Thinking prt1

Thinking Skills for the 21st Century Learner

Inten8ons of this workshop To explore:

WHY & WHAT? –  The concept of “thinking” –  Characteris=cs, a?tudes and skills of effec=ve thinkers HOW? –  Thinking Skills –  Thinking Tools –  Co-‐opera=ve learning structures –  Rich learning tasks –  Environments for thinking WHAT ELSE? –  Placing all this into our own contexts.

E-‐Learning tools for thinking

Informa=on from today can be accessed on…

www.inspired.ac.nz Log in: ( top right hand corner) Username: mary-‐[email protected] Password: prt1

Before we begin… Our learning style profile

Within your handout notes, you will find a Learning Profile qeus=onnaire. Take ten minutes to complete it. Reflect upon what you found with the person next to you. Consider throughout today, how you would “capture” the different learning styles within your classes.

Why think about thinking?

The near future of our world: 2011-‐2200 AD

How is 21st century learning different/similar to that of the 20th Century?

Draw a venn diagram to map your thinking…

20th vs 21st century learning

20th Century learning

21st century learning

Differences Differences

Similari8es

Why Thinking? Thinking is the founda8on of all learning.

Thinking is a response and change to a range

of s=muli, that modifies,

strengthens or affirms…

World View Beliefs Values AGtudes Behaviour Skills

Opinions Understandings Knowledge

Learning is to modify or

strengthen…

What is “thinking”?

Task: 1.  We are going to Mind Map some ideas on

the sheets on your table. Use your reading to assist you.

2.  Aber that you will create a group defini=on of “thinking”

Before we do, let’s have a look at this how Mind

Map thinking tools work…

How to mind map

Digital mind maps you could use instead…

•  Inspira=on – purchase – let’s have a look •  Kidspira=on – purchase •  Bubbl.Us -‐ free •  Mindmeister -‐ free •  Gliffy – bit more technical -‐ free

Go ahead and create your defini=on of “thinking” within your group.

Along the way, we will view other ideas and defini=ons, so you can add any of these thoughts to your ideas.

Thinking: a Key Competency Thinking is about using crea8ve, cri8cal and metacogni8ve processes to make sense of informa-on, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping ac=ons, or construc=ng knowledge. Intellectual curiosity is at the heart of this competency. Students who are competent thinkers and problem solvers ac-vely seek, use and create knowledge. They reflect on their own learning, draw on personal knowledge and intui-ons, ask ques-ons, and challenge the basis of assump-ons and percep-ons. Pg 12 NZC

Effec8ve Teaching promotes…

• Metacogni=ve strategy

• Sustained thoughiulness

• Cri=cal thinking

Pu?ng on our “Thinking Cap”… what does this mean?

Brain research and thinking…

Major parts of the brain

Major parts of the brain.

Cortex: Upper part of brain. Thinking, logic, reasoning, cause and effect.

Limbic System: Primi;ve brain. Source of emo;ons and mo;va;ons such as fear, anger, pleasure and sexuality. Brainstem: Connects brain and spinal cord. Basic func;ons such as heart-‐rate, ea;ng, breathing and sleeping Cerebellum: Back of brain. Balance, posture, movement.

Neurons and thinking

Some different types of thinking…

What is an effec8ve thinker?

What does an effec8ve thinker look, sound and behave like within your class?

Characteris=cs and a?tudes of an effec=ve thinker Characteristics of an effective thinker

Name: Date:

Copyright ©2012 WorksheetWorks.com

Look

Sound Behave

Characteris8cs

A?tudes

Humility

Open-‐mindedness

Integrity

Courage

Confidence

What are the aGtudes of an effec8ve thinker?

AGtude: a se=led way of thinking or feeling, typically reflected in a person’s behaviour.

Characteris=cs and a?tudes of an effec=ve thinker Characteristics of an effective thinker

Name: Date:

Copyright ©2012 WorksheetWorks.com

Look

Sound Behave

Characteris=cs

AGtudes AGtudes

Morning tea break

The Stroop Effect

Firing-‐ up the neurons!

