We Need More Wobble
17
We Need More Wobble! James Nottingham www.p4c.com www.jamesnottingham.co.uk 12 5
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Slides used by James Nottingham in workshop 1 of the Hawker Brownlow conference at Caulfield Racecourse, Melbourne on 21 May 2011
Transcript of We Need More Wobble
We Need More Wobble!
James Nottingham www.p4c.comwww.jamesnottingham.co.uk
125
What do these 3 have in common?
How much challenge?
We need more stories and less facts, for narrative develops an understanding of sequence; we need more dialogue and less transmission of knowledge, for it is through dialogue that we learn most; and we need more challenge and less instruction, since it is from challenge that one grows in body, mind and spirit.
Matthew Lipman, 1991
45
Challenge and Learning
CA
SA
PA
Current Ability
Subconscious Ability
Potential Ability
Learning Zone
Practice Zone
Too Easy
Too Hard
47Time
Per
form
ance
The Teaching Target Model (TTM)
CA
SA
PA
Learning Zone
Practice Zone
ANALYSE
ANTICIPATE
APPLY
CAUSAL-LINK
CHOOSE
CLASSIFY
COMPARE
CONNECT
CONTRAST
DECIDE
DEFINE
DESCRIBE
DETERMINE
DISCUSS
ELABORATE
ESTIMATE
EVALUATE
EXEMPLIFY
EXPLORE
GENERALISE
GIVE EXAMPLES
GIVE REASONS
GROUP
HYPOTHESISE
IDENTIFY
INFER
INTERPRET
ORGANISE
PARAPHRASE
PREDICT
QUESTION
RANK
REPRESENT
RESPOND
SEQUENCE
SIMPLIFY
SHOW HOW
SOLVE
SORT
SUMMARISE
SUPPORT
TEST
VERIFY
VISUALISE
A selection of thinking skills
137
What is challenge?
Pioneers of Educational Psychology
Piaget (1896 – 1980) Vygotsky (1896 – 1934)
Piaget (1896 – 1980)
Biological
Development leads to learning
Object world
Knowledge is constructed
What a child is
Vygotsky (1896 – 1934)
Cultural
Learning leads to development
Social world
Knowledge is co-constructed
What a child will be
Challenge with young children
Challenge with Year 5 pupils
Filmed by Channel 4 in 1999. Video at: www.p4c.com/video-clips
If A = B then
Does B = A?
Friend Trust
Trust Friend
For example …
Wobblers (If A = B)
54
If A = B then
If it’s NOT B = NOT A?
Real See It
Can’t See It Not Real?
For example …
Wobblers (If NOT A ?)
55
Kriticos = able to make judgments
Critical Thinking
Comes from the Greek, Kriticos
Meaning: able to make judgments
Source: www.etymonline.com
