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Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
Connected Eric Frangenheim Keynote
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Connected Eric Frangenheim Keynote

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  • My responsibility is to a) affirm practice b) offer some new ideas and c) challenge in the nicest sense. William Tell also had a responsibility
  • John’s wrong leg was broken and reset. have an EGO. Anyone else. I love it when I teach effectively. I am a wee bit embarrassed when I teach poorly, and like Basil Fawlty, I do hope that they did not notice and that I got away with it. Anyone else prepared to put up a little finger and admit they are a bit like me? Good. So , let us start our journey together.
  • What is this talk about? It is not about ICTs
  • What is a great teacher worth? I don’t know. What does he or she make? Makes students curious, attentive, confident, better readers and team members, makes them punctual, supportive, polite, a good listener and contributor and a better thinker, able to deal with the many variations they confront.
  • Principals and other school leaders sometimes face a problem with certain immovable ovjects. When encouraging change and progress, they encounter intransigence.
  • Your man – Dr John Hattie
  • Hattie says we must teach what is before us, no matter their ability. Every child has a right to an education. We are NB
  • Feebback from students – have they got it, This is part of Visible taeching. That is why SCS ius so valuable
  • Here is my RAS for the keynote.
  • Ask. Who is the more important part of any school? The students or the teacher
  • Activity 1. Let’s talk about the most important part of any school. No, it’s not the students. The teachers
  • Page 2. CLOZE exercise P – need one another and learn from each other. Each has a clear role. Person A speaks, then Person B etc M – skills of negotiating, listening, high percentage of people being involved at same time, functioning well as a group E obvious
  • We v\\cover these three areas – CLOZE exercise in their book
  • This guy is a tremendous thinker, a young engineering student – high jump
  • Both take off on the inside foot and throw the outside foot over, with your head facing the ground. Left choice is head, torso and leg going over together and the diving is Head fiorst. So, you have to Judge which one to do. Critical thinking is when you are dealing with what is known
  • Creative thinking is when it is not even on the table
  • Here he is – Dick Fosbury gold imn Mexico 1967 – 2m 28 – new record
  • Unique jumper – example of Creative Prob Solve. With Straddle method, he was only 10 th in USA and no=t in team. But with CPS, he got in team and won Gold. He came up with the unexpected
  • Go for unexpected
  • We v\\cover these three areas – CLOZE exercise in their book
  • He created this from Critical Thinking
  • The only 5 ways to break down the high jump – Ext PCQ. Dick F went back to scissors jump and changed each component and trying things out and judging the evidence. So by converting scissors, he came up with a modified scissors jump, which is the Fosbury Flop
  • When Creative thinking is applied successfully, we have innovation. It takes courage to do this.
  • You have no idea how many you will inspire, how many you will help to grow, to be their brilliant best, how many you will steer away from harm and dangeraous situations through your frequent calls to be a critical thinker, how many you will lead to unusual lives because of your frequent examples of creative behaviour, how many you will lead to great lives of social service, team building and community enrichemnt through your eamples of the use of co-operatve learning opportunities in your classroom. In short, you simply have no idea how you as teachers, through your excellent pedagogy, will improve this nation. It is not the quality of ITCs that make the change, it is the quality of the teachers who areusing and modelling IVCTs that make the real difference. With those few words, I wish you all the best for this confrence with the encouragement to realise that everybody and everyliving creature may find you imnportant because they realise that you are on their intellectual wavelength.
  • Transcript

    • 1. Presented by Eric Frangenheim PO Box 2640 Toowoomba Queensland Australia 4350 Tel: 61-7-4638 8326 Fax: 61-7-4638 8366 www.itcpublications.com.au © ITC Publications Pty Ltd Presented by (insert presenter ’s name) How Accurate are we? Southwell School
    • 2. What a responsibility? © ITC Publications Pty Ltd
    • 3. Check before operating © ITC Publications Pty Ltd
    • 4. It is not … © ITC Publications Pty Ltd
    • 5. It is not … © ITC Publications Pty Ltd
    • 6. It is not …. © ITC Publications Pty Ltd
    • 7. Teacher and the Teaching © ITC Publications Pty Ltd $?-make ?
