The best teachers are those who equip students to THINK for themselves.

The best teachers are The best teachers are those who equip those who equip students to THINK for students to THINK for themselves.themselves.

Creating a Thinking Creating a Thinking Curriculum: Higher-order Curriculum: Higher-order

Thinking Across KLAsThinking Across KLAs

Presented by Alison RosePresented by Alison RoseDi MarsdenDi Marsden

Denise TarlintonDenise TarlintonKurwongbah State SchoolKurwongbah State School

He who learns but He who learns but does not think is lostdoes not think is lost

(Chinese Proverb)(Chinese Proverb)

OverviewOverview

Why HOTS? Why HOTS? What is higher-order thinking?What is higher-order thinking? Bloom’s Revised Taxonomy and higher-Bloom’s Revised Taxonomy and higher-

order thinkingorder thinking Planning with Bloom’s Revised TaxonomyPlanning with Bloom’s Revised Taxonomy Dimensions of Learning FrameworkDimensions of Learning Framework HOTs in action: Making decisions with the HOTs in action: Making decisions with the

Decision Making Matrix Decision Making Matrix

The students of the future The students of the future should be able to:should be able to:

Solve problemsSolve problems Think creatively- invent and produce/ Think creatively- invent and produce/

generate new ideas and knowledgegenerate new ideas and knowledge Think critically- challenge, debate, refuteThink critically- challenge, debate, refute Make decisions- compare, analyse, select, Make decisions- compare, analyse, select,

justifyjustify Analyse and evaluate information and ideasAnalyse and evaluate information and ideas Plan for the futurePlan for the future

Employability skills for the Future Employability skills for the Future (DEST)(DEST)

CommunicationCommunication Team workTeam work Problem solvingProblem solving Initiative and enterpriseInitiative and enterprise Planning and organisingPlanning and organising Self-managementSelf-management LearningLearning Use of technologyUse of technology

(Department of Education, Science and Training)(Department of Education, Science and Training)

The early self-fulfilling prophecy studies The early self-fulfilling prophecy studies (Rist) and studies of streaming and tracking (Rist) and studies of streaming and tracking (Oakes, Gorman and Page, 1992), show that (Oakes, Gorman and Page, 1992), show that one of the main reasons some students do one of the main reasons some students do not achieve high academic performance is not achieve high academic performance is that schools do not always require students that schools do not always require students to perform work of high intellectual quality.to perform work of high intellectual quality.

(Queensland School Reform Longitudinal Study, 2001a, p. 3)(Queensland School Reform Longitudinal Study, 2001a, p. 3)

… … Newmann and Associates (1996) suggest Newmann and Associates (1996) suggest that when students from all backgrounds are that when students from all backgrounds are expected to perform work of high intellectual expected to perform work of high intellectual quality, overall student academic performance quality, overall student academic performance increases… From this research, we would increases… From this research, we would generalise that a focus on high intellectual generalise that a focus on high intellectual quality is necessary for all students to perform quality is necessary for all students to perform well academically.well academically.

(Queensland School Reform Longitudinal Study, 2001a, p. 3)(Queensland School Reform Longitudinal Study, 2001a, p. 3)

QSRLSQSRLS The Queensland School Reform Longitudinal Study (1998-2000) The Queensland School Reform Longitudinal Study (1998-2000)

commissioned in 1997 by Education Queensland reported on the commissioned in 1997 by Education Queensland reported on the need to “shift teachers’ attention and focus beyond basic skills to need to “shift teachers’ attention and focus beyond basic skills to key aspects of higher-order thinking… towards more productive key aspects of higher-order thinking… towards more productive pedagogies… (QSRLS, 2001b, p. 15). pedagogies… (QSRLS, 2001b, p. 15).

The key finding was that “intellectual demand [of students] has The key finding was that “intellectual demand [of students] has significant links with improved productive performance in schools significant links with improved productive performance in schools and, hence, with improved student outcomes (QSRLS, 2001b, and, hence, with improved student outcomes (QSRLS, 2001b, p.15). p.15).

The overall findings suggested “that ‘high intellectual demand’ may The overall findings suggested “that ‘high intellectual demand’ may be a key rallying point for innovative change, school renewal and be a key rallying point for innovative change, school renewal and reform of support mechanisms for curriculum implementation and reform of support mechanisms for curriculum implementation and assessment (QSRLS, 2001b, p. 15).assessment (QSRLS, 2001b, p. 15).

MYRAD – Middle Years Research MYRAD – Middle Years Research and Developmentand Development

The more students believe their teachers to be emphasising The more students believe their teachers to be emphasising thinking and learning strategies:thinking and learning strategies:

The greater the motivationThe greater the motivation The more strongly they are involved in productive cognitive The more strongly they are involved in productive cognitive

strategiesstrategies The more firmly they focus on the task goalsThe more firmly they focus on the task goals The less they see school to be focussed on individual ability The less they see school to be focussed on individual ability

and competitionand competition The less they perceive a lack of control over their own The less they perceive a lack of control over their own

learninglearning

(Victoria)(Victoria)

Barratt’s Model for Adolescent Barratt’s Model for Adolescent Learning (1998)Learning (1998)

Purpose: Having opportunity to negotiate learning that is Purpose: Having opportunity to negotiate learning that is useful now, as well as in the futureuseful now, as well as in the future

Empowerment: Viewing the world critically and acting Empowerment: Viewing the world critically and acting independently, cooperatively and responsiblyindependently, cooperatively and responsibly

Success: Having multiple opportunities to learn valued Success: Having multiple opportunities to learn valued knowledge and skills knowledge and skills as well asas well as the opportunity to use the opportunity to use talents and expertise that students bring to the learning talents and expertise that students bring to the learning environment.environment.

