Steve Padget

LVT and the thinking curriculum

LVT and the thinking curriculumWorking with post-graduate Working with post-graduate trainee English teacherstrainee English teachers

Menu:

Snapshot of the PGCE process

A glance at the issue of thinking skills:

PhilosophyContent Methodology

How LVT can link these issues together

What I get up to at LHU – students using LVT

Reactions

Future plans

Menu:

Snapshot of the PGCE process

A glance at the issue of thinking skills:

PhilosophyContent Methodology

How LVT can link these issues together

What I get up to at LHU – students using LVT

Reactions

Future plans

Evidenced achievement against all 33 of the QTS standards

which cover …Professional Attributes Professional Knowledge Professional Skills

To produce:

Successful learners Confident individuals Responsible citizens

What kinds of thinking?

Searching for meaningSequencing, ordering, ranking.Sorting, grouping, classifying,analysing. Identifying parts and whole,Noting similarities and differences.Finding patterns and relationships.Comparing and contrasting.

Creative thinkingGenerating ideas and possibilities.Building and combining ideas.Formulating own points of view.Taking multiple perspectives andseeing other points of view.

Problem solvingIdentifying and clarifying situations.Generating alternative solutions.Selecting and implementing a solution.Evaluating and checking how well a solution works.

Decision makingWhy is this decision necessary?Generating options.Predicting the likely consequences.Weighing up the pro and cons.Deciding on a course of action.Reviewing the consequences.

Critical thinkingMaking predictions and formulating Hypotheses.Drawing conclusions, giving reasons.Distinguishing fact from opinion.Determining bias and reliability of evidence.Being concerned about accuracy.Relating cause and effect.Designing a fair test.

MetacognitionPlanningMonitoringRedirectingEvaluating

After McGuinness ACTS II

Information processing

Finding relevant information

Organizing informationRepresenting or communicating information

Reasoning Giving reasons Making inferences or deductionsArguing or explaining a point of view

Enquiry Asking questions Planning research or studyEngaging in enquiry or process of finding out

Creative thinking

Generating ideas Imagining or hypothesizing Designing innovative solutions

Evaluation Developing evaluative criteria

Applying evaluative criteriaJudging the value of information and ideas

Thinking skills from the National StrategyThinking skills from the National Strategy

Advance organisers

Analogies

Audience and purpose

Classifying

Collective memory

Living graphs and fortune lines

Mysteries

Reading images

Relational diagrams

Summarising

Range of techniquesRange of techniques

The stated desired result:

independent enquirers creative thinkers reflective learners team workers self-managers effective participators.

The thinking skills agenda:

Information processingReasoningEnquiryCreative thinkingEvaluation

Dialogic teaching. A professional state of mind that reassesses the balance of power between teacher and taught by combining three repertoires:

Learning TalkTeaching talkInteractive organisation

LVT a tool

that can link these

components

Social constructivism.

Actively making meaning together Emphasis on the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding.

• Students whose teachers modelled mental processes when they had difficulty understanding text recalled more from lessons and showed greater awareness of what they were learning.

• Groups can draw upon a larger collective memory.

• Explaining one's thinking to another leads to deeper cognitive processing.

• Groups co-construct understanding as they question, interpret, clarify, summarise, speculate and predict.

• One view of thought is that it is internalised discourse/talk.

How Does Shakespeare’s language bring out the evil in Macbeth?

Encourages team work and is engaging.

I like the fact that it facilitates group discussion.

The LVT system ensures that all the group work is focussed and structured.

Good way of encouraging group discussion.

There is room for individual and collaborative work within the activity

Pupils are able to share their ideas and opinions.

““

The text was explored in a more insightful meaningful way. Using LVT allowed us to express our ideas separately, however we were able to then draw them together succinctly.

It definitely encourages a deeper level of thinking.

I found that having the sentences in front of me helped with clarity and making connections between the statements.

The group discussion and sharing of ideas develops the understanding of the material.

““It makes you digest the information which you have been given more carefully

(I also feel that you would be able to remember the information more clearly because of this).

1. Class time at LHU to develop students’ expertise and confidence in use of the tools and to• develop an understanding of the principles of LVT• to appreciate its power as a learning tool• to appreciate its power as a meaning making tool• to appreciate the role of LVT in delivering some elements of

the thinking agenda

2. Residential planned for February in Wales:• consolidating the learning of dialogic principles of teaching• creating teaching and learning material for use in schools

based on the study of a particular novel• Using LVT as a tool of exploration and meaning making to

achieve the above• See how LVT can be written into the material produced• Trialling of the material in Liverpool schools