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Growing Thinking SchoolsFrom the Inside Out
www . t h i n k i n g schoo l .CO .UK
i-THINK
Introductions
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Nick SymesKestrel Consultant
www.thinkingschool.co.uk
Teacher of Musicand English
Head ofDepartment
Working withKestrel
Freelanceconsultant
DeputyHeadteacher10 years
Head ofExpressive Arts
faculty
Nicks CV
Registered trainer& consultant
Set up aneducationalconsultancy
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Teacher of Englishand drama Secondary
Advisory teacherof drama
Working withKestrel
School became aThinking School
Headteacher Primary School
Primary SchoolDeputy
Headteacher
Martins CV
TAKING RESPONSIBLE RISKSBeing adventurous.Moving outside your
comfort zone.Venture out!
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Taking responsible risks
Only those who will risk going too farcan possibly find out how far one cango.
T.S. Elliot
Taking responsible risks
There are risks and costs to action. Butthey are far less than the long-rangerisks of comfortable inaction.
John F Kennedy
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The ground rules for the week! Thinking out of the box Being prepared to accept new ideas Being prepared to take a few risks Being prepared to get some things wrong! Not allowing your thinking to be tooconstrained by your current experienceand practice
Outcomes for the week Being able to use a range of new teachingtools and strategies that will help both youand your students
Having time to plan how you can usethese teaching tools and strategies in yourlessons
Understanding what a Thinking School isand the benefits it can provide for bothstudents and teachers
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Day 1
Introductions andsetting the scene
Understandingthe pilot project
Thinking Maps
Day 2
Thinking Maps -continued
Applying ThinkingMaps planning
time for youQuestioningskills and
higher orderthinking
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Day 3
Thinking Schools what are they?
Day 4
Planning time for you
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Day 5
A review of theweek
Questions andanswers
Evaluation
The project All schools in Malaysia to becomeThinking Schools
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Phase 1 the pilot 10 schools selected these to be linked up sothat they can share their experiences
Teachers to be trained in a range of thinkingtools and strategies
Teachers to be given time to plan how thesetools and strategies can be used in their lessons
Focus on January to March 2012 Support provided during the pilot phase Pilot phase to be formally evaluated Subsequent phases national roll out
Thinking Maps
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Thinkingskills
Everything you knowabout thinking skills
How do you know what you know?
In a recent lesson, are there times whenusing the Circle Map might have helped?
In a lesson that you are going to deliverquite soon, is there an occasion when youmight use the Circle Map?
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Better learning will comenot so much from finding
better ways for theteacher to
INSTRUCT...
...but from giving thelearner better ways to
CONSTRUCT.Seymore Papert, 1990
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Making Connections: Teaching and the Human Brain (1994), Caine & Caine
The overwhelming need for learners is formeaningfulness we do not come to understand asubject or master a skill by sticking bits ofinformation to each other.
Understanding a subject results from perceivingrelationships. The brain is designed as a patterndetector. Our function as educators is to provide our studentswith the sorts of experiences that enable them toperceive patterns that connect.
PEANUTS BY: SCHULZ
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The Neo~Cortex:This is where the higher orderthinking skills such as problemsolving take place. Here the brainworks out patterns and meaning.The Limbic System:This is the seat of emotions andlong term memory. We rememberbest when our learning has emotionand meaning.The Reptilian Brain:This part of the brain looks afterbasic survival. Under stress theReptilian Brain blocks theNeo~Cortex and the Limbic Systemfrom thinking and remembering ~learning is slowed down orprevented.
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You have a million, million braincells, 167 times the number ofpeople on the planet!Each brain cell is more powerfulthan a standard personalcomputer.
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Lost
Lost
LongTermMemory
BuildingNetworks
NetworksExtended
How the Brain Processes InformationSenses
RegisterInformation
Areas in the BrainFilter Information
Emotion Meaning
NetworksStrengthened
A Common Visual Languagefor Thinking
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What are
Based on intelligenceresearch, Thinking Mapscombine the cognitivethought processes oflearning with the visual
representation ofinformation found in graphic
organizers
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When implemented on a wholeschool basis, Thinking Mapsprovide a consistent and braincompatible way for teachersto present information, andfor students to learn andretain it.