Rigour: Taking on realistic challenges in an environment Rigour: Taking on realistic challenges in an environment characterised by high expectationscharacterised by high expectations

Safety: Learning in a safe, caring and a stimulating Safety: Learning in a safe, caring and a stimulating environmentenvironment

What Is Higher-order What Is Higher-order Thinking?Thinking?

““Higher-order thinking by students involves the Higher-order thinking by students involves the transformation of information and ideastransformation of information and ideas. This . This transformation occurs when students combine facts transformation occurs when students combine facts and ideas and and ideas and synthesise, generalise, explain, synthesise, generalise, explain, hypothesisehypothesise or arrive at some conclusion or or arrive at some conclusion or interpretation. interpretation. Manipulating information and ideasManipulating information and ideas through these processes allows students to through these processes allows students to solve solve problemsproblems, gain understanding and , gain understanding and discover new discover new meaningmeaning.”.”

(Department of Education, Queensland, A guide to Productive Pedagogies: Classroom reflection manual , 2002, p. 1)

What Is Higher-order What Is Higher-order Thinking?Thinking?

Continued….Continued….

““When students When students engage in the construction of knowledgeengage in the construction of knowledge, an , an element of uncertainty is introduced into the instructional element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. words, the teacher is not certain what the students will produce. In helping students become In helping students become producers of knowledgeproducers of knowledge, the , the teacher’s main instructional task is to create activities or teacher’s main instructional task is to create activities or environments that allow them environments that allow them opportunities to engage in higher-opportunities to engage in higher-order thinkingorder thinking.”.”

(Department of Education, Queensland, (Department of Education, Queensland, A guide to productive pedagogies: A guide to productive pedagogies:

classroom reflection manual , classroom reflection manual , 2002, p. 1)2002, p. 1)

Higher-order Thinking is:Higher-order Thinking is:

Higher-order thinking is Higher-order thinking is not:not:

regurgitationregurgitationrote learningrote learningrecallrecallremembering remembering

What does the Thinking Classroom What does the Thinking Classroom look like?look like?

There are significant opportunities for:There are significant opportunities for: higher-level thinking higher-level thinking complex problem solving complex problem solving open-ended responses open-ended responses

Thinking skills are Thinking skills are explicitlyexplicitly taught in taught in an authentic and meaningful context.an authentic and meaningful context.

http://www.sricboces.org/Goals2000/rubric1.htmhttp://www.sricboces.org/Goals2000/rubric1.htm

•Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. In no activities during the lesson do students go beyond simple reproduction of knowledge.

•Students are primarily engaged in routine lower-order thinking for a good share of the lesson. There is at least one significant question or activity in which some students perform some higher-order thinking.

•Almost all students, almost all of the time are engaged in higher-order thinking.

(Department of Education, Queensland, 2002, p. 1)

A guide to Productive Pedagogies: Classroom reflection manual lists three degrees of incorporation of Higher-order thinking skills in a “Continuum of practice”:

Bloom’s Revised Taxonomy?Bloom’s Revised Taxonomy?

Higher-order thinking occurs at the top Higher-order thinking occurs at the top three levels of Bloom's Revised Taxonomy three levels of Bloom's Revised Taxonomy Analysing Analysing EvaluatingEvaluating Creating. Creating.

Bloom’s Revised TaxonomyBloom’s Revised Taxonomy Taxonomy of Cognitive ObjectivesTaxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom1950s- developed by Benjamin Bloom Means of expressing qualitatively different kinds of thinkingMeans of expressing qualitatively different kinds of thinking Been adapted for classroom use as a planning toolBeen adapted for classroom use as a planning tool Continues to be one of the most universally applied models Continues to be one of the most universally applied models Provides a way to organise thinking skills into six levels, Provides a way to organise thinking skills into six levels,

from the most basic to the more complex levels of thinkingfrom the most basic to the more complex levels of thinking 1990s- Lorin Anderson (former student of Bloom) revisited 1990s- Lorin Anderson (former student of Bloom) revisited

the taxonomythe taxonomy As a result, a number of changes were madeAs a result, a number of changes were made

(Pohl, 2000, (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8Learning to Think, Thinking to Learn, pp. 7-8))

Original Terms New TermsOriginal Terms New Terms

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Change in TermsChange in Terms The names of six major categories were changed from The names of six major categories were changed from nounnoun to to verbverb

forms. forms. As the taxonomy reflects different forms of thinking and thinking is an As the taxonomy reflects different forms of thinking and thinking is an

active active process verbs were used rather than nouns. process verbs were used rather than nouns. The subcategories of the six major categories were also replaced by The subcategories of the six major categories were also replaced by

verbs and some subcategories were reorganised.verbs and some subcategories were reorganised. The knowledge category was renamed. Knowledge is an outcome or The knowledge category was renamed. Knowledge is an outcome or

product of thinking not a form of thinking product of thinking not a form of thinking per seper se. Consequently, the . Consequently, the word knowledge was inappropriate to describe a category of thinking word knowledge was inappropriate to describe a category of thinking and was replaced with the word and was replaced with the word remembering remembering instead.instead.

Comprehension and synthesis were retitled to Comprehension and synthesis were retitled to understanding understanding and and creating creating respectively, in order to better reflect the nature of the thinking respectively, in order to better reflect the nature of the thinking defined in each category.defined in each category.

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.htmlhttp://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

Change in EmphasisChange in Emphasis The revision's primary focus was on the taxonomy The revision's primary focus was on the taxonomy in usein use. .

Essentially, this means that the revised taxonomy is a more Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery authentic tool for curriculum planning, instructional delivery and assessment.and assessment.

The revision is aimed at a broader audience. Bloom’s The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.applicable at elementary, secondary and even tertiary levels.

