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Presented by Eric Frangenheim PO Box 2640 Toowoomba Queensland Australia 4350  Tel:  61-7-4638 8326  Fax:  61-7-4638 8366 ...
What a responsibility? © ITC Publications Pty Ltd
Check before operating © ITC Publications Pty Ltd
It is not … © ITC Publications Pty Ltd
It is not … © ITC Publications Pty Ltd
It is not …. © ITC Publications Pty Ltd
Teacher and the Teaching © ITC Publications Pty Ltd $?-make ?
Recognition? © ITC Publications Pty Ltd
Standing out because of your teaching © ITC Publications Pty Ltd
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
Dr John Hattie © ITC Publications Pty Ltd
Proof, Prof John Hattie and  Meta Analysis <ul><li>800 Meta Analysis </li></ul><ul><li>50,000 educational studies </li></u...
Variance of Student Achievement Teacher Student School… finances, buildings, school / class sizes.  Peers – other students
Variance of Student Achievement 2. Teacher (30%) 1. Student (50%) 3. School… finances, buildings, school / class sizes. (5...
Percentage of Achievement Variance Source: Professor John Hattie 2003
Influence of the Teacher. Top effects <ul><li>Micro teaching and feedback to teacher </li></ul><ul><li>Teacher clarity </l...
Influence of the teaching <ul><li>Providing Formative Assessment  </li></ul><ul><li>Feedback –to and from students </li></...
Influence of Curricula <ul><li>Vocabulary programs </li></ul><ul><li>Repeated reading programs </li></ul><ul><li>HOT and C...
Pedagogy © ITC Publications Pty Ltd
Accuracy Tip #1.  © ITC Publications Pty Ltd Tell them where we are going
RAS Alert (Reticular Activating System) <ul><li>Keeps you safe-comfort zone </li></ul><ul><li>Filters out what is not impo...
Waste Management What do we really do here at sc hool? <ul><li>Measuring </li></ul><ul><li>Predicting </li></ul><ul><li>Re...
Starting Activity: RAS Alert RAS Alert Reticular Activating System In this video / poem / story - floods…you will notice: ...
How accurate are we? FEATURES BENEFITS FOR YOU Your Context. E.g. Year 10 Science – Forces Relevance. Please do this now a...
Time for 1 minute of Reflection. Where do I/could I …..? RAS Alert © Eric Frangenheim
Challenge via Reflect:Pair © Eric Frangenheim Who is more important here?
© ITC Publications Pty Ltd Reflecting on my teaching Accuracy Tip # 2. Know yourself First
Time for 1 minute of Reflection. Where do I/could I …..? SWOT Analysis © Eric Frangenheim
Accuracy Tip # 3. Be Clear. Be Explicit. Use a map, a Cognitive Framework! Students dislike vague  teaching
The importance of a map or context © ITC Publications Pty Ltd Moral/spiritual/ethical/values Family/Relationships Career/F...
Mr Majola ’s Question <ul><li>“ Excuse me teacher. Why are we learning this?” </li></ul>© ITC Publications Pty Ltd
“ 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  ...
Bloom’s and Pedaggy <ul><li>Foundation Thinking   </li></ul><ul><li>Teacher ownership </li></ul>Bloom ’ s Taxonomy Bloom ’...
Summarising the Framework The Framework serves three key purposes 1. Clear and Common Thinking Taxonomy (no wishy washy st...
Time for 1 minute of Reflection. Where do I/could I …..? A Thinking Skills Framework © Eric Frangenheim
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 ...
A good question/activity/task Anatomy of a question /activity / task 1.  The Cognitive Outcome and Skill   (The purpose:  ...
Signing off on lessons,  units of work and on  assessment? © ITC Publications Pty Ltd
Explicit Language   of Thinking By the end of this lesson, students should be able to: [Bloom’s verb – (The Why and What) ...
Time for 1 minute of Reflection. Where do I/could I …..? Be very clear about the structure of a question or activity © Eri...
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/in...
Four Choices for a Unit Choice 1. Largely information and skills based Choice 2. Largely aimed at in-depth research/invest...
Four Choices for a Unit Choice 1. Largely information and skills based Choice 2. Largely aimed at in-depth research/invest...
Planning for Thinking Four Choices for a Unit Choice 4: Jesus the most influential person in History.  Create a world with...
Planning for Thinking Four Choices for a Unit Choice 4: Your in charge you fix it. If you were Prime Minister what would y...
Planning for Thinking Four Choices for a Unit Choice 4: Sorry folks you ’ re going to die. Predict what would happen if Ox...
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 ...
Planning for Thinking Four tasks 4: Sorry folks you ’ re going to die. Develop an argument to persuade people that immorta...
Choice 1: Describe in your own words why Winnie ran away © ITC Publications Pty Ltd
Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrast © ITC Publications Pty Ltd Winnie Jesse
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd Cow Cat Apply filters to improve depth of thought 1. Relationship with humans 2. Relationship t...
Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrast © ITC Publications Pty Ltd Winnie Jesse
Choice 3: Eternal Life, its not for me.  Decide if would you drink the spring water and have eternal life? © ITC Publicati...
© ITC Publications Pty Ltd Monthly costs Email and SMS Screen Security Camera My budget Discuss and decide on buying x phone
Choice 4: Sorry folks you ’ re going to die. Develop an argument to persuade people that immortality is overrated. © ITC P...
© ITC Publications Pty Ltd Discuss the proposal to ….. Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij; Kjnios;a;so;sjoloaqjo...
© ITC Publications Pty Ltd Reflect on …….. Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijo...
Time for 1 minute of Reflection. Where do I/could I …..? Plan for aiming a HOT purpose. © Eric Frangenheim
Accuracy Tip # 6. Make it relevant – the Hook © ITC Publications Pty Ltd
Some Hooks or Extensions. <ul><li>Heroes, heroines and villains – Do they still exist? What is their value to society?  (Y...
<ul><li>Community and culture – Dead or alive?  (Yr 4.5) </li></ul>© Eric Frangenheim
© Eric Frangenheim Mata Mata Sport: Tennis, Soccer,Horse riding.Rodeo,Gykkhana,  Rugby Union.League Badminton, Table-Tenni...
© Eric Frangenheim <ul><li>Community and culture – Dead or alive?   </li></ul>
<ul><li>Ecology-The Case: Humans versus the Environment? (Year 9) </li></ul><ul><li>Mining – Do we need it?  (Yr 6) </li><...
<ul><li>Science. Forces – When  </li></ul><ul><li>does speed kill? (Year 10) </li></ul><ul><li>Space exploration – is  </l...
Time for 1 minute of Reflection. Where do I/could I …..? Consciously relate my content matter to the lives of my students....
Accuracy Tip # 7. Have clear principles in mind for what you do <ul><li>There are three constants in life... change, choic...
Effect on Student Outcomes How?  Rank: Pair: Share <ul><li>Individual Learning – solo (774 studies) </li></ul><ul><li>Co-o...
Effect on Student Outcomes <ul><li>1. Co-operative Learning –  > 2 students; 4 x  principles ( d = 0.59,  306 studies) </l...
© ITC Publications Pty Ltd © ITC Publications Pty Ltd Co-operative Learning Principles 1. Positive Interdependence - Sink ...
© ITC Publications Pty Ltd
Creative Thinking 1. Unexpected - divergent & / or Lateral Thinking Principles   2. Deep Creative Thinking – process of cr...
Creative Thinking Deep  Creative & Critical Thinking  in Action!
High Jump Parallel Straddle Straddle Method OR Diving Straddle
 
