math?

Early people needed to keep count and records. (Who is missing? Who’s present?)

Ancient Egyptians used geometry to track floods

Greece—as a philosophy…Pythagoras

Math






Math is a problem-solving code accepted

worldwide, unlike language

Needed tokeep count

Geometry in Egypt;tracking floods5000 years ago


Rome—engineering,military

Mesoamerica—engineering,calendars, religion

Early humans

Arabs inMiddle Ages



Everybody


Ancient Romans

Pure & applied


Symbolic code

Arithmetic= + - x,










Where did math evolve?

Egypt, China, India, Greece, the Arab-speaking world, Italy, Germany, France, U.K., U.S

Math








Needed tokeep count





• Egypt• China• India• Greece• Arab world• Italy• Germany• France• U.K.• U.S.

Early humans

Arabs inMiddle Ages



Everybody


Ancient Romans

Pure & applied


Symbolic code

Arithmetic= + - x,










When did math start?

Early (pre-writing) scratch marks or pebbles to keep count.

Geometry – Egypt, 5000 years ago measuring the Nile’s floods

India, Greece, Rome


When did numeral systems begin?

Decimal – Hindu, 2300 years ago Base 12 – Roman, 2300 years ago Base 60 – Babylon, 2300 years ago Mesoamerican numeral system – 1200

years ago Base 2 – Leibnitz 400 years ago

Math








Needed tokeep count





Before writing, notches on sticks,

pebbles

• Egypt• China• India• Greece• Arab world• Italy• Germany• France• U.K.• U.S.

Early humans

Arabs inMiddle Ages



Everybody


Ancient Romans

Pure & applied


Symbolic code

Arithmetic= + - x,









Geometry – Egypt,5,000 years ago

Ancient India,Greece, Rome

Decimal – Hindu, 2300 years ago

Base 12 – Roman, 2300 years ago

Base 60 – Babylon, 2300 years ago

Mesoamerican numeral system –

1200 years agoBase 2 – Leibnitz

400 years ago


Once the graph is completed:

The group discusses and agrees on a thesis statement.

"Math evolved from a necessity to solve problems language could not. Some of these problems were practical such as keeping count, measuring and predicting floods or sun and moon cycles for planting and harvesting. Some of the problems addressed by math had religious, government, military or engineering purposes. Some math was purely theoretical. Many civilizations built on the discoveries of others; in China and Mesoamerica math developed independently. Math is now a universal code for solving universal problems."



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A career/technical example of Thinking Across the Curriculum using the Graphic Method




“Why is it important to choose a career path?

(Note: this example is aimed at non-college-bound juniors and seniors. )

CareerA chosen occupation, job, or profession.


The main word, “career” is now written in a circle in the center of the whiteboard or interactive whiteboard (IWB).


Career


job occupation vocation work profession duty

The group brainstorms and determines synonyms of the word.

A chosen occupation, job, or profession.

Career








Career






Parents

Teachers

Friends

Role models Who do I know who can help me in my career choice?


Career






Parents

Teachers

Friends

Role models

• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers

Who are examples of role models who made good career choices?

Career






Parents

Teachers

Friends

Role models

What is a vocation?• Family pastor• Oprah• Henry Ford• Bill Gates• Elizabeth Arden• Martha Stewart• 9/11 first responders• Mothers

A calling

Career






Parents

Teachers

Friends

Role models


A calling An activity that is a source

of income

What is a job?

A repetitivetask done for

moneyWhat is an occupation?

Career






Parents

Teachers

Friends

Role models



of income A repetitivetask done for

money

What is work?

A means toearn a living

Career






Parents

Teachers

Friends

Role models




money

What is a profession?

A means toearn a living

An occupation thatrequires specialized, advanced

training

Career






Parents

Teachers

Friends

Role models




moneyA means toearn a living

What is a duty?


training

A course of actionrequired by social custom

or moral obligation

Career






Parents

Teachers

Friends

Role models





What are my strengths and weaknesses?


training


or moral obligation

Good at communicating; not

good at math

Career






Parents

Teachers

Friends

Role models





What have famous people said about careers?


training


or moral obligation


good at math“Finding out what kind of work

you are best suited for,and finding a way to do that work,

is the key to happiness.” John Dewey, psychologist, philosopher, and educator

“To find joy in work is to discover the fountain of youth.” Pearl S. Buck,

Nobel prize winning author.

Career






Parents

Teachers

Friends

Role models





Why is this decision important?


training


or moral obligation







Means the differencebetween happiness and not

Work will consumea huge part of my life

I will workan average of 7 jobs

in my career

Career






Parents

Teachers

Friends

Role models





Why do I find this issue difficult to deal with?


training


or moral obligation










in my career

Too remote

Career






Parents

Teachers

Friends

Role models






training


or moral obligation










in my career

Too remote

I just knowthat I do

Why do I want to especially do one thing with my life?

Career






Parents

Teachers

Friends

Role models






training


or moral obligation










in my career

Too remote


Where do I find out about my options?

Friends

Counselors

The internetCurrent

practitionersParents

Associations

Teachers

Books

Career






Parents

Teachers

Friends

Role models






training


or moral obligation










in my career

Too remote


When do I decide?

Friends

Counselors

The internetCurrent

practitionersParents

Associations

Teachers

Books

Now – beforehigh schoolgraduation

Soon

People can change their mind

any time




“On average, most Americans study for 13 – 17 years, work for 45 years, and are retired for another 16 years. So it makes sense to prepare to make good choices about something we will spend 40% of our waking life doing.”



Return to Contents




A “teach the teacher” example of Thinking Across the Curriculum using the Graphic Method




“Why is learning necessary?