The revision emphasizes explanation and description of The revision emphasizes explanation and description of subcategories.subcategories.

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.htmlhttp://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

BLOOM’S REVISED TAXONOMYBLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.Designing, constructing, planning, producing, inventing.

EvaluatingEvaluatingJustifying a decision or course of actionJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judgingChecking, hypothesising, critiquing, experimenting, judging

Analysing AnalysingBreaking information into parts to explore understandings and relationshipsBreaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, findingComparing, organising, deconstructing, interrogating, finding

ApplyingApplyingUsing information in another familiar situationUsing information in another familiar situationImplementing, carrying out, using, executingImplementing, carrying out, using, executing

UnderstandingUnderstanding

Explaining ideas or conceptsExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingInterpreting, summarising, paraphrasing, classifying, explaining

RememberingRemembering

Recalling informationRecalling informationRecognising, listing, describing, retrieving, naming, findingRecognising, listing, describing, retrieving, naming, finding

CreatingCreatingGenerating new ideas, products, or ways of viewing Generating new ideas, products, or ways of viewing

thingsthingsDesigning, constructing, planning, producing, inventing.Designing, constructing, planning, producing, inventing.

EvaluatingEvaluating

Justifying a decision or course of actionJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, Checking, hypothesising, critiquing, experimenting,

judgingjudging

AnalysingAnalysingBreaking information into parts to explore Breaking information into parts to explore

understandings and relationshipsunderstandings and relationshipsComparing, organising, deconstructing, interrogating, Comparing, organising, deconstructing, interrogating,

findingfinding

AnalysingAnalysingThe learner breaks learned information into its parts to best The learner breaks learned information into its parts to best

understand that information.understand that information. ComparingComparing OrganisingOrganising DeconstructingDeconstructing AttributingAttributing OutliningOutlining FindingFinding StructuringStructuring IntegratingIntegrating

Can you break information into parts to explore understandings Can you break information into parts to explore understandings and relationships?and relationships?

Each of these is a thinking skill that should be explicitly taught to students.

Analysing cont’Analysing cont’ DistinguishDistinguish QuestionQuestion AppraiseAppraise ExperimentExperiment InspectInspect ExamineExamine ProbeProbe SeparateSeparate InquireInquire ArrangeArrange InvestigateInvestigate SiftSift ResearchResearch CalculateCalculate Criticize Criticize

• Compare• Contrast• Survey• Detect• Group• Order• Sequence• Test• Debate• Analyse• Diagram• Relate• Dissect• Categorise• Discriminate

Breaking information down into its

component elements

Products include:

• Graph

• Spreadsheet

• Checklist

• Chart

• Outline

• Survey

• Database

• Mobile

• Abstract

• Report

Classroom Roles for AnalysingClassroom Roles for Analysing

Teacher rolesTeacher roles

ProbesProbes GuidesGuides ObservesObserves EvaluatesEvaluates Acts as a resourceActs as a resource QuestionsQuestions OrganisesOrganises DissectsDissects

Student rolesStudent roles

DiscussesDiscusses UncoversUncovers ArguesArgues DebatesDebates Thinks deeplyThinks deeply TestsTests ExaminesExamines QuestionsQuestions CalculatesCalculates InvestigatesInvestigates InquiresInquires Active participant Active participant

Questions for AnalysingQuestions for Analysing

Which events could not have happened?Which events could not have happened? If. ..happened, what might the ending have been?If. ..happened, what might the ending have been? How is...similar to...?How is...similar to...? What do you see as other possible outcomes?What do you see as other possible outcomes? Why did...changes occur?Why did...changes occur? Can you explain what must have happened when...?Can you explain what must have happened when...? What are some or the problems of...?What are some or the problems of...? Can you distinguish between...?Can you distinguish between...? What were some of the motives behind..?What were some of the motives behind..? What was the turning point?What was the turning point? What was the problem with...?What was the problem with...?

(Pohl, (Pohl, Learning to Think, Thinking to LearnLearning to Think, Thinking to Learn, p. 13), p. 13)

Analysing: Analysing: Potential Activities and Potential Activities and ProductsProducts

Design a questionnaire to gather information.Design a questionnaire to gather information. Write a commercial to sell a new productWrite a commercial to sell a new product Make a flow chart to show the critical stages.Make a flow chart to show the critical stages. Construct a graph to illustrate selected information.Construct a graph to illustrate selected information. Make a family tree showing relationships.Make a family tree showing relationships. Devise a play about the study area.Devise a play about the study area. Write a biography of a person studied.Write a biography of a person studied. Prepare a report about the area of study.Prepare a report about the area of study. Conduct an investigation to produce information to support Conduct an investigation to produce information to support

a view.a view. Review a work of art in terms of form, colour and texture.Review a work of art in terms of form, colour and texture.

EvaluatingEvaluatingThe learner makes decisions based on in-depth The learner makes decisions based on in-depth

reflection, criticism and assessment.reflection, criticism and assessment. CheckingChecking HypothesisingHypothesising CritiquingCritiquing ExperimentingExperimenting JudgingJudging TestingTesting DetectingDetecting MonitoringMonitoring

Can you justify a decision or course of action?Can you justify a decision or course of action?

Evaluating cont’Evaluating cont’ JudgeJudge RateRate ValidateValidate PredictPredict AssessAssess ScoreScore ReviseRevise InferInfer DetermineDetermine PrioritisePrioritise Tell whyTell why CompareCompare EvaluateEvaluate DefendDefend SelectSelect MeasureMeasure

• Choose• Conclude• Deduce• Debate• Justify• Recommend• Discriminate• Appraise• Value• Probe• Argue• Decide• Criticise• Rank• Reject

Judging the value of ideas, materials and

methods by developing and applying standards

and criteria.

