Mana challenging learning presentation (8 jun2011)martinrenton
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Mana challenging learning presentation (8 jun2011)martinrenton



Martin Renton's twilight presentation for Mana Education Centre, Wellington NZ - 8 June 2011

Martin Renton's twilight presentation for Mana Education Centre, Wellington NZ - 8 June 2011



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Mana challenging learning presentation (8 jun2011)martinrenton Mana challenging learning presentation (8 jun2011)martinrenton Document Transcript

  • 08/06/2011 Mana Education Centre Challenging Learning and Questioning Mana Education Centre, Porirua Wednesday, 8th June 2011M artin Renton Sustained Success Odd One Out 1
  • 08/06/2011Odd One OutApproaches for Effective Learning...Effective Lessons will be:Active - so the students can explore their own ideasMeaningful - in a ‘real world’ context, so it is engagingChallenging - it will make the students think!Collaborative - so the students work together, sharing ideasMediated - where the teacher guides, rather than tellsReflective - giving the students time to reflect on their own learning 2
  • 08/06/2011Approaches ...ActiveMeaningfulChallengingCollaborativeMediatedReflective When a student leaves our school, I would like them to be... 3
  • 08/06/2011 Self-Management S Evaluating S S kills Reasoning Analysing Teamwork Learning Learning Intentional LearningCritical A A A ttitudes K K K nowledgeReasonable 8 x 7 = 56Open-minded Terminal MoraineConfident Causes of WW2Teacher and pupil know what, how and why they are learningP4C – Created by Matthew Lipman The aim of a programme such asPhilosophy for Children is not to turn children into philosophers but to help them become more thoughtful, more reflective, more considerate and morereason-able individuals 4
  • 08/06/2011Kriticos = able to make judgments Critical Thinking Comes from the Greek, Kriticos Meaning: able to make judgments Source: www.etymonline.comMost likely to... NZ Australia Africa 5
  • 08/06/2011Where are are most likely to... Where you you most likely to... NZ Australia Africa ...visit a hospital ...walk to school ...get wet as a farmer ...get cold at night ...get sunburn near a beach in a high rise building Debriefing Questions • What did you decide? • Are you happy with your final answer? • What similarities/ differences did you notice? • What assumptions did you make and why? • Tell me more about… • What do you mean by… • How did your ideas change? • How did your group operate? • How did you resolve disagreements? • If you did it again what would you do differently? 6
  • 08/06/2011Which are you most likely to use...…in advertising …when embedding a video clip…for fun …to present information…when writing …with multimedia…to communicate ideas home Word Powerpoint Internet…when teaching young children…to create a poster …in an office…for numbers …with images…when completing homeworkWho is most likely to... …need help in the bath …use music to relax …need medical care …ask for help …take drugs …visit a hospital Baby Teenager Senior Citizen …have someone close to help them …be a victim of abuse …be afraid of the dark …be neglected …have an accident in the home …be afraid of violent crime 7
  • 08/06/2011 Sorting and Classifying “Discussing the reasons for how and why we classify concepts and ideas, helps us move from confusion to clarity.” - Leat & Kinninment (1999) Types of Questions Closed Open Minimal Encouragers SocraticUsually elicit fact; Deliberately seeks Encourages students to Aims to unearthsingle word/ short longer answers ‘keep talking’ misconceptions andphrase answer contradictions May be many Non-judgemental,Usually a single possible answers implying no agreement Causes cognitiveright answer or disagreement conflict Forces respondentQuestioner knows to think and give Questioner shows they Forces respondent tothe right answer reasons (justify) are actively listening question themselvesQuick and easy Uses ‘thinking time’ Uses ‘nods’, ‘go on..’ Highlights contradictionsQuestioner controls Equal participation Respondent controlsconversation in conversation conversation Responsibility for conversation sharedTests current Explores opinions Extends thinking, Challenges firstknowledge and ideas prompts further responses and clarification assumptions 8
  • 08/06/2011Closed QuestionsQuestions where the teacher already knows the answer over 90%Average length of time students get to think of an answer 0.8 secondsAverage length of student answers 1.3 secondsOpen QuestioningAlso known as:ProductiveChallenging Increase Wait TimeHigher OrderRich Think - Pair - ShareHotFat 9
  • 08/06/2011Socratic Questioning “Emphasis should be less on the questions teachers ask, and more on the manner with which teachers react to pupils’ responses to questions.” - Higgins & Smith, 2006Cognitive Conflict is Key But then why I know it’s was Robin wrong to Hood a hero? steal 10
  • 08/06/2011Wobblers (If A = B) Friend Trust If A = B then Does B = A? Trust Friend For example …Key EY and Primary Concepts Me Fairness Real Language Home Telling lies Growth/Change Same Pets Emotions Friends Thinking Belonging Dreaming 11
  • 08/06/2011Wobblers (If NOT A ?) Real See It If A = B then If it’s NOT B = NOT A? Can’t See It Not Real? For example …Some Key Secondary Concepts Heroism Lies/ truth History Sport Identity Culture Bullying Reality Fairness Knowledge Language Test Drama Tourism Poetry Democracy 12
  • 08/06/2011 Challenge Easy Assumptions… “Not all of our questions answered ...” “...but all of our answers questioned” email: The aim of a thinking skills programme such as P4C is not to turn children into philosophers but to help them become more thoughtful, more reflective, more considerate and more reason-able individualsM artin Renton Sustained Success 13