June 08 Part 2

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  • June 08 Part 2

    1. 1. © Eric Frangenheim
    2. 2. A Brilliant Short Story <ul><li>Yestiday I whent to the shoppe and then I bort a pie and then a newspaper and then I whent home and ait the pie and the newspaper and I thourt that that was another grate day </li></ul>© Eric Frangenheim
    3. 3. © Eric Frangenheim
    4. 4. © Eric Frangenheim Plus Minus Improve Short Spelling mistakes x 13 ‘ and then’ x 3 Not very interesting No real action No adverbs No adjectives Only one person Spelling More action Next, suddenly Chase Meaty Robbers, Granny
    5. 5. © Eric Frangenheim
    6. 6. © Eric Frangenheim
    7. 7. Beach Story © Eric Frangenheim
    8. 8. © Eric Frangenheim
    9. 9. Supermarket Story © Eric Frangenheim
    10. 10. © Eric Frangenheim
    11. 11. The Best Learning Takes Place when the Facilitator is Quiet <ul><li>But, this depends on: </li></ul><ul><ul><li>A useful question/activity </li></ul></ul><ul><ul><li>An appropriate thinking tool </li></ul></ul><ul><ul><li>A clear time frame </li></ul></ul>© Eric Frangenheim
    12. 12. A Framework for Thinking <ul><li>Linking </li></ul><ul><li>Purpose – outcomes </li></ul><ul><li>Question/Activity </li></ul><ul><li>Appropriate Thinking Tools </li></ul><ul><li>Page 9 of ‘Reflections on Classroom Thinking Strategies </li></ul><ul><li>Page 21 of The Innovative Teachers’ Companion </li></ul>© Eric Frangenheim
    13. 13. © Eric Frangenheim
    14. 14. © Eric Frangenheim
    15. 15. © Eric Frangenheim
    16. 16. F O U N D A T I O N H I G H E R O R D E R T H I N K I N G T H I N K I N G Bloom’s Taxonomy Bloom’s Taxonomy
    17. 18. A Common Thinking Framework Different Faculties – Different Language Qld – HOT Language <ul><li>Chemistry: </li></ul><ul><li>Economics: </li></ul><ul><li>Accounting: </li></ul><ul><li>Physics: </li></ul><ul><li>English: </li></ul><ul><li>Mathematics B: </li></ul><ul><li>Study of Religion: </li></ul>Source, QSA, Sep. 2007 Complex Reasoning Processes Interpretative Processes Knowledge, Interpretation & Evaluation Evaluating & Concluding Knowledge & Application in the Construction of Texts Communication & Justification Analysis, Evaluation & Synthesis
    18. 19. Critical Thinking / Analysis <ul><li>Analysis </li></ul><ul><li>+ </li></ul><ul><li>Evaluate </li></ul><ul><li>= </li></ul><ul><ul><li>“ Critical Thinking” </li></ul></ul>Critical from Greek: kritikos: capable of judging
    19. 20. Language of Thinking <ul><li>Move </li></ul><ul><li>Run </li></ul><ul><li>Walk </li></ul><ul><li>Slow Jog </li></ul><ul><li>Skip </li></ul><ul><li>Run – half pace </li></ul><ul><li>Think </li></ul><ul><li>Analyse </li></ul><ul><li>Analyse the effects of … </li></ul><ul><li>Evaluate </li></ul><ul><li>Evaluate the decision </li></ul><ul><li>Design </li></ul><ul><li>Design a … to improve…. </li></ul><ul><li>Compare & Contrast </li></ul><ul><li>Compare & contrast the two …. </li></ul>
    20. 21. © Eric Frangenheim
    21. 22. Students are Empowered when <ul><li>1. They understand the level of the question (Bloom - Evaluation) </li></ul><ul><li>2. They understand the Expected outcome (behave like a Judge) </li></ul><ul><li>3. They know which appropriate thinking strategy/tool/process to employ </li></ul>© Eric Frangenheim
    22. 23. TEE History <ul><li>Assess the extent to which the Australian nation has been shaped by its geographical position in relation to Asia. </li></ul><ul><li>What are the students being asked to behave like? </li></ul><ul><li>Answer: A Judge </li></ul><ul><li>How? CAF and Extent Barometer </li></ul>© Eric Frangenheim
    23. 24. CAFs & Extent Barometer <ul><li>Sport </li></ul><ul><li>Trade Treaties </li></ul><ul><li>Military treaties </li></ul><ul><li>Internal security </li></ul><ul><li>Global disease </li></ul><ul><li>Fashion </li></ul><ul><li>Food </li></ul><ul><li>Tourism </li></ul><ul><li>Language </li></ul><ul><li>Religion-Philosophy </li></ul>© Eric Frangenheim 100 50 0