Hamburger approach to facilita8ng thinking skills

Thinking rich learning environment

Thinking Skills

Thinking Tools/Maps

Rich learning task

Co-‐opera8ve learning structures

What skills does an effec8ve thinker have?

It is here that we need to stop and consider a couple of things…

•  Tools versus skills •  Iden=fied skills •  Core or founda=onal skills

What is the difference between a skill and a tool?

Tool or Skill?

Tool or Skill?

What thinking skills do effec=ve thinkers employ?

Discuss.

21st Century skills in ac=on.

Thinking Skills What thinking skills are you using within your class?

Frameworks for teaching Thinking Skills …

Unistructural Multistructural Relational Extended abstract

Define Identify Do simple procedure

Define Describe List Do algorithm Combine

Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions

Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect

SOLO TAXONOMY (after Biggs and Collis 1982)

Prestructural

Unistructural Multistructural Relational Extended abstract





SOLO TAXONOMY (after Biggs and Collis 1982)

Prestructural

SOLO and NCEA

Not Achieved Achieved Achieved with Merit

Achieved with Excellence

What does it mean? Really there’s not much there.

For example:

Prestructural

What do you know

about Tennis?

Err….. What??

Unistructural


What does it mean? There’s one idea there.

For example: What do you know

about Tennis?

Err….. You

need a racket

Multistructural


What does it mean? There are a number of ideas.

For example: What do you know

about Tennis?

It’s a game played between

two people where you hit a ball over a net,

keeping it within certain

boundaries

Relational


What does it mean? There are a number of ideas and links are be made between these ideas

For example:

What do you

know about

Tennis?

It’s a game of skill played between two people. The idea is to out manoeuvre

your opponent by hitting the ball over the net in such a

way as to force them to make a mistake. Whether it is their failure to return the shot or they miss the ball.

Extended abstract


What does it mean? There is a range of ideas which are linked together plus some knew or extended

thinking is added.

For example:

What do you

know about

Tennis?

It’s a game of skill played between two people. The idea is to out manoeuvre

your opponent by hitting the ball over the net in such a

way as to force them to make a mistake. Whether it is their failure to return the shot or they miss the ball.

If you knew each players skill level

with regard to putting spin on the ball, accuracy and

speed of their serve, you could

predict the outcome of each

match

Instruc-ons: Select one LO from the list below. U-lize SOLO Taxonomy to create LIs that represent each level of the taxonomy.

–  Iden=fy how health care and physical ac=vity prac=ces are influenced by community and environmental factors. HPE

–  Form and solve linear equa=ons in Maths. MAT Example on next slide

–  Begin to group plants, animals and other living things into science-‐

based classifica=ons. SCI –  Understand how early Polynesian and Bri=sh migra=ons to NZ have

con=nuing significance for tangata whenua and Communi=es. SOS

–  Inves=gate the water cycle and its effect on climate landforms, and life. SCI

–  Ini=ate and refine ideas with others to plan and develop drama. DRA

Eg: Form and Solve linear equa=ons in Maths

Unistructural: Define linear equa-ons Follow a procedure to solve a simple linear equa-on Mul;structural: Describe the a=ributes of a simple linear equa-on Explain how to solve a simple linear equa-on Create one-‐dimensional linear equa-ons Rela;onal: Illustrate how to solve more complex linear equa-ons by applying similar processes. Create two-‐dimensional linear equa-ons Extended Abstract: Devise formula for solving complex linear equa-ons. Create complex linear equa-ons. Have a go with one of your own learning inten8ons.

Habits of Mind

Blooms Taxonomy

Blooms for eLearning

Mind Lab

Thinking Skills Framework

Blooms

Michael Pohl’s Thinker’s Keys

Tony Ryan’s Thinkers Keys

CORT Thinking & Tools (COgni=ve Research Trust)

De Bono

Reasoning Process

There are two skills that are founda=onal to thinking…

Clarify relevant language

If we want our students to be effec=ve thinkers, we need to be providing

models of the language that underpins and supports this.

Ques8oning

So what are the thinking skills specific to your curriculum areas?