    • 8. Recognition? © ITC Publications Pty Ltd
    • 9. Standing out because of your teaching © ITC Publications Pty Ltd
    • 10. © ITC Publications Pty Ltd
    • 11. © ITC Publications Pty Ltd
    • 12. Dr John Hattie © ITC Publications Pty Ltd
    • 13. Proof, Prof John Hattie and Meta Analysis
      • 800 Meta Analysis
      • 50,000 educational studies
      • 83000000 students
      © ITC Publications Pty Ltd
    • 14. Variance of Student Achievement Teacher Student School… finances, buildings, school / class sizes. Peers – other students
    • 15. Variance of Student Achievement 2. Teacher (30%) 1. Student (50%) 3. School… finances, buildings, school / class sizes. (5-10%) 4. Peers (5-10%) Source: Prof. John Hattie (2003)
    • 16. Percentage of Achievement Variance Source: Professor John Hattie 2003
    • 17. Influence of the Teacher. Top effects
      • Micro teaching and feedback to teacher
      • Teacher clarity
      • Students-teacher relationship
      • Professional Development
      • Not labeling students/high expectations
      • Quality of the teacher
      © ITC Publications Pty Ltd
    • 18. Influence of the teaching
      • Providing Formative Assessment
      • Feedback –to and from students
      • Cognitive strategies - HOT
      • Problem-based teaching
      • Co-operative vs individual learning
      • Direct instruction
      © ITC Publications Pty Ltd
    • 19. Influence of Curricula
      • Vocabulary programs
      • Repeated reading programs
      • HOT and Creativity programs
      • Phonics instruction
      © ITC Publications Pty Ltd
    • 20. Pedagogy © ITC Publications Pty Ltd
    • 21. Accuracy Tip #1. © ITC Publications Pty Ltd Tell them where we are going
    • 22. RAS Alert (Reticular Activating System)
      • Keeps you safe-comfort zone
      • Filters out what is not important – notice danger or pleasure
      © ITC Publications Pty Ltd
    • 23. Waste Management What do we really do here at sc hool?
      • Measuring
      • Predicting
      • Reflecting on our actions
      • Start an Action Plan – School – Local
      • Working in small groups
      • Listen and look
      RAS ALERT
    • 24. Starting Activity: RAS Alert RAS Alert Reticular Activating System In this video / poem / story - floods…you will notice: 2 x instances of courage 3 x survival 2 x power of nature 4 x instances of altruism
    • 25. How accurate are we? FEATURES BENEFITS FOR YOU Your Context. E.g. Year 10 Science – Forces Relevance. Please do this now at top of your sheet. Thinking Skills Framework Purpose and unity. Over the page. 7 tips for accuracy Easy to use Some active thinking Owning your views Some challenges WIIFM
    • 26. Time for 1 minute of Reflection. Where do I/could I …..? RAS Alert © Eric Frangenheim
    • 27. Challenge via Reflect:Pair © Eric Frangenheim Who is more important here?
    • 28. © ITC Publications Pty Ltd Reflecting on my teaching Accuracy Tip # 2. Know yourself First
    • 29. Time for 1 minute of Reflection. Where do I/could I …..? SWOT Analysis © Eric Frangenheim
    • 30. Accuracy Tip # 3. Be Clear. Be Explicit. Use a map, a Cognitive Framework! Students dislike vague teaching
    • 31. The importance of a map or context © ITC Publications Pty Ltd Moral/spiritual/ethical/values Family/Relationships Career/Financial
    • 32. Mr Majola ’s Question
      • “ Excuse me teacher. Why are we learning this?”
      © ITC Publications Pty Ltd
    • 33. “ Excuse me teacher. Why are we learning this?” Common insurance language for floods?
