Using Thinking Strategies in the classroom - Wikispacescrea thinking... Using Thinking Strategies

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  • Classroom

    Teaching Content Curriculum

    Administration Vision Staff Meetings Departmental

    Personal Life

    Language and Literacy Network Conference 2005 Takeaway 2 Under the Big Top

    Using Thinking Strategies in the classroom

    Who is it appropriate to? What are they? Why should I be using them? When is it appropriate to use? Where do I find out about them? How do I use them?

    CREATING THE THINKING CLASSROOM

    A fantastic, hands-on, full day workshop offering a range of cognitive and cooperative thinking strategies to engage the learner and match questions or activities designed by the teacher. This aims at promoting Higher Order Thinking and offering the tools to make this possible from the learners point of view. Opportunities for reflection and transfer on each strategy are built in on a regular basis especially in relation to the nominated topic. Suitable for: Teachers, Facilitators, Administrators.

    Contact: Linda Anania Ph: (03)5726941 Mobile: 0413584705 Fax: (03)57269452 E-mail: tmela@dragnet.com.au WEBSITE: www.tmela.com.au

    D.M.M.

    P.M.I.

    K.W.L.

    HOW? S.C.S.

    R. Robin

    1:4:P:C:R

    Triad

    LEARNERS

    Engaging

    Responding

    Personalising

    Constructing

    Owning

    Learning

    A C H I E V E M E N T

    TEACHING and LEARNING (ENGAGING)

    Teacher Learners Video Notes Poster Book STAGE 1 Teaching Content,

    Data, Info, Material > Content > Learners AHA STAGE 2 CHALLENGING THE LEARNERS

    How Else? What Really Is? What Do You Think? Should? Which is the

    Most/Least, etc?

    AHA!

    FROM PURPOSE

    TO ACHIEVEMENT

    WHY

    Stating an Outcome (e.g.: rational, analytical discussion) is no guarantee this will happen.

    WHAT

    Aligning a question/activity to that outcome (e.g.: What do you think of Australias involvement in the war on terrorism?) is also no guarantee that good discussion will take place.

    HOW

    However offering an appropriate thinking strategy or process (e.g.: Academic Controversy, SWOT or PMI) will more likely produce better discussion and achieve that outcome.

  • K.W.L. Engaging learners in a topic

    Topic:

    what I Know what I Want to know what I have Learnt

    (Facts)

    (Questions)

    ( Related Concepts)

    ( Previous Learnings)

    ( Big Picture) ( Metaphor) ( This reminds me of)

    Value Add by: a) asking Learners to rate best three responses in each column (1-3) b) Learner feedback to Facilitator > whiteboard discuss c) Facilitator adds ideas

    Generating a great number of ideas in groups of 3-6

    ROUND ROBIN (NOISY)

    Topic:

    Note: After each change of sheet (Yoplait)

    Rule 1: 1 person to read all responses to rest of group

    Rule 2: Add more ideas/responses to the new sheet, but DO NOT repeat what you have already

    added to the previous sheet/s

    Learners

    Paper

    Table

    + Yoplait

  • A tool for thinking beyond the obvious

    P.M.I. (Edward de Bono CoRT)

    Topic:

    Plus Minus Interesting (Investigate)

    eg. (What if)

    eg. (I wonder) eg. (It would be interesting to know)

    Value Add by: a) asking Learners to rate best 4 responses in each column (1-4) b) Learner feedback to Facilitator > whiteboard discuss c) Facilitator adds ideas

    DISADVANTAGES/IMPROVEMENTS T plus THINK : PAIR : SHARE

    Topic:

    Disadvantages (An) Improvements (Syn)

  • A great strategy to assist learners in thinking about something, e.g. a picture, proposal, a problem, and allowing them to generate ideas rapidly

    THE Y CHART (and Round Robin optional)

    STEP 1 Topic: The Thinking Classroom

    Value Add by: a) asking Learners to rate top 4 responses or: b) Facilitator to determine certain classifications, and ask Learners to rate top idea in each

    of the classifications, eg. Practical, Safe c) Learner feedback answers to Facilitator > whiteboard discuss report writing

    SILENT CARD SHUFFLE

    Silent Card Shuffle Applications

    Step 1 Silent Card Shuffle

    Step 2 Justify and Improve

    * Step 3 Circle and Observe/Discuss

    * Step 4 Return and Refine

    Step 5 Teacher debrief

    * = Optional

    1. Sequencing

    2. Classifying

    3. Match, e.g. Concepts and Definitions (NB: 3 or 4 more definitions than concepts)

    4. Place, Map, Position (map, invoice, template, plan, human body, formula, etc)

    LOOKS LIKE

    SOUNDS LIKE

    FEELS LIKE

    TS ^^^^^^^^^^^^^^^^^ ^^^^^^^^^^^^^^^^^^^^^^

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    I ^^^^^^^^^^^^^^^^^^^^ ^^^^^^^^^^^^^^^^^^^^^^