Products include:

• Debate

• Panel

• Report

• Evaluation

• Investigation

• Verdict

• Conclusion

•Persuasive speech

Classroom Roles for EvaluatingClassroom Roles for Evaluating


ClarifiesClarifies AcceptsAccepts Guides Guides


JudgesJudges DisputesDisputes ComparesCompares CritiquesCritiques QuestionsQuestions ArguesArgues AssessesAssesses DecidesDecides Selects Selects JustifiesJustifies Active participantActive participant

Questions for EvaluatingQuestions for Evaluating Is there a better solution to...?Is there a better solution to...? Judge the value of... What do you think about...?Judge the value of... What do you think about...? Can you defend your position about...?Can you defend your position about...? Do you think...is a good or bad thing?Do you think...is a good or bad thing? How would you have handled...?How would you have handled...? What changes to.. would you recommend?What changes to.. would you recommend? Do you believe...? How would you feel if. ..?Do you believe...? How would you feel if. ..? How effective are. ..?How effective are. ..? What are the consequences..?What are the consequences..? What influence will....have on our lives?What influence will....have on our lives? What are the pros and cons of....?What are the pros and cons of....? Why is ....of value? Why is ....of value? What are the alternatives?What are the alternatives? Who will gain & who will loose? Who will gain & who will loose?


Evaluating: Evaluating: Potential Activities and Potential Activities and ProductsProducts

Prepare a list of criteria to judge…Prepare a list of criteria to judge… Conduct a debate about an issue of special Conduct a debate about an issue of special

interest.interest. Make a booklet about five rules you see as Make a booklet about five rules you see as

important. Convince others.important. Convince others. Form a panel to discuss views.Form a panel to discuss views. Write a letter to. ..advising on changes needed.Write a letter to. ..advising on changes needed. Write a half-yearly report.Write a half-yearly report. Prepare a case to present your view about...Prepare a case to present your view about...

CreatingCreatingThe learner creates new ideas and information The learner creates new ideas and information

using what has been previously learned.using what has been previously learned. DesigningDesigning ConstructingConstructing PlanningPlanning ProducingProducing InventingInventing DevisingDevising MakingMaking

Can you generate new products, ideas, or ways of Can you generate new products, ideas, or ways of viewing things?viewing things?

Creating cont’Creating cont’ ComposeCompose AssembleAssemble OrganiseOrganise InventInvent CompileCompile ForecastForecast DeviseDevise ProposePropose ConstructConstruct PlanPlan PreparePrepare DevelopDevelop OriginateOriginate ImagineImagine GenerateGenerate

• Formulate

• Improve

• Act

• Predict

• Produce

• Blend

• Set up

• Devise

• Concoct

• Compile

Putting together ideas or elements to develop

an original idea or engage in creative

thinking.

Products include:

• Film

• Story

• Project

• Plan

• New game

• Song

• Newspaper

• Media product

• Advertisement

• Painting

Classroom Roles for CreatingClassroom Roles for Creating


FacilitatesFacilitates Extends Extends ReflectsReflects AnalysesAnalyses Evaluates Evaluates


DesignsDesigns FormulatesFormulates PlansPlans Takes risksTakes risks ModifiesModifies CreatesCreates ProposesProposes MakesMakes Active participantActive participant

Questions for CreatingQuestions for Creating Can you design a...to...?Can you design a...to...? Can you see a possible solution to...?Can you see a possible solution to...? If you had access to all resources, how would you deal If you had access to all resources, how would you deal

with...?with...? Why don't you devise your own way to...?Why don't you devise your own way to...? What would happen if ...?What would happen if ...? How many ways can you...?How many ways can you...? Can you create new and unusual uses for...?Can you create new and unusual uses for...? Can you develop a proposal which would...?Can you develop a proposal which would...?


Creating: Creating: Potential Activities and Potential Activities and ProductsProducts

Invent a machine to do a specific task.Invent a machine to do a specific task. Design a building to house your study.Design a building to house your study. Create a new product. Give it a name and plan a Create a new product. Give it a name and plan a

marketing campaign.marketing campaign. Write about your feelings in relation to...Write about your feelings in relation to... Write a TV show play, puppet show, role play, song Write a TV show play, puppet show, role play, song or or

pantomime about..pantomime about.. Design a record, book or magazine cover for...Design a record, book or magazine cover for... Sell an ideaSell an idea Devise a way to...Devise a way to... Make up a new language and use it in an example.Make up a new language and use it in an example.

Explicit Teaching of the Explicit Teaching of the Thinking Process:Thinking Process:

Help students understand the process.Help students understand the process. Give students a model for the process, and create Give students a model for the process, and create

opportunities for them to practice using the process.opportunities for them to practice using the process. As students study and use the process, help them As students study and use the process, help them

focus on critical steps and difficult aspects of the focus on critical steps and difficult aspects of the process.process.

Provide students with graphic organisers or Provide students with graphic organisers or representations of the model to help them representations of the model to help them understand and use the process.understand and use the process.

Use teacher-structured and student structured tasks.Use teacher-structured and student structured tasks.

We believe:We believe:

Higher-order thinking skills and strategies Higher-order thinking skills and strategies can be applied:can be applied: Across all year levelsAcross all year levels Within and across all KLAs Within and across all KLAs Throughout all aspects of life, during school Throughout all aspects of life, during school

and beyondand beyond

Form the basis of Life Long LearningForm the basis of Life Long Learning

Sample Unit : SpaceSample Unit : SpaceRemembering Cut out “space” pictures from a magazine. Make a display or a

collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey.

Understanding Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets.

Applying Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut.