Thinking Maps is not acurriculum, but rather, a setof tools to allow teachers to
present their existingcurriculum in a moremeaningful way.
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Thinking Maps is a languageof eight visual patterns each
based on a fundamentalthinking process.
36,000 visual messagesper hour may be
registered by the eyes.
40% of allnerve fibresconnected tothe brain arelinked to the
retina
90% of allinformationthat comes
into our brainis visual
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Dual coding theoryKnowledge is stored in two forms:linguistically and non-linguistically.Research proves that the more weuse both systems ofrepresentation, the better we areable to think and recall knowledge
Robert Marzano Classroom Instruction that Works
Thinking MapsDefining in Context
DescribingCompare & Contrast
Classifying
SequencingPart-Whole
Cause & EffectSeeing Analogies
A Common VisualLanguage forclassrooms &whole schools
Brainstorm WebsMind Mapping
Webbing
Clustering
For personalknowledge
Concept Mapping
Task-Specific GraphicOrganizers
Life Cycles; Science
Timelines; History
For isolated tasks
Venn Diagrams: Maths
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Time to move!
For the next part of the training, you need tosit with people who are in same department,or faculty or who teach the samesubject(s) that you do
A Common Visual Languagefor Thinking
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For defining in context
Notemaking Guide for Learning Thinking Maps
Circle MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Defining in Contextor Brainstorming
TopicEverythingI know
How or where didI learn this?My frame ofreference
Can be used for:BrainstormingDiagnosing priorknowledgeClosure/review
Circle to Tree for WritingLanguage for Learning
pages 24-29
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Circle Map
earthworms
Help plantsLives in soil
slimy Enemiesare birds2,700 kind
Lay eggsVibrations
Nocturnal
No feethave hair
Needmoisture
Tube shaped body
Science kit Internet
TeacherBooks
By Alex andMichel
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Mathematics
Bharti
happy
Not reallyreligious
Good at sportsgenerally
friendly competitiveloud Can be
argumentative tomy parents
Like reading
musical
Going out with mymates Sympathetic to myfriends
A good listener
Fun to be with
Academically bright
I can becheeky tosometeachers
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What canWe
Measure?
Our classroom
table
chairwhiteboard
floordoor
Table leg
Height of coathook
Our bags
ourselvespencils
feetarmsheadradiator
desk
books
What canWe
Measure?
table
chairwhiteboard
floordoor
Table leg
Height of coathook
Our bags
ourselvespencils
feetarmsheadradiator
desk
books
Who measures things?School keeper Mum and dad
workman teacher
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For describing things
Notemaking Guide for Learning Thinking MapsBubble MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Describing (adjectivesor adj. phrases only)
Attributes: MathsProperties: Science
Adjective, phrase,character trait
Thing you aredescribing
Adjectives Only!
Language for Learningpages 30-35
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Task ~ using a Bubble Map, describeCinderella
The frame of reference is Through theeyes of the ugly sisters
Yates MillsElementary SchoolRaleigh, NC
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Science
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How would my mother see me?
Bharti
untidy
loud
lovingcaringreliable
lazy
tempestuous
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How would my History teachersee me?
Bharti
disinterested
noisy
lazychatty
Under achieving
irritating
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Ralph
Ralph
pragmatic
insensitive
dismissive
insightfulleader
tremulous
logical
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How might you apply the Bubble Map?