 
Creative Thinking Creative Thinking Creativity – create the unexpected Creative Problem-solving
Creative Thinking Creative Thinking Creativity – create the unexpected   I was pulled over for speeding the other day!!   ...
 
Creative Thinking 1. Unexpected - divergent & / or Lateral Thinking Principles   2. Deep Creative Thinking – process of cr...
 
Perspectives High Jump  Pros Cons Questions Speed of Run Angle of run Method run Take – off Clearance
Innovation ‘ Fosbury flop ’ Courage
Principles of Critical Thinking <ul><li>A Clear definition: Analysis + Evaluation = Critical Thinking </li></ul><ul><li>De...
Principles on applying the Thinking Skills Framework in the classroom <ul><li>1. Reference major tasks (questions/activiti...
Time for 1 minute of Reflection. Where do I/could I …..? Have clear principoles for my teaching © Eric Frangenheim
Habits of Minds and Thinking Tools <ul><li>Intelligence – Fixed or a Behaviour? </li></ul>© ITC Publications Pty Ltd Manag...
Impulsivity vs Patience? © ITC Publications Pty Ltd
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
NZ  Key Competencies <ul><li>Reflect </li></ul><ul><li>How many of the elements are being addressed by the critical, creat...
NZ  Key Competencies.2 <ul><li>Participating and Contributing. Understand the importance of balancing rights, roles and re...
Twitter www.twitter.com Twitter is a website, which offers a social networking and microblogging service, enabling its use...
<ul><li>Captain Fitroy. I am quite sure that we are getting close </li></ul><ul><li>Syms Covington. I do wonder who will f...
Darwin’s twitter cont’. <ul><li>CD (@georgesCuvier). I’m sorry I didn’t get to say goodbye. Your work was so important, an...
© ITC Publications Pty Ltd Jewish future and existence in Russia in 1905 ‘as precarious as a Fiddler on the Roof’ Pogroms ...
Reason to change? © ITC Publications Pty Ltd
PM of Tibet © ITC Publications Pty Ltd Crazy Jump !
Children are  the Future? <ul><li>No. Teachers are  </li></ul><ul><li>the Future – NOW </li></ul>© ITC Publications Pty Ltd
You simply have no idea ….. © ITC Publications Pty Ltd
© ITC Publications Pty Ltd
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Connected Eric Frangenheim Keynote

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Connected Eric Frangenheim Keynote