Get into your curriculum areas (choose your main one) and brainstorm some of the key skills per=nent to your

curriculum area.



Thinking Skills

Thinking Tools/Maps

Rich learning task


Thinking tools: Providing a structure for our thinking

What thinking tools are you familiar with? Use Blooms White Hat (data/informa=on), and a

Bubble Thinking Map to assist you in this thinking.

Thinking Maps to collate our thinking

Thinking Map examples Circle Map Bubble Map Double Bubble Map Flow Map

Mul= Flow Map Tree Map Brace Map Bridge Map

Consider each of these maps in rela=on to the teaching unit you have begun redesigning. How might you include some of these tools into your teaching programme? Share your plans with a person at your table.

Blooms Thinking hats

Let’s put these two thinking tools together in an exercise…

Let’s put these two thinking tools together in an exercise…This is how we will do it today… 1. At your tables, delegate a thinking hat to each person (don’t worry about double-‐ups). 2. Now combine with one other table, so that all similar coloured thinking hats are si?ng together. 3. View the videos. 4. Co-‐construct your informa=on, then go back to your tables and share your informa=on with your group.

Shell moving closer to Arc=c drilling

Cenk mad about Arc=c Oil Drilling -‐ commentary

Reflec=ons on this exercise…

•  How do you see it being used or modified for within your context?

Lunch break

The Monkey Business effect



Thinking Skills

Thinking Tools/Maps

Rich learning task


Why co-‐opera8ve learning?

The primary architects of knowledge and learning are the knowers and

learners themselves. Stephen Downes “Designing Learning Objects” 2003

Linking to the Key Competencies

“Opportuni8es to develop the competencies occur in social contexts”.

Pg 12 NZC

•  Thinking •  Using Language, symbols and texts •  Managing Self •  Rela=ng to others •  Par=cipa=ng and Contribu=ng

At your tables, each person chooses a co-‐opera8ve learning structure to explain back to your group how

it works and providing an example of its use.

•  Timed pair-‐share •  Numbered Heads •  Nego=a=on (Silent) •  Talking chips •  Jot thoughts •  Two stay-‐one stray

A couple of online tools that promote collabora=on and facilitate thinking

•  Wallwisher •  Etherpad



Thinking Skills

Thinking Tools/Maps

Rich learning task


Rich Learning Tasks that encourage our students to think.

Its about opening; not closing the learning…

Lets take a look at one example…

Rich learning tasks

Have a chat at your tables… What makes a learning task “rich” as

opposed to “poor”?

An Inquiry approach to thinking Organic Authen=c contexts Informa=on Literacy Skills Communica=on skills Thinking skills and tools Crea=ng Communica=ng Collabora=ng Cross contextual Making links with other learning Deep ques=oning

Turning a learning task into a rich learning task

•  Look at one of your learning inten=ons and related ac=vi=es within your Year 9 or 10 unit.

•  Have a go at transforming it into a rich learning task.

What will you need for this to be achievable?

Eg: Cross curricular planning/connec=ons

Let’s take it a step further and put all this together in our planning…

•  Using the NCEA unit you wish to teach, iden=fy the following: –  Thinking skills required – A thinking framework you could use to scaffold the learning.

– Where you could u=lise thinking tools incl. online tools

–  Co-‐opera=ve learning structures you could u=lise –  Thinking rich learning tasks (inquiry-‐based)

Always consider… who’s doing the thinking?



Thinking Skills

Thinking Tools/Maps

Rich learning task


Thinking ‘Rich’ Learning Environments

What does a ‘rich’ learning environment look, sound and feel like? Eg: collabora=ve learning What is your current situa=on within your learning environment? Eg: desk-‐based learning with some pair-‐share What are two things you can do to create your vision? Eg: explore collabora=ve learning structures, move furniture.

Finally… How do we need to BE as 21st Century

teachers?

In Review… remember the Hamburger approach to facilita8ng thinking skills


Thinking Skills

Thinking Tools/Maps

Rich learning task


Feedback of your learning

Please complete the survey monkey:

Education

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