    • 34. Monkey See the Data – to remember Monkey AHA the Data Monkey uses the Data More passive More active Monkey investigates the Data Monkey rates the Data Monkey improves the Data
    • 35. Bloom’s and Pedaggy
      • Foundation Thinking
      • Teacher ownership
      Bloom ’ s Taxonomy Bloom ’ s Taxonomy Higher Order Thinking Student ownership
    • 36. Summarising the Framework The Framework serves three key purposes 1. Clear and Common Thinking Taxonomy (no wishy washy stuff) – ‘ The Why ’ 2. Provides Purpose and Meaning (by being s pecific with the Language of Thinking ) – The ‘ What ’ 3. Links Tools to the task (provides the scaffold for students to create their response ) – The ‘ How ’
    • 37. Time for 1 minute of Reflection. Where do I/could I …..? A Thinking Skills Framework © Eric Frangenheim
    • 38. Bloom ’ s and quality Pedagogy THE ‘ WHY ’ THE ‘ WHAT ’ THE ‘ HOW ’ Accuracy Tip #4. Create clear learning activities
    • 39.
      • Science Unit - carbon emissions.
      • Discuss the ALP’s carbon tax proposal by using an Extended PCQ
    • 40. A good question/activity/task Anatomy of a question /activity / task 1. The Cognitive Outcome and Skill (The purpose: Analyse –discuss )
        • The Context, Cultural Content or Concepts
      • (discuss the topic : the stuff you are teaching about )
      3. The appropriate thinking tool (The evidence: the material on which you will base your assessment e.g. a SWOT Analysis ) e.g. Discuss the ALP’s carbon tax proposal by using an Extended PCQ Reflect on my teaching by using a SWOT Analysis
    • 41. Signing off on lessons, units of work and on assessment? © ITC Publications Pty Ltd
    • 42. Explicit Language of Thinking By the end of this lesson, students should be able to: [Bloom’s verb – (The Why and What) the [Context] BY [Action – ( The HOW ) Argue (Analyse) whether cash or hire purchase is their preferred payment method (the Context driven by the Verb ‘ argue ’ ) by completing a Decision Making Matrix (the How – the Thinking Tool). Determine (Bloom’s verb for Evaluate ) the most exciting activity undertaken during the holidays (the context) BY completing an Elimination Draw ( The How- The Tool-the Action)
    • 43. Time for 1 minute of Reflection. Where do I/could I …..? Be very clear about the structure of a question or activity © Eric Frangenheim
    • 44. Accuracy Tip # 5 . Know your unit’s destination
    • 45. Four Choices for a Unit. p1 Choice 1. Largely information and skills based Choice 2. Largely aimed at in-depth research/investigation/explanation Choice 3. Largely at judging material investigated Choice 4. Generating alternatives. Improvements, new ideas Unit: Our Community
    • 46. Four Choices for a Unit Choice 1. Largely information and skills based Choice 2. Largely aimed at in-depth research/investigation/explanation Choice 3. Largely at judging material investigated Choice 4. Generating alternatives. Improvements, new ideas Unit: Our Community Show the basic history, commerce and facts about our community/society and how it works What is our community really about? Go beyond the obvious. To what extent is this a great place to live? How does it compare to x ? Recommend improvements to your city council
    • 47. Four Choices for a Unit Choice 1. Largely information and skills based Choice 2. Largely aimed at in-depth research/investigation/explanation Choice 3. La rgely at judging material investigated Choice 4. Generating alternatives. Improvements, new ideas Unit: Loggerhead Turtles Show the basic knowledge and facts about the loggerhead turtle Research all the variables involved in the challenges to the Loggerhead turtles To what extent will the loggerhead survive? How does Qld policy c.f. other states / countries? Recommend a policy to create awareness of the loggerhead turtle.