Analysing Make an application form for a person applying for the job of an astronaut. Compare Galileo’s telescope to a modern telescope. Distinguish between the Russian and American space programs.

Evaluating Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why.

Creating Write a newspaper report for the following headline: “Spaceship out of control”. Design a space suit. Create a game called “Space Snap”. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.

Sample Unit : TravelSample Unit : TravelRemembering How many ways can you travel from one place to another? List

and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.

Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.

Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.

Analysing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Compare boats to planes.

Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rank transport from slow to fast etc.

Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Good teaching is more a Good teaching is more a giving of right questions giving of right questions than a giving of right than a giving of right answers.answers.

~Josef Albers~~Josef Albers~

Creating Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key

EvaluatingBrick Wall Key, Decision Making Matrix, PMI, Prioritising.

Analysing Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key.

ApplyingBlue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart.

UnderstandingGraphic Organisers, Variations Key, Reverse Listing, PMI, Webs (Inspiration).

Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key.

A good teacher makes A good teacher makes you think even when you think even when you don’t want to.you don’t want to.

(Fisher, 1998, (Fisher, 1998, Teaching ThinkingTeaching Thinking))

What our staff has to say…What our staff has to say…

Impact on planning:Impact on planning: Planning has become easier and more organisedPlanning has become easier and more organised Helps to give a unit “flow”Helps to give a unit “flow” Blooms and MI tasks integrate well with outcomes and Blooms and MI tasks integrate well with outcomes and

provide better quality assessment tasks and ideas for future provide better quality assessment tasks and ideas for future planningplanning

More aware of planning for individual needsMore aware of planning for individual needs Provides different ways to approach planningProvides different ways to approach planning Easier to create groupings of various kindsEasier to create groupings of various kinds Made planning more relevant to class needsMade planning more relevant to class needs It has made planning more detailed as to the final outcome I It has made planning more detailed as to the final outcome I

wish to achieve with each studentwish to achieve with each student

What our staff has to say…What our staff has to say…

Impact on the Classroom:Impact on the Classroom: The classroom seems more active and vibrant when children are involved in The classroom seems more active and vibrant when children are involved in

many of these activitiesmany of these activities More varied and interesting activitiesMore varied and interesting activities Students are presenting work with greater thought and creativity evidentStudents are presenting work with greater thought and creativity evident Students are more motivated to complete tasksStudents are more motivated to complete tasks Using Multiple Intelligences has enhanced our classroom because it forces Using Multiple Intelligences has enhanced our classroom because it forces

us to cater for different learning styles and interestsus to cater for different learning styles and interests Kids have a keen attitude [and] more imaginative thoughtsKids have a keen attitude [and] more imaginative thoughts Opened out activities and made the classroom more student basedOpened out activities and made the classroom more student based Students are happy to work in any given group- the focus is on Students are happy to work in any given group- the focus is on

the task and not the group dynamicsthe task and not the group dynamics More cooperation between some studentsMore cooperation between some students

What our staff has to say…What our staff has to say…Impact on students:Impact on students: Students are more able to respond to questioning at a higher levelStudents are more able to respond to questioning at a higher level The depth of their thinking is becoming more obvious the more the program is The depth of their thinking is becoming more obvious the more the program is

usedused It makes learning more accessible to a variety of children via catering for learning It makes learning more accessible to a variety of children via catering for learning

stylesstyles Individual needs/ interests being catered forIndividual needs/ interests being catered for Students have been helped to identify their strengthsStudents have been helped to identify their strengths It’s got to be a positive that students are aware of these skills and can verbalise It’s got to be a positive that students are aware of these skills and can verbalise

the different approachesthe different approaches Productive work, on-taskProductive work, on-task Everyone gets an opportunity to become special or good at somethingEveryone gets an opportunity to become special or good at something ““FUN” being the favoured wordFUN” being the favoured word Loads of positive encouragementLoads of positive encouragement Enjoyable and rewarding experienceEnjoyable and rewarding experience

TRY THIS…TRY THIS…

While sitting at your desk, lift your While sitting at your desk, lift your right foot off the floor and make right foot off the floor and make clockwise circles (That's to the clockwise circles (That's to the right.... :-)right.... :-)

Now, while doing this, draw the Now, while doing this, draw the number "6" in the air with your right number "6" in the air with your right hand.hand.

Dimensions of LearningDimensions of Learning Framework Framework

Dimensions of Learning:Dimensions of Learning:

… … is about thinking is about thinking strategiesstrategies

Dimensions of Learning:Dimensions of Learning:

…is a model/framework that provides a common understanding and language related to learning.

Dimensions of LearningDimensions of Learning is a comprehensive model that is a comprehensive model that uses what researchers and theorists know about learning uses what researchers and theorists know about learning to define the learning process. to define the learning process.

Its premise is that five types of thinking- called the five Its premise is that five types of thinking- called the five dimensions of learning, are essential to successful dimensions of learning, are essential to successful learning. learning.

The Dimensions framework helps teachers to:The Dimensions framework helps teachers to:

maintain a focus on learningmaintain a focus on learning study the learning processstudy the learning process plan curriculum, instruction and assessment that takes plan curriculum, instruction and assessment that takes

into account the five critical aspects of learning.into account the five critical aspects of learning.

Implicit in the Implicit in the Dimensions of Learning Dimensions of Learning model, or model, or framework, are five basic assumptions:framework, are five basic assumptions:

1.1. Instruction must reflect the best of what we know Instruction must reflect the best of what we know about how learning occurs.about how learning occurs.

2.2. Learning involves a complex system of interactive Learning involves a complex system of interactive processes that include various types of thinking- processes that include various types of thinking- represented by the five dimensions.represented by the five dimensions.