Think/pair/share
For comparing & contrasting
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Notemaking Guide for Learning Thinking MapsDouble Bubble MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Compare/contrast,similar /different
Unique: Common
Related to theVenn Diagram
Alike: Different
Similarities
Differences
Colour Code
Language for Learningpages 36-41
Cinderella Mei Ping andThe SilverShoe
Stepdaughter
MeanStepsisters
Princehasparty
Lostshoe
Marriedprince
goose
FairyGod
Mother
Oldlady
MagicGoose
Feathers
Shoe Inhut
StepDaughtersOlder
StepDaughterYounger
MagicWand
Mice
PrinceWenthouseto house
By Marisa
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Biology
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Wood Working ClassEast Cary Middle School
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Bhartiby self
Bhartiby others
Loud
competitive
sporty
clever
cliquey
Can bethreateningat times
Has to becentre ofattention
friendlyLoyal to herspecial groupof friends
Lazy at times
A good listener
popularCheeky to
someteachers
charming
A gooddaughter
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Compare and contrast
Sunilsbag
Jordansbag
PencilCase18 cm
Ruler30 cmNoteBook
13cmx15cm
Lunch box15x18x9cm
Colouredpencils case17x15cm
Yellowpencil12 cm
Rubber6cmx1.5cm
Bag35cmx30cm
Trainerssize2
Readingbook
29.5x20.5cm
YellowPencil15 cmRubber4cmx2cm
Bag30cmx25cm
TrainersSize 3ReadingBook
20x22cm
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Ralph Jack
competitive
Dismissive of thosewho are less ablethan themselves
Belief in rules Needs to be a leaderfor his self esteem
Needs the toolsof leadership
To fulfil his role
Uses violence toassert his authority
Innate beliefin the responsibility
of leadership
pragmatic
Physicallypowerful
Exudes authority
sarcastic
Acts forshort gain
Belief in theEnglishness of justice Full of bravado
Is disgusted bywhat they have
become
Both use other peopleTo support their aims
He has an easeof privilege
Calvin & Hobbes by: Bill Watterson
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How might you apply the Double BubbleMap?
Think/pair/share
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For classifying things
Notemaking Guide for Learning Thinking MapsTree MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Classify/Group/Sort
Types of...Kinds of...
Title, topic or category
Categories orgroups
Details, examples Inductive/Deductive
Language for Learningpages 42-47
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Task ~ classify musical instruments intodifferent categories.
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Classification of objects in ourclassroom
Length
Longer than 1 metre Less than metreBetween 1 metreand metre
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NARRATIVE WRITINGSCORING CRITERIA
Main Idea SupportingDetails Organisation CoherenceThe writer mustclearly establish afocus as it fulfillsthe assignment of
the prompt.
He/She must stickto the subject
matter presented inthe prompt in orderto strengthen the
main idea.
The writer providessufficient
elaboration topresent events
clearly.Details must berelated to the
subject matter andwhat happens in the
narrative.The effective use ofconcrete, specificdetails strengthensthe power of the
response.
A clear sequence ofevents is essentialfor a successful
narrative.The narrative mustadvance step bystep through time.
The writerestablishes a sense
of beginning,development, andending in thecomposition.
The sentences arelogically connected.
The writerestablishesrelationships
between and amongthe ideas, causes,
and/or statements inthe composition.
The writer may usecommon devices toachieve coherence:
pronouns,synonyms,connectives,
transitional words.
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Perceptions important in
Employment Social Relationships
Job interviewFollowinginstructions frombossAttitude to workPromotionprospectsTrustworthinessThe way you speakto employees
QueuingMeeting newpeopleChoosing clothesLanguage usedBody languageMaking animpression on asports coach
Putting over yourviewsSharingDominatingTrustworthinessLoyaltyBetrayal
Questions for leadership candidates
Personal qualities Experience Self knowledge
How do you knowthat you wouldmake a goodleader?What have peoplesaid to you intimes ofemergency orstress whichsupports yourapplication ?
Please givesome examplesof leadershiproles you havehadWhat have youlearnt aboutthe role of aleader fromtheseexperiences?
What are the essentialqualities that a leaderneeds to have?What qualities do youhave which would makeyou a good leader?What qualities wouldyou need to develop?
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A good story
Language Characters Sequencing
AdjectivesVerbsAdverbsDirect speechLanguage whichdescribes aspecific character
Characters need tohave conflictSome characters willbe more importantthan othersCharacters can thinkdifferently from whatthey sayCharacters havedifferent personalities
The beginning makesyou want to hear orread moreIt is not confusingWe dont alwaysknow what is comingnextThe ending issurprising
Words in the story that make it interesting
WindyWind tossedHugeFatSmartFairGoldenHandsomemelted
Action:Verbs
Look out!TroubleOh no!Kiss the frogLaughed til shesplit her trousersStop thatWhooshChanged back
Describing:Adjectives
Phrases/short sentences
FlewBlewSwimRescueCriedLaughedChangedTurnedSighedOpenedyelled
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How might you apply the Tree Map?
