TAKING RESPONSIBLE RISKS Being adventurous. Moving outside your comfort zone. Venture out!
Taking responsible risks
Only those who will risk going too far can possibly find out how far one can go.
Taking responsible risks
The only way to succeed is to be brave enough to risk failure.
The ground rules for the week!Thinking out of the boxBeing prepared to accept new ideasBeing prepared to take a few risksBeing prepared to get some things wrong!Not allowing your thinking to be too constrained by your current experience and practice
Teacher of Music and EnglishHead of DepartmentSet up a businessFreelance consultantDeputy Headteacher 10 yearsHead of Expressive Arts facultyNicks CVRegistered trainer & consultantWorking with Kestrel
How do you know what you know?Anything/everything you know about Thinking Skills
Better learning will come not so much from finding better ways for the teacher to INSTRUCT......but from giving the learner better ways toCONSTRUCT. Seymore Papert, 1990
Making Connections: Teaching and the Human Brain (1994), Caine & CaineThe overwhelming need for learners is for meaningfulness we do not come to understand a subject or master a skill by sticking bits of information to each other.
Understanding a subject results from perceiving relationships. The brain is designed as a pattern detector.
Our function as educators is to provide our students with the sorts of experiences that enable them to perceive patterns that connect.
PEANUTS BY: SCHULZ
The Neo~Cortex: This is where the higher order thinking skills such as problem solving take place. Here the brain works out patterns and meaning.
The Limbic System: This is the seat of emotions and long term memory. We remember best when our learning has emotion and meaning.
The Reptilian Brain: This part of the brain looks after basic survival. Under stress the Reptilian Brain blocks the Neo~Cortex and the Limbic System from thinking and remembering ~ learning is slowed down or prevented.
You have a million, million brain cells, 167 times the number of people on the planet!Each brain cell is more powerful than a standard personal computer.
A Common Visual Language for Thinking
Based on intelligence research, Thinking Maps combine the cognitive thought processes of learning with the visual representation of information found in graphic organizers
When implemented on a whole school basis, Thinking Maps provide a consistent and brain compatible way for teachers to present information, and for students to learn and retain it.
Thinking Maps is not a curriculum, but rather, a set of tools to allow teachers to present their existing curriculum in a more meaningful way.
Thinking Maps is a language of eight visual patterns each based on a fundamental thinking process.
36,000 visual messages per hour may be registered by the eyes.
40% of all nerve fibres connected to the brain are linked to the retina90% of all information that comes into our brain is visual
Dual coding theoryKnowledge is stored in two forms: linguistically and non-linguistically. Research proves that the more we use both systems of representation, the better we are able to think and recall knowledgeRobert Marzano Classroom Instruction that Works
A Common Visual Language for Thinking
Defining in Context or BrainstormingCan be used for:BrainstormingDiagnosing prior knowledgeClosure/reviewCircle to Tree for WritingLanguage for Learning pages 24-29
Circle MapearthwormsHelp plantsLives in soilslimyEnemiesare birds2,700 kindLay eggsVibrationsNocturnalNo feethave hair
Need moistureTube shaped bodyScience kitInternetTeacherBooksBy Alex andMichel
BhartihappyNot really religiousGood at sports generallyfriendlycompetitiveloudCan be argumentative to my parentsLike readingmusicalGoing out with my matesSympathetic to my friendsA good listenerFun to be withAcademically brightI can be cheeky to some teachers
What can WeMeasure?Our classroomtablechairwhiteboardfloordoorTable legHeight of coat hookOur bagsourselvespencilsfeetarmsheadradiatordeskbooks
What can WeMeasure?tablechairwhiteboardfloordoorTable legHeight of coat hookOur bagsourselvespencilsfeetarmsheadradiatordeskbooksWho measures things?School keeperMum and dadworkmanteacher
Notemaking Guide for Learning Thinking MapsBubble MapLOOKS LIKE:THINKING PROCESS:NOTES:Describing (adjectives or adj. phrases only)Attributes: MathsProperties: ScienceAdjective, phrase, character traitThing you are describingAdjectives Only!Language for Learning pages 30-35
Task ~ using a Bubble Map, describe Cinderella
The frame of reference is Through the eyes of the ugly sisters
How might you apply the Bubble Map?