3.3. Curriculum programs should include the explicit Curriculum programs should include the explicit teaching of attitudes, perceptions and mental habits teaching of attitudes, perceptions and mental habits that facilitate learning.that facilitate learning.

4.4. A comprehensive approach to instruction includes A comprehensive approach to instruction includes both teacher directed and student directed both teacher directed and student directed instruction.instruction.

5.5. Assessment should focus on students' Assessment should focus on students' useuse of of knowledge and complex reasoning processes rather knowledge and complex reasoning processes rather than on their recall of information. than on their recall of information.

Explicit teaching of thinking skills:Explicit teaching of thinking skills: Help students understand the thinking process.Help students understand the thinking process. Give students a model for the process, and create Give students a model for the process, and create

opportunities for them to practice using the process.opportunities for them to practice using the process. As students study and use the process, help them As students study and use the process, help them

focus on critical steps and difficult aspects of the focus on critical steps and difficult aspects of the process.process.

Provide students with Provide students with graphic organisersgraphic organisers or or representations of the model to help them understand representations of the model to help them understand and use the process.and use the process.

Use teacher-structured and student-structured tasks.Use teacher-structured and student-structured tasks.

Making Decisions with the Making Decisions with the Decision Making MatrixDecision Making Matrix

Decisions,

decisions…

Attitudes and Perceptions

Habits of Mind

Acquire and Integrate

Knowledge

Extend and Refine Knowledge

Use Knowledge Meaningfully Dimension 4

Activity

A local coffee shop has decided to serve customers complimentary chocolate chip biscuits when they order coffee

Assist the manager in selecting the best biscuit from the packets in front of you.

What’s going on here?What’s going on here?

You are being asked to make a decisionYou are being asked to make a decision What is a decision?What is a decision? According to the According to the Compact Oxford Compact Oxford

English DictionaryEnglish Dictionary a decision is: a decision is: A conclusion or resolution reached after A conclusion or resolution reached after

considerationconsideration The action or process of deciding (p. 280).The action or process of deciding (p. 280).

According to According to Dimensions of LearningDimensions of Learning it it is a Complex Reasoning Process.is a Complex Reasoning Process.

Decision Making

The process of generating and applying criteria to select from among seemingly equal alternatives.

1. Identify a decision you wish to make and the alternatives you are considering.

2. Identify the criteria you consider important.

3. Assign each criterion an importance score.

4. Determine the extent to which each alternative possesses each criterion.

5. Multiply the criterion scores by the alternative scores to determine which alternative has the highest total points.

6. Based on your reaction to the selected alternative, determine if you want to change importance scores or add or drop criteria.

AlternativesAlternativesCriteriaCriteria

TOTALSTOTALS

The Decision Making Matrix

CriteriaCriteria PanoramaPanorama HillcrestHillcrest SeaviewSeaview

Close to shopsClose to shops

(Weighting 3)(Weighting 3)

Self containedSelf contained


View of waterView of water


Cost <$150.00Cost <$150.00

(Weighting 1)(Weighting 1) TOTALSTOTALS

Alternatives




4 klms from shops4 klms from shops

Rating 1Rating 1


Rating 2Rating 2

Centre of townCentre of town

Rating 3Rating 3

3X13X1 33 3X23X2 66 3X33X3 99Self containedSelf contained


View of waterView of water


Cost <$150.00 Cost <$150.00

(Weighting 1)(Weighting 1) TOTALSTOTALS

Alternatives





Rating 1Rating 1


Rating 2Rating 2


Rating 3Rating 3



Cabins for 4 Cabins for 4

Rating 3Rating 3

3X33X3 99View of waterView of water


Some views waterSome views water

Rating 2Rating 2

2X22X2 44Cost <$150.00 Cost <$150.00


Cost $160.00Cost $160.00

Rating1Rating1

1X11X1 00

TOTALSTOTALS 1717

Alternatives





Rating 1Rating 1


Rating 2Rating 2


Rating 3Rating 3



Cabins for 4 Cabins for 4

Rating 3Rating 3

Cabins for 4Cabins for 4

Rating 3Rating 3

Studio ApartmentsStudio Apartments

Rating 2Rating 2

3X33X3 99 3X33X3 99 3X23X2 66View of waterView of water


Some views waterSome views water

Rating 2Rating 2

Excellent viewsExcellent views

Rating 3Rating 3

No water viewsNo water views

Rating 0Rating 0

2X22X2 44 2X32X3 66 2X02X0 00Cost <$150.00 Cost <$150.00


Cost $160.00Cost $160.00

Rating1Rating1

Cost $175.00Cost $175.00

Rating 0Rating 0

Cost $140.00Cost $140.00

Rating 3Rating 3

1X11X1 11 1X01X0 00 1X31X3 33

TOTALSTOTALS 1717 2121 1818

Alternatives

Activity

A local coffee shop has decided to serve customers complimentary chocolate chip biscuits when they order coffee

Assist the manager in selecting the best biscuit from the packets in front of you.

CriteriaCriteria

(Weighting ) (Weighting )

RatingRating RatingRating RatingRating

XX XX XX

(Weighting )(Weighting )


XX XX XX



XX XX XX



XX XX XX

TOTALSTOTALS

Now it’s your turn… 1. Write down the 3 alternatives2. Select 4 criteria and weight them from 1-3 according to their importance.

3. Judge and rate each alternative on each of the four criteria. Rate each one between 1 and 3 depending on how well each alternative meets each criteria.

4. Multiply each rating by the weighting to give a score for each criteriaScore

5. Add up all 4 scores for each alternative and record the total score.

Why Decision Making and the Why Decision Making and the Decision Making Matrix?Decision Making Matrix?