    24. 25. © Eric Frangenheim ? Sport: Martial Arts, Badminton, Table-Tennis Rugby codes Cricket, hockey, netball, skiing, tennis etc Cuisine: 16 Asian national restaurants Europe. USA. S American Vehicle sales and manufacturing Ford Holden Kia Nissan Subaru Honda Toyota Mitsubishi Peugeot Citroen Fashion Electronics Samsung, Toshiba Mitsubishi Philips Dell IBM Microsoft Spiritual Buddhism, Zen Moslem, Christian
    25. 26. CAFs & Extent Barometer <ul><li>Sport </li></ul><ul><li>Trade Treaties </li></ul><ul><li>Military treaties </li></ul><ul><li>Internal security </li></ul><ul><li>Global disease </li></ul><ul><li>Fashion </li></ul><ul><li>Food </li></ul><ul><li>TV </li></ul><ul><li>Entertainment </li></ul><ul><li>Tourism </li></ul><ul><li>Language </li></ul><ul><li>Religion-Philosophy </li></ul>© Eric Frangenheim 100 50 0
    26. 27. NZ Key Competencies <ul><li>Reflect </li></ul><ul><li>How many of the elements are being addressed by the PMI and Extension? </li></ul><ul><li>Managing Self (Aware of how their words and actions can effect self and others) </li></ul><ul><li>Relating to Others (Listen, OPV, negotiate and share ideas </li></ul>
    27. 28. NZ Key Competencies cont <ul><li>Participating and Contributing. Understand the importance of balancing rights, roles and responsibilities </li></ul><ul><li>Thinking. Using creative, critical, metacognitive and reflective processes – questioning information, decision making, problem solving </li></ul><ul><li>Using language, symbols and text </li></ul>
    28. 29. © Eric Frangenheim Two minutes to plan a 60 minute lesson. How? Use the verbs
    29. 30. PORTRAITURE Yr 9 <ul><li>List all the artistic features in this portrait. How? TPS 8 M </li></ul><ul><li>Explain why the artist has used only three shades of black and grey Mind map 8m </li></ul><ul><li>Demonstrate on another piece of paper how this artist has achieved this perspective. 6m </li></ul><ul><li>Compare this portrait with the NSW tourism poster to show similarities and differences in style. How? Venn Diagram and report back 25-30m </li></ul><ul><li>Judge which of these two portraits more effectively demonstrate the principles and elements of design. How? DMM. </li></ul><ul><li>How could you make this portrait look more cynical just be one slight 2mm line? 4m </li></ul>© Eric Frangenheim
    30. 31. Fish <ul><li>1. List all the fish in this pond and the food that they are eating. Noisy Round Robin. How? 10 min </li></ul><ul><li>2.Explain why we have a lot of rules about fishing and the protection of this pond. How? TPS 8 – 9 min </li></ul><ul><li>3.Use a diagram to show how we aerate and irrigate this pond. How? 10 min </li></ul><ul><li>4.Examine our school ponds in relation to the needs of our science departments. PMI. 15 mins </li></ul><ul><li>5.Evaluate which of the two ponds in our school are the better ones for the needs of our school’s learning. DMM. 25 mins </li></ul><ul><li>6.Can you redesign both school ponds so that less maintenance is needed so that it better meets the needs of our science department.. BAR. 15 mins </li></ul><ul><li>85 minutes </li></ul>© Eric Frangenheim
    31. 32. Australian Literature – Banjo Paterson <ul><li>1 . List all the things that Clancy did in the poem? Read and answer. 10 mins. </li></ul><ul><li>2 . Explain why Paterson liked to write so much about the bush and didn’t like city life? 2 – 3 mins. </li></ul><ul><li>3. Show how Paterson could have made his life more interesting in the city. Pair/Share 6 – 8 min </li></ul><ul><li>4. Discuss the statement that “all Australian students should learn at least 10 of Banjo Paterson’s poems”. PMI. 20 mins </li></ul><ul><li>5. Which poem , Clancy or Snowy, more effectively portrays the real life of the bush? DMM. 30 mins </li></ul><ul><li>6. Write a poem about your school from the point of view of the principal looking out the window, wishing for something else. BAR 81 mins. </li></ul>© Eric Frangenheim
    32. 33. Topic - Convicts <ul><li>List all the punishments that convicts </li></ul><ul><li>suffered in Brisbane. </li></ul><ul><li>Explain why England sent the convicts to Australia in the late 19 th century. </li></ul><ul><li>Show how the history of convicts has affected our legal system today. </li></ul><ul><li>Debate the question of treating school kids with a cat o’ nine tails to discourage bad behaviour. PMI </li></ul><ul><li>Judging. Decide which convict settlement was more brutal. Brisbane, Perth or Norfolk Island. DMM </li></ul><ul><li>Predict what would have happened to Australia if convicts had never been brought here. </li></ul>© Eric Frangenheim