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    C ^^^^^^^^^^^^^^^^^^^^ ^^^^^^^^^^^^^^^^^^^^^^

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    SG^^^^^^^^^^^^^^^^^^ ^^^^^^^^^^^^^^^^^^^^^^

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    STEP 2 Group or Categorise

    C = Curriculum

    SE = Self-Esteem TS = Thinking Strategies

    STEP 3 Write/Report/Design

  • Strategy Reflection Transfer

    KWL

    RR

    PMI

    T chart

    Y chart

    SCS

  • A Framework for Thinking at Different Levels a base for the Xpata Lesson Planner www.xpata.com By Eric Frangenheim and Tony Ryan

    1. Thinking Skills 2. Bloom 3. Cognitive Thinking Strategies 4. Cooperative Strategies

    Complexity Designing Elaborating Extrapolating

    Flexibility

    Forecasting Formulating Hypothesising Modifying

    Organising

    Originality Planning Proposing Risk-taking

    Synthesising

    Create AGO, Bar, Brick Wall Key, C&S, Combinations Key, Construction Key, CPS, Disadvantages/ Improvements T, Forced Relationships, Random Input, Scamper, Six Thinking Hats, So What is the Problem?, The Ridiculous Key,

    TWERP, Variations Key, What If Key, Y Chart

    Arguing Assessing Choosing Concluding

    Deciding

    Determining Judging Justifying

    Prioritising

    Rating Recommending Selecting

    Verifying

    Evaluate Advantages/Disadvantages T, APC, CAF, Decision Making Matrix, Disadvantages/Improvements T, Extent Barometer, FIP, OVP, PMI, Relevant/ Irrelevant T, Reliable/Unreliable T, Six Thinking

    Hats, Tournament Prioritising, Y Chart

    1:2:4

    1:3:6:Share

    1:3:Share

    1:4:P:C:R

    Assigning Roles

    Hot Potato

    Jigsaw

    Numbered Heads

    Round Robin

    See Saw

    Setting Group Goals

    Silent Card Shuffle

    Think, Pair, Share

    TRIAD

    Arguing Analysing Categorising Comparing Complex Summarising Contrasting

    Debating

    Deducing Deeper Thinking Detecting Differentiating Discussing Distinguishing

    Examining

    Explaining Identifying Investigating Separating

    Analyse Attribute Grouping, Brainstorming, CAF, Commonalities Key, CPS, Decision Making Matrix, Different Uses Key, Disadvantages/Improvements T, Fact/Opinion T, Five Whys?, Good/Poor Reasoning, KWL, Mind Map, OPV, Picture Key, PMI, Ridiculous Statement, S.W.O.T. Analysis, Scamper, Silent Card Shuffle, Six Thinking Hats, T Charts,

    The Interpretation Key, Y Chart, 5W&1H

    Applying Calculating Compiling Completing

    Constructing Demonstrating Extrapolating

    Illustrating

    Inferring Showing Solving

    Using

    Apply Blue Hat, Brainstorming, CPS, Different Uses Key, Flow Chart, Graphic Organiser, Reverse Listing Key,

    Silent Card Shuffle

    Describing Explaining Interpreting

    Outlining

    Paraphrasing Restating Simple

    Summary

    Translating Understanding

    Understand AGO, APC, Brick Wall Key, CAF, Generalisations, Graphic Organisers, Metaphor, Mind Map, Multiple Intelligence Model, PMI, Reverse Listing, Silent Card Shuffle, Six Thinking Hats,

    Visualisation, Visuals, Word Summary

    Defining Describing Fluency

    Knowing

    Labelling Listing Locating

    Memorising

    Naming Remembering Retelling

    Stating

    Remember Acronyms, Acrostics, Answer-Question Key, Attribute Listing, Brainstorming, Different Uses Key, KWL, Mnemonics, See-Saw, Silent Card Shuffle,

    What If, White Hat

    5. Howard Gardners Multiple Intelligence Model

    Verbal Linguistic

    (Word Smart)

    Logical Mathematical

    (Number Smart)

    Visual/Spatial (Picture Smart)

    Body/Kinesthetic (Body Smart)

    Musical/Rhythmic

    (Music Smart)

    Interpersonal

    (People Smart)

    Intrapersonal

    (Self Smart)

    Naturalistic

    (Seeing Connections)

    WHAT

    HOW

    HOW

    WHO

    WHY

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