    • 48. Planning for Thinking Four Choices for a Unit Choice 4: Jesus the most influential person in History. Create a world without Jesus. Choice 3: Jesus rules. Which of Jesus ’ personality traits do you most admire Choice 2: The gospel according to Matthew and Luke. Jesus ’ birth. Compare and Contrast 1: Describe in your own words why Jesus was crucified. . UNIT on Religion
    • 49. Planning for Thinking Four Choices for a Unit Choice 4: Your in charge you fix it. If you were Prime Minister what would your solution/s be? Choice 3: Without it Australia is doomed. Decide whether or not the Murray Darling is worth preserving. Choice 2: Pelicans lives are at risk. An in depth investigation of the effects of Low water flows on the mouth Choice 1: Largely information on the use of the Murray Darling basin . UNIT or LESSON
    • 50. Planning for Thinking Four Choices for a Unit Choice 4: Sorry folks you ’ re going to die. Predict what would happen if Oxygen was the most abundant element. Choice 3: Carbon rules. Justify the statement. ‘ Carbon is the most important element in the atmosphere ’ . Choice 2: Nitrogen and Oxygen go together like peas and carrots(F Gump). Compare and Contrast Choice 1: List the main elements found in the atmosphere. UNIT on Elements
    • 51. Decision Making Matrix Foundation Level Choice 1 Higher Order Thinking Choice 2.3 or 4 1 2 3 4 5 6
    • 52. National Curriculum Yr 8.
      • Year 8 students listen to, read and view
      • Summarise and synthesise the main ideas and viewpoints.
      • They support their own opinions with specific textual evidence, and evaluate evidence.
    • 53. Planning for Thinking Four tasks 4: Sorry folks you ’ re going to die. Develop an argument to persuade people that immortality is overrated . 3: Eternal Life, its not for me. Decide would you drink the spring water and have eternal life? Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrast Choice 1: Describe in your own words why Winnie ran away . Unit on Tuck Everlasting
    • 54. Choice 1: Describe in your own words why Winnie ran away © ITC Publications Pty Ltd
    • 55. Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrast © ITC Publications Pty Ltd Winnie Jesse
    • 56. © ITC Publications Pty Ltd
    • 57. © ITC Publications Pty Ltd Cow Cat Apply filters to improve depth of thought 1. Relationship with humans 2. Relationship to own species 3. Cultural/religious Greater awareness of Distinction
    • 58. Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrast © ITC Publications Pty Ltd Winnie Jesse
    • 59. Choice 3: Eternal Life, its not for me. Decide if would you drink the spring water and have eternal life? © ITC Publications Pty Ltd Relationship to others Adapting to change Enthusiasm - boredom
    • 60. © ITC Publications Pty Ltd Monthly costs Email and SMS Screen Security Camera My budget Discuss and decide on buying x phone
    • 61. Choice 4: Sorry folks you ’ re going to die. Develop an argument to persuade people that immortality is overrated. © ITC Publications Pty Ltd Everlasting life
    • 62. © ITC Publications Pty Ltd Discuss the proposal to ….. Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij; Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij; Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij; Kjnios;a;so;sjoloaqj
    • 63. © ITC Publications Pty Ltd Reflect on …….. Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijuo7t98yiy8p98p980[98u9pyp9y9y98y98yu98y[p9uygujn vgiuoh8 Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijuo7t98yiy8p98p980[98u9pyp9y9y98y98yu98y[p9uygujn vgiuoh8 Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijuo7t98yiy8p98p980[98u9pyp9y9y98y98yu98y[p9uygujn vgiuoh8 Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijuo7t98yiy8p98p980[98u9pyp9y9y98y98yu98y[p9uygujn vgiuoh8
    • 64. Time for 1 minute of Reflection. Where do I/could I …..? Plan for aiming a HOT purpose. © Eric Frangenheim
    • 65. Accuracy Tip # 6. Make it relevant – the Hook © ITC Publications Pty Ltd
    • 66. Some Hooks or Extensions.
      • Heroes, heroines and villains – Do they still exist? What is their value to society? (Yr 8)
      © Eric Frangenheim
    • 67.