Think/pair/share
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For seeing parts of a whole
Notemaking Guide for Learning Thinking MapsBrace MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Part/wholerelationships, structure
Parts ofPhysical,tangibleobjects
Whole
Parts
Sub-parts
Language for Learningpages 48-53
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Task ~ develop a Brace Map of a pen what are the constituent parts? Do any ofthe parts break down into sub-parts?
skeleton
skull
torso
lower body
CraniumFacial bonesBack boneribsHip bone
femurtibiafibula
By Brett
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Science
Technology
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eyes
ears
nose
mouth
face
lipstongueteeth
How might you apply the Brace Map?
Think/pair/share
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For seeing events in sequence
Notemaking Guide for Learning Thinking MapsFlow MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Sequence, Order,Cycles, etc.
Plots,Processes,Chronology
Major Stage
SubstagesCan go in anydirection
Language for Learningpages 54-59
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Task ~ use a Flow Map to sequence yourDream Day
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Yates Mills Elementary SchoolRaleigh, NC
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Flow ChartMy mum asked meTo wash up becausewe were going tovisit my gran.
I refused becauseit wasnt my turn.
My mum accusedme of being selfish
I said she alwaysgave in to my brother My brother madea sexist remark My mum didntcriticise him
I flew into a temperand stormed out
My mum cameafter me
I got groundedfor a week
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Using a flow chart to help you Make a box out of card that will be bigenough to hold your trainers
Think of all the things you will need todo and put them in a sequence that youcan follow
Discuss the process in pairs and makethe flow chart together
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Make a tapemeasure outof paper
Check it is accurate Measure the lengthof my shoe
Measure the widthof my shoe
Measure the heightof my shoe
Record it
Record it Record it
Take a piece of cardA pair of scissors
sticky tape
Using the straightedge to help me
Measure the heightPlus one centimetre
Draw a lineto mark it
on the paperMeasure thewidth plusone cm
Join the lines andcut out my base
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How might you apply the Flow Map?
Think/pair/share
For understanding cause &effect
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Notemaking Guide for Learning Thinking MapsMulti-Flow MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Cause & EffectReasoning, Prediction
Causal ExplanationCauses
Event
Effects,Outcome
ProjectingConsequences
Analyzing Effectsif-then
when thenCan be one-sided
Language for Learningpages 60-65
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Behaviour ReflectionsName ________Date _________Reasons for mybehaviour Consequences ofmy behaviourDescription ofmy behaviour
Plan for improvement_________________________________________________________________________________
Pupil _________________Teacher ______________Parent _______________
Conflict Resolution
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WorldHistory
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Argument betweenmum and girl
Both very angry
Girl is grounded
Bad blood betweenbrother and sister
Girl feels let down
Mum feels she isalways in middleand always seen
as wrong
Mum forgot whohad washed up last
Girl flew off handle
Mum tried to asserther authority
Mum didnt bringbrother in to discussion
Neither mum norgirl listened toeach other
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I put too muchwater in
I did not measuremy flour accurately
I opened the ovendoor too soon
My cake sunkin the middle
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I put too muchwater in
I did not measuremy flour accurately
I opened the ovendoor too soon
My cake sunkin the middle
I was upset
Mum madeanother cake
It costmore money
Cause Event Effect
Simons death
The precedentwas set for Wilfredsbeating and Piggys
murder
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How might you apply the Multi Flow Map?
Think/pair/share
For seeing analogies
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Notemaking Guide for Learning Thinking MapsBridge MapLOOKS LIKE:
THINKING PROCESS:
NOTES:
Seeing Analogies,Transferring Similar
Relationships
How are theyrelated?RF: __________
Similar relationships
Relating or CommonFactor
Language for Learningpages 66-71
How might you apply the Bridge Map?
Think/pair/share
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Chemistry
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Analogies
Eyes
head foot
toes Fingers
hand
knee
?
Relating factor: is/are a smaller part of the
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Relating Factoras as as
ThinkingLearning
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Must be implemented ona whole school basis.
Implementation consistsof staff developmentand training materialsfor each teacher.