Upload
st-ivo-school
View
796
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Citation preview
“Every Lesson counts for every child”
Thinking & Learning
Getting children thinking!
Talk and thought are centre of learning
Speaking,listening & thinking are connected
When ideas fail, words come in very handy
If you are stuck for words it helps to find time to think
What is thinking?
An invisible process arranging things in the mind, triggered by questions which generates learning.
Thinking Starters
They can be general or focused
Here are some examples;
Thinking Starter 1
What is the difference between black & white
Thinking Starter 2
Write four down four times and make as many sums as you can. Ask your partner to do the sums
4 4 4 4
Thinking Starter 3
What must all flowers have in order to be flowers
Thinking Starter 4
What does it mean to be British at the beginning of the 21st century
Thinking starter 5
Look at this image
Your own thinking starter
You Come up with your own
Talk & Thought
Core tools of 21st century learning
Learning to learn Thinking to learn Learning to think Thinking to talk Talking to think
Promoting thinking
Engaging children’s thinking prior to direct teaching
Ask open-ended, authentic questions Support and encourage personal
expression, thoughts, ideas and perceptions Modelling, recognising and rewarding good
thinking Keeping expectations open
Role of a 21st century teacher
20th Century 21st CenturyCorrect Answer Raise Questions
Complete Explore
Accurate Reproduction Generates own ideas
Satisfies expectations Satisfies self
of others expectations
Hard evidence of work (writing) Soft evidence of hardwork (Thinking)
Ease & Speed Depth & Complexity
To help children take control!
Principles of intelligent learning
1. AQ: Asking authentic questions
2.CCC: Making conceptual, cognitive connections
3.ED:Using exploratory dialogue
4.JDC Making judgement, choices & decisions
AQ: Asking Authentic Questions
Getting children to ask their own questions about the key ideas in lessons and use these as starting points for learning
c
AQ: Asking authentic questions
Ask pupils to analyse Choose factor and why Ask students to design questions Randomly ask students to mark feature on the
picture and justify Discuss with partner Progress into partner/group/ class discussion
A no hands up policy can be crucial in the ensuring all
children are encouraged to engage in the process!
Other resourses you could use are;
Or maybe
OrMA LIBELLULE
En te voyant, toute mignonne,Blanche dans ta robe d’azure,Je pensais à quelque madoneDrapée en un pen de ciel pur.
Je songeais à ces belles saintesQue l’on voyait au temps jadisSourire sur les vitres peintes,Montrant d’un doigt le paradis:Et j’aurais voulu, loin du mondeQui passait frivole entre nous,Dans quelque retraite profonde
T’adorer seul à deux genoux
Or perhaps
http://uk.youtube.com/user/lowteck
Remember
The quality of the resource
is only as good as the
quality of the questioning
(both yours & theirs)
Your Turn
Think of a scenerio for your subject and come up with a resource
CCC: Making conceptual, cognitive connections
The children make connections between the key concepts in the lesson
Making Connections 1
3 5 12 4032 15
100 251 71200 400
23
Connect 2, 3, 4 or 5 numbers together
Making connections 2
Abrasion Erosion Pyramidal Steep sides
Peak Glacier Corrie Deposits
Moraine Tarn Flowing IceFreeze
Weathering Arete Wearing away Thaw
U shaped Truncated Lake Valley
Spur Knife Edge Flat bottom
Connect the words!Try to link the words together. Explain why you have put them together
Can you identify differences and similarities between the two images
Differences DifferencesSimilarities
Similarities & Differences boards 1
Can you identify differences and similarities between the two images
Differences DifferencesSimilarities
Similarities & Differences boards 2
Associated objects 1
Construct a sentence to link the boxes
Eg. Imagination is nature, knowledge is nuture
KnowledgeImagination
Associated objects 2
Construct a sentence to link the boxes
Government freedom
Bridging the gap 1
Explain what has happened
Bridging the gap 2
Explain what has happened
Before After
ED: Exploratory dialogue
Through questions & discussion
We should aim for 80% of our lessons to be about investigating, exploring and personalised learning
And, 20% for learning new knowledge and skills
Children make judgements, decisions and choices based on the knowledge and ideas they explore together. They explain their thinking using reasoning based on evidence.
JDC: Making judgement, choices & decisions
Ranking ladders
List up to four facts about Gandhi
Rank them in importance
Cool Wall
Create your own cool wall
(In class or on the computer)
You can use the same headings or apply your own.
Cool Wall : Famous Artists
Seriously Un-cool Un-cool Cool Sub-zero
Teaching strategies that promote thinking skills
Advance Organisers Analogies Audience and Purpose Classifying Fortune Lines Living Sources Odd one out Reading Images Relational Diagrams Summarising
Conclusion
How can the principle of ‘thinking & learning’ be used to differentiate in your classroom?
Further Reading
“The new psychology of success” Carol Dweck
“Self-monitoring Questioning Strategies”
Tony Hurlin