      • Community and culture – Dead or alive? (Yr 4.5)
      © Eric Frangenheim
    • 68. © Eric Frangenheim Mata Mata Sport: Tennis, Soccer,Horse riding.Rodeo,Gykkhana, Rugby Union.League Badminton, Table-Tennis,Cricket, Hockey, Netball, Golf etc Clubs: Bridge, Greek, Italian, Croat Social Life Shows, agric shows, competitions, school functions Community and family Shopping 2 supermarkets, etc, etc, etc, etc, etc, Freedom Bikes. Hunting. Fishing, exploring
    • 69. © Eric Frangenheim
      • Community and culture – Dead or alive?
    • 70.
      • Ecology-The Case: Humans versus the Environment? (Year 9)
      • Mining – Do we need it? (Yr 6)
      • Local area – Calamvale – Change, is it necessary? (Yrs 4-6)
      © Eric Frangenheim
    • 71.
      • Science. Forces – When
      • does speed kill? (Year 10)
      • Space exploration – is
      • it worth it? (Year 9)
      © Eric Frangenheim
    • 72. Time for 1 minute of Reflection. Where do I/could I …..? Consciously relate my content matter to the lives of my students. “Why are we learning this?” © Eric Frangenheim
    • 73. Accuracy Tip # 7. Have clear principles in mind for what you do
      • There are three constants in life... change, choice and principles. Steven Covey
      © ITC Publications Pty Ltd I like persons better than principles, and I like persons with no principles better than anything else in the world. Oscar Wilde
    • 74. Effect on Student Outcomes How? Rank: Pair: Share
      • Individual Learning – solo (774 studies)
      • Co-operative Learning – > 2 students; 4 x principles (306 studies)
      • Competitive Learning – e.g. ‘ beat ’ a standard e.g. a PB, curriculum targets. (1 024 studies)
      • Source: Hattie (2009)
      © ITC Publications Pty Ltd
    • 75. Effect on Student Outcomes
      • 1. Co-operative Learning – > 2 students; 4 x principles ( d = 0.59, 306 studies)
      • 2. Competitive Learning – e.g. ‘ beat ’ a standard e.g. a PB, curriculum targets. ( d = 0.54 , 1 024 studies)
      • 3. Individual Learning ( d= 0.24 ; 774 studies)
      © ITC Publications Pty Ltd d = 1.0; an increase of one SD on outcome (2 – 3 yrs) Source: Hattie (2009)
    • 76. © ITC Publications Pty Ltd © ITC Publications Pty Ltd Co-operative Learning Principles 1. Positive Interdependence - Sink or Swim together! (cannot be completed by 1 person alone) - Clear & accepted common goal 2. Individual Accountability - no place to hide! Involves Public performance 3. Monitor the Group – Functioning & Skills? 4. Equal Participation - 1 person cannot dominate Acknowledgement: Johnson, D & Johnson, R
    • 77. © ITC Publications Pty Ltd
    • 78. Creative Thinking 1. Unexpected - divergent & / or Lateral Thinking Principles 2. Deep Creative Thinking – process of critical analysis 3. Requires an appropriate Tool! ” .
      • Creative Problem-solving
      • Creative Writing
      • Creative Design
    • 79. Creative Thinking Deep Creative & Critical Thinking in Action!
    • 80. High Jump Parallel Straddle Straddle Method OR Diving Straddle
    • 81.  
    • 82.  
    • 83. Creative Thinking Creative Thinking Creativity – create the unexpected Creative Problem-solving
    • 84. Creative Thinking Creative Thinking Creativity – create the unexpected   I was pulled over for speeding the other day!!   I thought I could talk my way out of it until……. THE POLICEMAN LOOKED AT MY DOG IN THE BACK SEAT!
    • 85.  
    • 86. Creative Thinking 1. Unexpected - divergent & / or Lateral Thinking Principles 2. Deep Creative Thinking – process of critical analysis 3. Requires an appropriate Tool! ” .
      • Creative Problem-solving
      • Creative Writing
      • Creative Design
    • 87.  