(Note: this example is aimed at teachers)

Learning“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.


The main word, “learning” is now written in a circle in the center of the whiteboard or interactive whiteboard (IWB).


Learning


schooling study information erudition scholarship inquiry

The group brainstorms and determines synonyms of the word.

“The act or process or experience of gaining and applying knowledge or skill in a group or individually. From the Latin ‘educare’ – to draw out.






Learning






Individuals

Anyone who wants empowerment or wisdom

SocietyWho benefits from learning?

Learning



Who needs to learn?





Individuals


Society

Learning



• Growth in wisdom• Problem solving• Change agent• Adapt to change• Anticipate change• Lifelong love of learning

• Collective• Individual• Occupational training• Theoretical• Practical• Academic• K-12• Postsecondary• Tertiary

“The purpose oflearning is growth”

Mortimer Adler“Children need to betaught and also left

to themselves to learn.”Abbé Dimnet

“The mind, once stretched by a new idea,

never regains its original dimensions”

Oliver WendallHolmes

What kinds of learning are there?

What is education for?

What have famous people said?




Individuals


Society

Learning











Adapting tonew economy

Why is learning important?

Making a living

Self improvement

Renewable resource




Individuals


Society

Learning












Where do we learn?

Making a living

Self improvement

Renewable resource

Formally – in school

Informally – living




Individuals


Society

Learning












Making a living

Self improvement

Renewable resource

Formally – in school

Informally – living

When we are conscious—we can’t stop learning

When do we learn?

When we anticipate

When we manipulate

When we attempt solutionsWhen we fail/succeed

When we apply facts

When we develop opinions

When we synthesize new and old




“Socrates said that education is not the filling of the lamp but the lighting of the flame. In fact it is both—putting in and drawing out. ”



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A middle school example of Thinking Across the Curriculum using the Contextual Thinking approach



The Contextual Approach

To appreciate a painting, a visitor to an art gallery does not stand six inches from the painting first.

They begin by viewing it from a distance which puts it into context.

Then they move in for a closer examination.


The Contextual Approach

We tend to teach students to do the reverse; a minute, close-up examination first.

Contextual Thinking shows a teacher how to get a group to think UP before breaking a subject into its contextual parts.


GEOGRAPHY

What is geographya part of?

Science: investigation& explanation of

natural phenomena

What is sciencea part of?

Body of knowledgeabout natural world

So…what are theother sciences?The cousins of

geography?

Biology Math Chemistry Physics Botany

Now, what aregeography’s

constituent parts?

The natureof the earth

The relationshipof life

to the earth

— The earth in space

— Climatology

— Oceanography

— Rivers

— Bedrock

— Biological geography

— Human geography

— Economic geography

— Political geography

Contextual Example: “Geography”

The Group Leader asks the group to think up by asking context-based questions: what is the subject a part of?

Next, questions focus on parallel ideas: what other contexts are there?

Finally, questions focus on breaking down the subject into its parts.


Now ask a question:

Why is the study of geography important?

“All the other sciences help us investigate the nature of life and the earth. In other words, geography is the object of all the other sciences. ”



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An elementary example using the simplest method: The List



Is it possible to examine even a word like “HATS” critically?

My answer is YES. And here is how I did it with a

group of fourth and fifth graders.

Team leader writes the word ‘HATS” on the whiteboard or interactive whiteboard (IWB) and invites the group to free write anything that comes to mind into notebooks.

HATS:• Are wigs hats?

• Are veils and turbans hats?

• Hats protect heads.

• Hats are a kind of adornment.

• Hats are important to the military.

• Hats show someone’s rank or occupation.

• Hats show religious belief.

• Special hats are worn on special occasions.

• Hats show memberships in an organization.

• Hats can be used to communicate.

• What is the history of hats?Here are some of the free-written notes.


After discussion, the group then chooses some of the main categories/observations and the team leader writes them on the whiteboard or interactive whiteboard (IWB) so that further headings can be inserted underneath them.

HATS as protection:• Against crashes

• Against falling debris

• Against rain, sun, cold, and heat

• Against weapons

• Against poisonous chemicals and viruses

• Against sports opponents in football, hockey, etc.

HATS for fashion:•Wedding hats

•Easter hats

•Homecoming queen

HATS in the military:•Protection

•Rank

•Camouflage

HATS as occupation:•Clergy

•Wigs/lawyers

•Crowns/royalty

Ceremonial HATS:•Serious like a coronation

•Festive such as weddings and Halloween

HATS in communication:•Raise a hat in greeting

•Toss the hat into the ring

•Disguise (miscommunication)

The history of hats:•From fur to cloth, to metal

•From cave-dwellers to knights in armor, to astronauts

•All needed hats


This is the thesis statement that one of the groups came up with:

“As a practical person, I believe that the most important function of hats is protection. Our head is where our brain is, and without that we have no reason to wear hats to show off how clever or rich or important we are. ”

Hat’s off to the group!


Foundations to Critical ThinkingThinking Groups and Collaborative Learning

The key to unlocking intelligence.

Thinking Around the BoxOur future depends on it.

And your students depend on you.

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It is critical to develop children who are:

Thoughtful—those who can use their intrapersonal gifts;

Collaborative—those who can use their interpersonal gifts in a team;

Curious (the cure for boredom);Continued…


It is critical to develop children who are:

Passionate about learning;

Comfortable with novelty, abstractions, ideas and ambiguity;

Good at connecting the dots—synthesizing;

Foundations to Critical Thinking: The Key to Unlocking Intelligence and Imagination Thinking Around the Box Alexander Terego 2007www.AlexTerego.com [email protected]

Foundations to Critical Thinking: Thinking Groups and Collaborative Learning

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