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Better learning through better thinking
- 1. Better learning through better thinking Centre of Excellence DHA
- 2. Activity 1:Interpret the picture
- 3. Content • Concept teaching • Inquiry based teaching • Making thinking visible • Developing learning environments that promote thinking • Assessing thinking processes and skills • Metacognition • Mnemonics
- 4. Objectives • By the end of the session the participants will be able to: • explain concept based learning • design activities to develop higher order thinking • present and evaluate inquiry based lessons
- 5. Visual thinking When it comes to visual thinking, I have divided the concept of a picture into six distinct categories: •Sketches •Diagrams •Charts •Metaphors •Tables •Combos
- 6. Activity 1:Reflecting on concept teaching Subject based groups (7-8 mins) •Step 1:Pick a concept from your teaching field. •Step 2:Write the concept on a given sheet and make a visual map/graphic organiser that shows other concepts that are related to the one you chose.
- 7. How to teach thinking? Types of thinking Teaching students how to think is one of the most important goals of teaching. •Higher –Level thinking •Critical thinking •Visual thinking •Scientific thinking and Reasoning •Metacognitive Thinking
- 8. Activity 2 :Group work •Working in groups ,select one graphic organizer from the given handouts to make the conceptual road map of your content(your own webs)
- 9. Learner outcomes of concept teaching Concept teaching Specific concepts Nature of concepts Logical reasoning and high- level thinking Specific concepts
- 10. Concept teaching • Examples non examples
- 11. Inquiry based learning Inquiry-based learning is a research-based strategy that actively involves students in the exploration of the content, issues, and questions surrounding a curricular area or concept.
- 12. Developing thinking environment that promote learning
- 13. Activity3: Discussion (follow up Video)
- 15. Research: IBL in a senior school (Learning outcomes) Learners outcomes for inquiry lessons Gain knowledge about inquiry focus Develop thinking and reasoning skills Develop positive attitudes towards inquiry and appreciation foe the tentativeness of the knowledge Develop metacognitive skills
- 16. Research: IBL in a senior school (scanned documents)
- 17. Research: IBL in a senior school (scanned documents)
- 18. Research :IBL in a senior school (scanned documents)
- 19. Research :IBL in a senior school (scanned documents)
- 20. Pure inquiry or guided inquiry? •Meyer focused on pure discovery Vs guided discovery .He wrote in his research that students learn better when they are active but their activity requires guidance.
- 21. Conducting Inquiry based lesson(6 phases)
- 22. Classroom Examples • 21st Century learning activities cover sheets Model • Each group will get the set of 21st CLA sheets and will discuss among themselves.
- 23. Practice reflection • When did you come up with a hypothesis that made sense to you? • Did the hypothesis turn out to be accurate? • Did your thinking change during the inquiry? If so what prompted the change? • If I gave you a similar situation, how would you tackle it next time?
- 24. Activity 4: Plan and conduct an IBL lesson • Subject based groups • Select a topic • Collaborative discussion in groups • Plan and present an IBL lesson • Evaluate their plans
- 25. Metacognition Thinking about your thinking) • By practicing and applying metacognitive strategies, students will become good readers, capable of handling any text across a curriculum. • The teacher’s metacognitive practices, if done effectively, can lead to student self-regulation. • To be successful thinkers, students must: • Develop a plan before reading. • Monitor their understanding of text; use “fix-up” strategies when meaning breaks down. • Evaluate their thinking after reading.
- 26. • Make students aware they are responsible for their own learning. • State objectives or learning outcomes. • Provide practice tests and homework. • Provide guided practice before homework. • Have students participate in complex tasks such as presentations and report writing.
- 27. Metacognition strategies • 6 strategies
- 28. Activity: Text and Context • Subject specific groups
- 29. Mnemonics • Name Mnemonics • Expression or Word Mnemonic • Model Mnemonics • Note Organization Mnemonics • Connection Mnemonics • Spelling Mnemonics
- 30. Activity 5:Mnemonics (Friendship groups) •Practice making mnemonics using the provided handouts. •Time for the activity:15mins
- 31. Thank you
Editor's Notes
- Ask participant’s about their expectations before coming to training room.
- The reality is that the kids are ill prepared for the real world. We, focus on rote learning which create big gaps.
- Hope the tutor’s objectives meet the need of participants objectives/expectations!!
- our eyes are exposed to more than 10 million bits of visual data every second. However, our brain only takes-in about 40 bits of that data, and consciously we only become aware of about 16 bits. So out of 10 million bits of data, we only take notice of 16 bits
- 3 steps to keep in mind:1.Create the core 2.construct strands branches 3.Draw any (picture ,doodle)strand support
- Effective inquiry is more than just asking questions. Inquiry-based learning is a complex process where students formulate questions, investigate to find answers, build new understandings, meanings and knowledge, and then communicate their learnings to others
- Being less privileged
- In an inquiry based learning environment ,the teachers job is not to provide knowledge but to help students along their process of discovering knowledge. Students need enough freedom to become cognitively active in the process of sense making ,and students need enough guidance so that their cognitive activity results in the construction of useful knowledge.” Meyer
- to have students become better problem solvers and critical thinkers and 2) to have your students engage in higher-order thinking skills
- Ho Practice reflection(Ted trimed )
- Nine times out of 10 everyone gets a side ache from laughing so hard before the exercise below is finished.