    • 88. Perspectives High Jump Pros Cons Questions Speed of Run Angle of run Method run Take – off Clearance
    • 89. Innovation ‘ Fosbury flop ’ Courage
    • 90. Principles of Critical Thinking
      • A Clear definition: Analysis + Evaluation = Critical Thinking
      • Deep Critical Thinking requires Breadth and Depth of Analysis (OPV)
      • Concludes with a decision (Evaluate)
      © ITC Publications Pty Ltd
    • 91. Principles on applying the Thinking Skills Framework in the classroom
      • 1. Reference major tasks (questions/activities) to the appropriate level on the Framework. Ask students “ Which picture (Blooms icon) am I asking you to _______ like? ”
      • 2. Avoid the danger of ‘ ___________ ’ . Be specific with the language of thinking. E.g. ‘ remember ’ , ‘ explain ’ , ‘ discuss ’ or to ‘ improve ’ , Reflect:Pair:Share or Rank:Pair:Share
      • 3. Link the cognitive task (e.g. Analyse) and activity to an appropriate cognitive or co-operative Tool (SWOT on your teaching)
      © ITC Publications Pty Ltd ACT THINK
    • 92. Time for 1 minute of Reflection. Where do I/could I …..? Have clear principoles for my teaching © Eric Frangenheim
    • 93. Habits of Minds and Thinking Tools
      • Intelligence – Fixed or a Behaviour?
      © ITC Publications Pty Ltd Managing Impulsivity SWOT Analysis Listening with Empathy and Undesrtanding. Think:Pair:Four:Share Thinking Interdependently 1:4:P:C:R Questioning and Posing Problems . Know:Want to Know:Learnt. Pros:Cons:Questions
    • 94. Impulsivity vs Patience? © ITC Publications Pty Ltd
    • 95. © ITC Publications Pty Ltd
    • 96. © ITC Publications Pty Ltd
    • 97. © ITC Publications Pty Ltd
    • 98. © ITC Publications Pty Ltd
    • 99. © ITC Publications Pty Ltd
    • 100. NZ Key Competencies
      • Reflect
      • How many of the elements are being addressed by the critical, creative and co-operative thinking tools?
      • Managing Self (Aware of how their words and actions can effect self and others)
      • Relating to Others (Listen, OPV, negotiate and share ideas
    • 101. NZ Key Competencies.2
      • Participating and Contributing. Understand the importance of balancing rights, roles and responsibilities
      • Thinking. Using creative, critical, metacognitive and reflective processes – questioning information, decision making, problem solving
      • Using language, symbols and text
    • 102. Twitter www.twitter.com Twitter is a website, which offers a social networking and microblogging service, enabling its users to send and read messages called tweets . Tweets are text-based posts of up to 140 characters displayed on the user's profile page. Twitter is free! ( http://en.wikipedia.org/wiki/Twitter )
    • 103.
      • Captain Fitroy. I am quite sure that we are getting close
      • Syms Covington. I do wonder who will find the first fossil. You or I? Care to make a bet
      • CD. I’m at Galapagod Islands
      • CD. There are many species of finches across the island, but they all look remarkably similar. Could it be that they have all descended from one type of finch, from the mainland
      © ITC Publications Pty Ltd Darwin’s twitter
    • 104. Darwin’s twitter cont’.
      • CD (@georgesCuvier). I’m sorry I didn’t get to say goodbye. Your work was so important, and I will remember you always
      • Father Darwin: I‘m sorry I ever tried to persuade you against your wishes. You;ve made me proud. I wonder when you will return?
      • JD. Just saw the biggest tortoise I have EVER seen in my life. #ifeellikeimdreamung
      © ITC Publications Pty Ltd
    • 105. © ITC Publications Pty Ltd Jewish future and existence in Russia in 1905 ‘as precarious as a Fiddler on the Roof’ Pogroms Expulsions
    • 106. Reason to change? © ITC Publications Pty Ltd
    • 107. PM of Tibet © ITC Publications Pty Ltd Crazy Jump !
    • 108. Children are the Future?
      • No. Teachers are
      • the Future – NOW
      © ITC Publications Pty Ltd
    • 109. You simply have no idea ….. © ITC Publications Pty Ltd
    • 110. © ITC Publications Pty Ltd

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