We need to make decisions EVERY day- vital skillWe need to make decisions EVERY day- vital skill This process encourages thinking (complex reasoning This process encourages thinking (complex reasoning

process).process). Requires reading, writing, research and fact finding.Requires reading, writing, research and fact finding. Can requires the use of a variety of sources of information- Can requires the use of a variety of sources of information-

books, WWW, charts, CD Roms, videos/DVDs, etc.books, WWW, charts, CD Roms, videos/DVDs, etc. Graphic Organiser provides students with a means to Graphic Organiser provides students with a means to

organise their thinking and research.organise their thinking and research. Provides a structure for student writing.Provides a structure for student writing. Allows students to make decisions more easily.Allows students to make decisions more easily. Gives students facts to help them justify their decisions. Gives students facts to help them justify their decisions.

Secondary School ContextSecondary School Context Civics – deciding on the best item to buy (eg Civics – deciding on the best item to buy (eg

mobile phones) and whymobile phones) and why Geography – most livable Brisbane suburbGeography – most livable Brisbane suburb Computing – best internet site on a particular Computing – best internet site on a particular

topictopic History – most important aspect of daily life in History – most important aspect of daily life in

Ancient RomeAncient Rome Civics – best country to migrate to in the Asia Civics – best country to migrate to in the Asia

Pacific regionPacific region Home Economics – best fabric to use to make a Home Economics – best fabric to use to make a

particular itemparticular item

Some ideas for using the Some ideas for using the Decision Making MatrixDecision Making Matrix

You are a Journalist with Life Magazine. Choose the most influential person You are a Journalist with Life Magazine. Choose the most influential person from the 1990s to be included in a special issue.from the 1990s to be included in a special issue.

What is the best tree for the Australian rainforest? Choose from four What is the best tree for the Australian rainforest? Choose from four alternatives.alternatives.

Where will you go with your family on the Christmas holidays? Where will you go with your family on the Christmas holidays? Which Captain would you have most liked to have sailed under?Which Captain would you have most liked to have sailed under? Which planet in our solar system (other than Earth) would best support Which planet in our solar system (other than Earth) would best support

human life?human life? If you could have a pet, which one would you choose? If you could have a pet, which one would you choose? Who was the best Australian Prime Minister?Who was the best Australian Prime Minister? Would you have rather lived in Ancient Egypt, Rome or Greece? Justify Would you have rather lived in Ancient Egypt, Rome or Greece? Justify

your answer.your answer. Which system of government is the most fair?Which system of government is the most fair? Which is the best magazine for children available in shops today?Which is the best magazine for children available in shops today? Which animal would make the best pet for an elderly person?Which animal would make the best pet for an elderly person? Which painter of the 18Which painter of the 18thth Century would you have most liked to have studied Century would you have most liked to have studied

under?under?

This world is but a canvas for our imaginations.

(Henry David Thoreau)

Kurwongbah State School Thinking Skills Kurwongbah State School Thinking Skills Program on the InternetProgram on the Internet ResourcesResources Theme-based contract activitiesTheme-based contract activities Copies of all PD session presentationsCopies of all PD session presentations Links to other information on the NetLinks to other information on the Net Annotated bibliographyAnnotated bibliography

http://www.kurwongbss.eq.edu.au/thinking/thinking.htmhttp://www.kurwongbss.eq.edu.au/thinking/thinking.htm

ReferencesReferenceswww.mcrel.org (accessed 10 August 2003)www.mcrel.org (accessed 10 August 2003)

Education Queensland. (2001a). Education Queensland. (2001a). The Queensland School Reform Longitudinal Study: Supplementary materialThe Queensland School Reform Longitudinal Study: Supplementary material. . Brisbane: State of Queensland, Department of Education.Brisbane: State of Queensland, Department of Education.

Education Queensland. (2001b). Education Queensland. (2001b). The Queensland School Reform Longitudinal Study: A strategy for shared The Queensland School Reform Longitudinal Study: A strategy for shared curriculum leadershipcurriculum leadership. Brisbane: State of Queensland, Department of Education.. Brisbane: State of Queensland, Department of Education.

Frangenheim, E. (2002). Frangenheim, E. (2002). Reflections on classroom teachingReflections on classroom teaching, 4, 4thth ed. Loganholme, Qld: Rodin Educational ed. Loganholme, Qld: Rodin Educational Planning.Planning.

Langrehr, J. (2003). Langrehr, J. (2003). Thinking Lessons: Critical and Creative Thinking for the Middle YearsThinking Lessons: Critical and Creative Thinking for the Middle Years. Ballarat, Vic: . Ballarat, Vic: Wizard Books. Wizard Books.

Marzano, Robert J., Pickering, Debra J., et al., (1997). Marzano, Robert J., Pickering, Debra J., et al., (1997). Dimensions of Learning Teacher's ManualDimensions of Learning Teacher's Manual, 2nd ed. Aurora, , 2nd ed. Aurora, Colorado: McREL. Colorado: McREL.

Marzano, Robert J., Pickering, Debra J., et al., (1997). Marzano, Robert J., Pickering, Debra J., et al., (1997). Dimensions of Learning Trainer's ManualDimensions of Learning Trainer's Manual, 2nd ed. Aurora, , 2nd ed. Aurora, Colorado: McREL. Colorado: McREL.

Bloom on the InternetBloom on the Internet Bloom's(1956) Revised TaxonomyBloom's(1956) Revised Taxonomy

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along order Thinking Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed.student products are also listed.

Bloom’s Revised TaxonomyBloom’s Revised Taxonomy

http://coe.sdsu.edu/eet/articles/bloomrev/index.htmhttp://coe.sdsu.edu/eet/articles/bloomrev/index.htm

Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University.University.