    33. 34. BUSH STUDY Yr 6/7 Nelson <ul><li>List all the short plants and the tall plants in the forest. How? Noisy Round Robin 5 minutes </li></ul><ul><li>Explain why this forest is so important to this area. How? KWL 15 mins </li></ul><ul><li>Show how the A tree survives and enriches the area by use of picture and labels. 7 mins </li></ul><ul><li>Compare the features of the A tree with that of the C vine. How? Venn diagram 10 mins </li></ul><ul><li>Which is the more valuable tree to our forest A or B? How? DNM 25 mins </li></ul><ul><li>Create a poster which will make people understand the importance of A the tree, but also respect it. How? BAR a tourism poster. 15 mins </li></ul><ul><li>77 mins </li></ul>© Eric Frangenheim
    34. 35. Discussing a problem <ul><li>List all the negatives present. How? Round Robin </li></ul><ul><li>Explain why the problem is affecting client perceptions of our team. How? Fishbone Diagram </li></ul><ul><li>How did that sports club solve a similar problem. How? TPS </li></ul><ul><li>Discuss the proposal that we bring in the Sports Club official to help us solve this. How? PMI </li></ul><ul><li>Which of these two possible solutions should we accept? How? Decision Making Matrix </li></ul><ul><li>How can we change the organisation to prevent a similar situation occurring in the future? How? BAR </li></ul>© Eric Frangenheim
    35. 36. Let’s practise <ul><li>Investigate the needs of retired sportspeople ( ) </li></ul><ul><li>Which sport contributes more to the image of NZ? Netball or Cricket ( ) </li></ul><ul><li>Show how the ethics of fly fishing could be used to improve community values ( ) </li></ul><ul><li>Why do TV companies spend so much on sport promotion? ( ) </li></ul><ul><li>How could we change sport reporting to make this a more compassionate country? ( ) </li></ul><ul><li>On this map, show where the major croquet teams of NZ are situated. ( ) </li></ul>© Eric Frangenheim
    36. 37. Coffee Drinking Strategy © Eric Frangenheim
    37. 38. Reflection on the Framework <ul><li>In small groups, discuss how this framework </li></ul><ul><li>A) affirms what you do </li></ul><ul><li>B) could be useful to you </li></ul><ul><li>YJWB – Design 6 questions or activities on your topic on Page 1 or on any other topic, using the verbs from the framework. One from each cognitive level. </li></ul>© Eric Frangenheim
    38. 39. KWL (p 8) © Eric Frangenheim Topic : What I KNOW <ul><li>Facts (not opinions) </li></ul><ul><li>Think Outwards </li></ul><ul><li>Timeline </li></ul>What I WANT To Know <ul><li>Questions </li></ul><ul><li>Silly </li></ul><ul><li>Think </li></ul><ul><li>Outwards </li></ul><ul><li>Timeline </li></ul><ul><li>This reminds </li></ul><ul><li>me of … </li></ul><ul><li>Previous </li></ul><ul><li>knowledge </li></ul>What I have LEARNED
    39. 40. Learnt- connected to previous learning <ul><li>Neurons – 100 billion </li></ul><ul><li>Dendrites & Plasticity </li></ul><ul><li>Myelination </li></ul>© Eric Frangenheim
    40. 41. © Eric Frangenheim
    41. 42. KWL (p 8) © Eric Frangenheim Topic: What I KNOW <ul><li>Facts (not opinions) </li></ul><ul><li>Think Outwards </li></ul><ul><li>Timeline </li></ul>What I WANT To Know <ul><li>Questions </li></ul><ul><li>Silly </li></ul><ul><li>Think </li></ul><ul><li>Outwards </li></ul><ul><li>Timeline </li></ul><ul><li>This reminds </li></ul><ul><li>me of … </li></ul><ul><li>Previous </li></ul><ul><li>knowledge </li></ul>What I have LEARNED
    42. 43. © Eric Frangenheim
    43. 44. KWL-Your Focus (SUE ) <ul><li>Go to Page 1. </li></ul><ul><li>Select your Focus Topic </li></ul><ul><li>Complete a KWL </li></ul><ul><li>Four bullet points per column </li></ul><ul><li>Three minutes –solo or in small groups </li></ul>© Eric Frangenheim
    44. 45. NZ Key Competencies <ul><li>Reflect </li></ul><ul><li>How many of the elements are being addressed by the PMI and Extension? </li></ul><ul><li>Managing Self (Aware of how their words and actions can effect self and others) </li></ul><ul><li>Relating to Others (Listen, OPV, negotiate and share ideas </li></ul>
