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Classroom
Teaching • Content • Curriculum
Administration • Vision • Staff Meetings • Departmental
Personal Life
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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 learner’s 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: [email protected] 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 Australia’s 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)
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(Questions)
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(• Related Concepts)
(• Previous Learnings)
(• Big Picture) (• Metaphor) (• This reminds me of…)
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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)
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eg. (What if…)
eg. (I wonder…) eg. (It would be interesting to know…)
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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
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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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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 Gardner’s
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
