The Thinking Curriculum 2


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The Thinking Curriculum

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The Thinking Curriculum 2

  1. 1. The Thinking Curriculum<br />How to encourage deeper thinking<br />In times of change, the learners will inherit the earth, while the merely learned will remain beautifully equipped to deal with a world that no longer exists. <br /> Eric Hoffer<br />
  2. 2. Since we cannot know what knowledge they will need, it is senseless to try to teach it in advance.<br />Instead our job must be to turn out people who love learning so well, that they will be able to learn whatever needs to be learned.<br />John Holt<br />
  3. 3. Higher-order thinking<br />BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging  AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding <br />
  4. 4. Story questions :<br />What happened in the story?<br />Why did it happen that way?<br />What would you have done?<br />Which part did you like best?<br />What did you think of the story? Why?<br />Can you think of a different ending?<br />
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  6. 6. Bloom’s Experiment Form (for use with any Science Topic)<br />Remembering<br />List the materials used in this experiment.<br />Materials: <br />Understanding<br />Outline the procedure for conducting this experiment <br />Procedure:<br />Applying<br />Record data observed and collected during your experiment.<br />Data:<br />Analysing<br />Examine your data and draw conclusions.<br />Conclusions:<br />Evaluating<br />Describe how you would rate the success of your experiment. Establish a set of criteria for measuring the result.<br />_<br />Creating<br />Create a series of “What if” statements about your data to show things that might be different should variables be changed.<br />What if… <br />(adapted from Graphic Organisers and Planning Outlines, 1997, pp. 25-26).<br />
  7. 7. A Thinker’s toolbox<br />R<br />U<br />C<br />S<br />A<br />C<br />S<br />C<br />A<br />M<br />P<br />E<br />R<br />6 Thinking Hats<br />Mindmaps<br />Mrs Potter’s questions<br />3 Storey House<br />Circle maps/flow charts/bridge maps<br />
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  9. 9. 3 Key Principles to encourage deeper thinking<br /><ul><li>Challenging children’s thinking from the </li></ul> earliest age<br /><ul><li> Extending thinking through working </li></ul> with others <br /><ul><li>Thinking about thinking! </li></li></ul><li>Concept Stretchers <br />For each concept, perhaps the best starting point is to ask a ‘what is?’ question. What is an animal, what is growth, and so on. When the students respond then challenge them some more, either by questioning their assumptions, testing their conclusions. <br />Growth <br />What is growth? <br />How many examples can you think of things that grow without changing? <br />In what way could a person grow without changing? <br />Is growth a good or bad thing? <br />Home <br />Does everything have a home? <br />Do wind and rain have a home? <br />If a bird’s nest is in a tree, does that mean the tree is the bird’s home? <br />What ‘s the difference between a house and a home? <br />Ideas<br />Are ideas the same as thoughts? <br />What does someone mean when they say they ‘have no idea’? <br />What does ‘idea’ mean in the phrase, ‘my idea of good music is different to yours’? <br />At what age do people have their first idea? <br />
  10. 10. “We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself”<br /> Lloyd Alexander <br />