    45. 46. NZ Key Competencies cont <ul><li>Participating and Contributing. Understand the importance of balancing rights, roles and responsibilities </li></ul><ul><li>Thinking. Using creative, critical, metacognitive and reflective processes – questioning information, decision making, problem solving </li></ul><ul><li>Using language, symbols and text </li></ul>
    46. 47. Reflection and Transfer <ul><li>SUE 1 Reflection. </li></ul><ul><li>What was useful about this strategy? </li></ul><ul><li>Why would it make my classroom even better? </li></ul><ul><li>SUE 2. Transfer </li></ul><ul><li>Where and How would I use a KWL in my classroom? </li></ul>© Eric Frangenheim
    47. 48. © Eric Frangenheim
    48. 49. Noisy Round Robin (p10) <ul><li>Aim, Purpose (Mr Majola’s Question!) </li></ul><ul><li>To generate a large number of ideas quickly </li></ul><ul><li>Rules </li></ul><ul><li>Teams of 2-4 </li></ul><ul><li>Declare the topic </li></ul><ul><li>I scribe per team </li></ul><ul><li>Brainstorm Rules apply </li></ul>© Eric Frangenheim
    49. 50. © Eric Frangenheim
    50. 51. Noisy Round Robin (p10) <ul><li>Aim, Purpose (Mr Majola’s Question!) </li></ul><ul><li>To generate a large number of ideas quickly </li></ul><ul><li>Rules </li></ul><ul><li>Teams of 2-4 </li></ul><ul><li>Declare the topic </li></ul><ul><li>I scribe per team </li></ul><ul><li>Brainstorm Rules apply </li></ul>© Eric Frangenheim
    51. 52. © Eric Frangenheim
    52. 53. Noisy Round Robin <ul><li>Yoplait (swap sheets clockwise –French! </li></ul><ul><li>Rule </li></ul><ul><ul><li>Read all responses </li></ul></ul><ul><ul><li>Add new ideas BUT </li></ul></ul><ul><ul><li>Do not repeat what you have already generated </li></ul></ul><ul><ul><li>Yoplait again </li></ul></ul>© Eric Frangenheim
    53. 54. Topic: What are all the elements/characteristic of Effective Leadership? How? Noisy Round Robin © Eric Frangenheim
    54. 55. Noisy Round Robin. <ul><li>Value Add by: </li></ul><ul><li>A) Ask students to decide on top 2-4 ideas on their sheet – facilitator adds these to white board – discuss – facilitator adds own ideas at end </li></ul><ul><li>B) Ask students to find 1. Most Difficult idea, 2. Most Creative and 3. Most Dangerous. Record all answers and discuss </li></ul>© Eric Frangenheim
    55. 56. Let’s write a report (p 10) <ul><li>At end of Round Robin, teacher collects all 6-9 sheets </li></ul><ul><li>Creates One collated page, 2 columns with 50-70 ideas (teacher adds own as well) </li></ul><ul><li>Lesson 2 – hands sheets to students </li></ul><ul><li>Step 3 – categorise and classify </li></ul><ul><li>Each category is a paragraph </li></ul><ul><li>Step 4 - research </li></ul><ul><li>Step 5 - write report, poem, poster, role play, advertisement, web page, design, mission statement </li></ul>© Eric Frangenheim
    56. 57. © Eric Frangenheim
    57. 58. Reflection and Transfer <ul><li>SUE 1 Reflection. </li></ul><ul><li>What was useful about this strategy? </li></ul><ul><li>Why would it make my classroom even better? </li></ul><ul><li>SUE 2. Transfer </li></ul><ul><li>Where and How would I use this strategy in my reading text? (p1) </li></ul>© Eric Frangenheim
    58. 59. NZ Key Competencies <ul><li>Reflect </li></ul><ul><li>How many of the elements are being addressed by the PMI and Extension? </li></ul><ul><li>Managing Self (Aware of how their words and actions can effect self and others) </li></ul><ul><li>Relating to Others (Listen, OPV, negotiate and share ideas </li></ul>
    59. 60. NZ Key Competencies cont <ul><li>Participating and Contributing. Understand the importance of balancing rights, roles and responsibilities </li></ul><ul><li>Thinking. Using creative, critical, metacognitive and reflective processes – questioning information, decision making, problem solving </li></ul><ul><li>Using language, symbols and text </li></ul>
    60. 61. To order posters, diaries and Reflections on Classroom Thinking Strategies – Mana Education Centre

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