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.
Waste Management What do we really do here at sc hool? <ul><li>Measuring </li></ul><ul><li>Predicting </li></ul><ul><li>Reflecting on our actions </li></ul><ul><li>Start an Action Plan – School – Local </li></ul><ul><li>Working in small groups </li></ul><ul><li>Listen and look </li></ul>RAS ALERT
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
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
“ Excuse me teacher. Why are we learning this?” Common insurance language for floods?
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
Bloom’s and Pedaggy <ul><li>Foundation Thinking </li></ul><ul><li>Teacher ownership </li></ul>Bloom ’ s Taxonomy Bloom ’ s Taxonomy Higher Order Thinking Student ownership
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 ’
Bloom ’ s and quality Pedagogy THE ‘ WHY ’ THE ‘ WHAT ’ THE ‘ HOW ’ Accuracy Tip #4. Create clear learning activities
<ul><li>Science Unit - carbon emissions. </li></ul><ul><li>Discuss the ALP’s carbon tax proposal by using an Extended PCQ </li></ul>
A good question/activity/task Anatomy of a question /activity / task 1. The Cognitive Outcome and Skill (The purpose: Analyse –discuss ) <ul><ul><li>The Context, Cultural Content or Concepts </li></ul></ul><ul><li> (discuss the topic : the stuff you are teaching about ) </li></ul>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
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)
Accuracy Tip # 5 . Know your unit’s destination
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
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
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.
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
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
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
Decision Making Matrix Foundation Level Choice 1 Higher Order Thinking Choice 2.3 or 4 1 2 3 4 5 6
National Curriculum Yr 8. <ul><li>Year 8 students listen to, read and view </li></ul><ul><li>Summarise and synthesise the main ideas and viewpoints. </li></ul><ul><li>They support their own opinions with specific textual evidence, and evaluate evidence. </li></ul>
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
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!
Creative Thinking 1. Unexpected - divergent & / or Lateral Thinking Principles 2. Deep Creative Thinking – process of critical analysis 3. Requires an appropriate Tool! ” . <ul><li>Creative Problem-solving </li></ul><ul><li>Creative Writing </li></ul><ul><li>Creative Design </li></ul>
Perspectives High Jump Pros Cons Questions Speed of Run Angle of run Method run Take – off Clearance
NZ Key Competencies <ul><li>Reflect </li></ul><ul><li>How many of the elements are being addressed by the critical, creative and co-operative thinking tools? </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>
NZ Key Competencies.2 <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>
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