Taxonomy of Technology IntegrationTaxonomy of Technology Integration

http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.htmlhttp://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html

This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process.teaching and learning process.

Critical and Creative Thinking - Bloom's TaxonomyCritical and Creative Thinking - Bloom's Taxonomy

http://eduscapes.com/tap/topic69.htm http://eduscapes.com/tap/topic69.htm

Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.on Thinking Skills. Well worth a look.

Bloom on the InternetBloom on the Internet http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.htmlhttp://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html http://www.acps.k12.va.us/hammond/readstrat/http://www.acps.k12.va.us/hammond/readstrat/

BloomsTaxonomy2.htmlBloomsTaxonomy2.html http://www.teachers.ash.org.au/researchskills/dalton.htmhttp://www.teachers.ash.org.au/researchskills/dalton.htm http://www.officeport.com/edu/blooms.htmhttp://www.officeport.com/edu/blooms.htm http://www.quia.com/fc/90134.htmlhttp://www.quia.com/fc/90134.html http://www.utexas.edu/student/utlc/handouts/1414.html Model http://www.utexas.edu/student/utlc/handouts/1414.html Model

questions and keywordsquestions and keywords

Bloom on the InternetBloom on the Internet http://schools.sd68.bc.ca/webquests/blooms.htmhttp://schools.sd68.bc.ca/webquests/blooms.htm http://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htmhttp://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm http://www.kent.wednet.edu/KSD/MA/resources/blooms/http://www.kent.wednet.edu/KSD/MA/resources/blooms/

teachers_blooms.htmlteachers_blooms.html http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/

teachtip/questype.htmteachtip/questype.htm http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning

Techniques that includes reference to Bloom’s Taxonomy.Techniques that includes reference to Bloom’s Taxonomy. http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htmhttp://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm

Print ResourcesPrint Resources Clements, D.; C. Gilliland and P. Holko. (1992). Clements, D.; C. Gilliland and P. Holko. (1992).

Thinking in Themes: An Approach Through the Thinking in Themes: An Approach Through the Learning CentreLearning Centre. Melbourne: Oxford University . Melbourne: Oxford University Press.Press.

Crawford, Jean (ed.) (1991). Crawford, Jean (ed.) (1991). Achieveing Achieveing Excellence: Units of Work for levels P-8Excellence: Units of Work for levels P-8. Carlton . Carlton South, Vic.: Education Shop, Ministry of Education South, Vic.: Education Shop, Ministry of Education and Training, Victoria. and Training, Victoria.

Crosby, N. and E. Martin. (1981). Crosby, N. and E. Martin. (1981). Don’t Teach! Let Don’t Teach! Let Me LearnMe Learn. . Book 3Book 3. Cheltenham, Vic.: Hawker . Cheltenham, Vic.: Hawker Brownlow. Brownlow.

Dalton, Joan. (1986). Dalton, Joan. (1986). Extending Children’s Special Extending Children’s Special Abilities: Strategies for Primary ClassroomsAbilities: Strategies for Primary Classrooms. . Victoria: Department of School Education, Victoria.Victoria: Department of School Education, Victoria.

Print ResourcesPrint Resources

Forte, Imogene and S. Schurr. (1997). Forte, Imogene and S. Schurr. (1997). The All-New Science The All-New Science Mind Stretchers: Interdisciplinary Units to Teach Science Mind Stretchers: Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking SkillsConcepts and Strengthen Thinking Skills. Cheltenham, . Cheltenham, Vic.: Hawker Brownlow. Vic.: Hawker Brownlow.

Fogarty, R. (1997). Fogarty, R. (1997). Problem-based learning and other Problem-based learning and other curriculum models for the multiple intelligences curriculum models for the multiple intelligences classroomclassroom. Arlington Heights, IL: IRI/Skylight Training and . Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc. Publishing, Inc.

Frangenheim, E. (1998). Frangenheim, E. (1998). Reflections on Classroom Reflections on Classroom Thinking Strategies.Thinking Strategies. Loganholme: Rodin Educational Loganholme: Rodin Educational Consultancy.Consultancy.

Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities.Blooms Multiple Intelligences Themes and Activities.

Print ResourcesPrint Resources

McGrath, H and T. Noble. (1995). McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1Work Based on the Seven Intelligences. Book 1. South . South Melbourne: Longman.Melbourne: Longman.

Pohl, M. (2000). Pohl, M. (2000). Teaching Complex Thinking: Critical, Creative, Teaching Complex Thinking: Critical, Creative, Caring.Caring. Cheltenham, Vic.: Hawker Brownlow. Cheltenham, Vic.: Hawker Brownlow.

Pohl, Michael. (1997). Teaching Pohl, Michael. (1997). Teaching Thinking Skills in the Primary Thinking Skills in the Primary Years: A Whole School ApproachYears: A Whole School Approach. Cheltenham, Vic.: Hawker . Cheltenham, Vic.: Hawker Brownlow Education. Brownlow Education.

Pohl, Michael. (2000). Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinkingand Strategies to Develop a Classroom Culture of Thinking. . Cheltenham, Vic.: Hawker Brownlow. Cheltenham, Vic.: Hawker Brownlow.

Ryan, Maureen. (1996). Ryan, Maureen. (1996). The Gifted and Talented Children’s The Gifted and Talented Children’s Course: Resolving Issues, Book 13- 7-8 Year OldsCourse: Resolving Issues, Book 13- 7-8 Year Olds. Greenwood, . Greenwood, WA: Ready-Ed Publications. WA: Ready-Ed Publications.

““A pebble cast into a pond causes A pebble cast into a pond causes ripples that spread out in all ripples that spread out in all

directions.”directions.”

(Dorothy Day)(Dorothy Day)

The best teachers are those who equip students to THINK for themselves.

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