Yates Mills Elementary School Raleigh, NC
How would my mother see me?Bhartiuntidyloudlovingcaringreliablelazytempestuous
How would my History teacher see me?BhartidisinterestednoisylazychattyUnder achievingirritating
Notemaking Guide for Learning Thinking MapsDouble Bubble MapLOOKS LIKE:THINKING PROCESS:NOTES:Compare/contrast, similar /differentUnique: CommonRelated to the Venn DiagramAlike: DifferentSimilaritiesDifferencesColour CodeLanguage for Learning pages 36-41
How might you apply the Double Bubble Map?
CinderellaMei Ping andThe SilverShoeStepdaughter
MeanStepsistersPrincehaspartyLostshoeMarriedprincegooseFairyGod MotherOldladyMagicGooseFeathersShoe InhutStepDaughtersOlderStepDaughterYoungerMagic Wand
Wood Working ClassEast Cary Middle School
Bharti by selfBharti by othersLoudcompetitivesportyclevercliqueyCan be threatening at timesHas to be centre of attentionfriendlyLoyal to her special group of friendsLazy at times A good listenerpopularCheeky to some teacherscharmingA good daughter
Compare and contrastSunils bagJordans bagPencil Case18 cmRuler30 cmNoteBook13cmx15cmLunch box15x18x9cmColouredpencils case17x15cmYellow pencil12 cmRubber6cmx1.5cmBag35cmx30cmTrainerssize2Reading book29.5x20.5cmYellowPencil15 cmRubber4cmx2cmBag 30cmx25cmTrainersSize 3Reading Book20x22cm
RalphJackcompetitiveDismissive of those who are less able than themselvesBelief in rulesNeeds to be a leader for his self esteemNeeds the toolsof leadershipTo fulfil his roleUses violence to assert his authorityInnate belief in the responsibility of leadershippragmaticPhysically powerfulExudes authoritysarcasticActs for short gainBelief in the Englishness of justiceFull of bravado Is disgusted by what they have becomeBoth use other peopleTo support their aimsHe has an ease of privilege
Calvin & Hobbes by: Bill Watterson
Notemaking Guide for Learning Thinking MapsTree MapLOOKS LIKE:THINKING PROCESS:NOTES:Classify/Group/SortTypes of...Kinds of...Title, topic or categoryCategories or groups Details, examplesInductive/DeductiveLanguage for Learning pages 42-47
Task ~ classify musical instruments into different categories.
How might you apply the Tree Map?
Classification of objects in our classroomLengthLonger than 1 metreLess than metreBetween 1 metre and metre
NARRATIVE WRITINGSCORING CRITERIAThe writer must clearly establish a focus as it fulfills the assignment of the prompt.
He/She must stick to the subject matter presented in the prompt in order to strengthen the main idea.The writer provides sufficient elaboration to present events clearly.Details must be related to the subject matter and what happens in the narrative.The effective use of concrete, specific details strengthens the power of the response.
A clear sequence of events is essential for a successful narrative.The narrative must advance step by step through time.The writer establishes a sense of beginning, development, and ending in the composition.
The sentences are logically connected. The writer establishes relationships between and among the ideas, causes, and/or statements in the composition.The writer may use common devices to achieve coherence: pronouns, synonyms, connectives, transitional words.
Perceptions important inEmploymentSocialRelationshipsJob interviewFollowing instructions from bossAttitude to workPromotion prospectsTrustworthinessThe way you speak to employeesQueuingMeeting new peopleChoosing clothesLanguage used Body languageMaking an impression on a sports coach
Putting over your viewsSharingDominatingTrustworthinessLoyaltyBetrayal
Questions for leadership candidatesPersonal qualitiesExperienceSelf knowledgeHow do you know that you would make a good leader?What have people said to you in times of emergency or stress which supports your application ?Please give some examples of leadership roles you have hadWhat have you learnt about the role of a leader from these experiences?What are the essential qualities that a leader needs to have?What qualities do you have which would make you a good leader?What qualities would you need to develop?
A good storyLanguage Char