  1. 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. 2. What a responsibility? © ITC Publications Pty Ltd
  3. 3. Check before operating © ITC Publications Pty Ltd
  4. 4. It is not … © ITC Publications Pty Ltd
  5. 5. It is not … © ITC Publications Pty Ltd
  6. 6. It is not …. © ITC Publications Pty Ltd
  7. 7. Teacher and the Teaching © ITC Publications Pty Ltd $?-make ?
  8. 8. Recognition? © ITC Publications Pty Ltd
  9. 9. Standing out because of your teaching © ITC Publications Pty Ltd
  10. 10. © ITC Publications Pty Ltd
  11. 11. © ITC Publications Pty Ltd
  12. 12. Dr John Hattie © ITC Publications Pty Ltd
  13. 13. Proof, Prof John Hattie and Meta Analysis <ul><li>800 Meta Analysis </li></ul><ul><li>50,000 educational studies </li></ul><ul><li>83000000 students </li></ul>© ITC Publications Pty Ltd
  14. 14. Variance of Student Achievement Teacher Student School… finances, buildings, school / class sizes. Peers – other students
  15. 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. 16. Percentage of Achievement Variance Source: Professor John Hattie 2003
  17. 17. Influence of the Teacher. Top effects <ul><li>Micro teaching and feedback to teacher </li></ul><ul><li>Teacher clarity </li></ul><ul><li>Students-teacher relationship </li></ul><ul><li>Professional Development </li></ul><ul><li>Not labeling students/high expectations </li></ul><ul><li>Quality of the teacher </li></ul>© ITC Publications Pty Ltd
  18. 18. Influence of the teaching <ul><li>Providing Formative Assessment </li></ul><ul><li>Feedback –to and from students </li></ul><ul><li>Cognitive strategies - HOT </li></ul><ul><li>Problem-based teaching </li></ul><ul><li>Co-operative vs individual learning </li></ul><ul><li>Direct instruction </li></ul>© ITC Publications Pty Ltd
  19. 19. Influence of Curricula <ul><li>Vocabulary programs </li></ul><ul><li>Repeated reading programs </li></ul><ul><li>HOT and Creativity programs </li></ul><ul><li>Phonics instruction </li></ul>© ITC Publications Pty Ltd
  20. 20. Pedagogy © ITC Publications Pty Ltd
  21. 21. Accuracy Tip #1. © ITC Publications Pty Ltd Tell them where we are going
  22. 22. RAS Alert (Reticular Activating System) <ul><li>Keeps you safe-comfort zone </li></ul><ul><li>Filters out what is not important – notice danger or pleasure </li></ul>© ITC Publications Pty Ltd
  23. 23. 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
  24. 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. 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. 26. Time for 1 minute of Reflection. Where do I/could I …..? RAS Alert © Eric Frangenheim
  27. 27. Challenge via Reflect:Pair © Eric Frangenheim Who is more important here?
  28. 28. © ITC Publications Pty Ltd Reflecting on my teaching Accuracy Tip # 2. Know yourself First
  29. 29. Time for 1 minute of Reflection. Where do I/could I …..? SWOT Analysis © Eric Frangenheim
  30. 30. Accuracy Tip # 3. Be Clear. Be Explicit. Use a map, a Cognitive Framework! Students dislike vague teaching
  31. 31. The importance of a map or context © ITC Publications Pty Ltd Moral/spiritual/ethical/values Family/Relationships Career/Financial
  32. 32. Mr Majola ’s Question <ul><li>“ Excuse me teacher. Why are we learning this?” </li></ul>© ITC Publications Pty Ltd
  33. 33. “ Excuse me teacher. Why are we learning this?” Common insurance language for floods?
  34. 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. 35. 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
  36. 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. 37. Time for 1 minute of Reflection. Where do I/could I …..? A Thinking Skills Framework © Eric Frangenheim
  38. 38. Bloom ’ s and quality Pedagogy THE ‘ WHY ’ THE ‘ WHAT ’ THE ‘ HOW ’ Accuracy Tip #4. Create clear learning activities
  39. 39. <ul><li>Science Unit - carbon emissions. </li></ul><ul><li>Discuss the ALP’s carbon tax proposal by using an Extended PCQ </li></ul>
  40. 40. 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
  41. 41. Signing off on lessons, units of work and on assessment? © ITC Publications Pty Ltd
  42. 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. 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. 44. Accuracy Tip # 5 . Know your unit’s destination
  45. 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. 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. 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. 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. 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. 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. 51. Decision Making Matrix Foundation Level Choice 1 Higher Order Thinking Choice 2.3 or 4 1 2 3 4 5 6
  52. 52. 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>
  53. 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. 54. Choice 1: Describe in your own words why Winnie ran away © ITC Publications Pty Ltd
  55. 55. Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrast © ITC Publications Pty Ltd Winnie Jesse
  56. 56. © ITC Publications Pty Ltd
  57. 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. 58. Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrast © ITC Publications Pty Ltd Winnie Jesse
  59. 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. 60. © ITC Publications Pty Ltd Monthly costs Email and SMS Screen Security Camera My budget Discuss and decide on buying x phone
  61. 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. 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. 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. 64. Time for 1 minute of Reflection. Where do I/could I …..? Plan for aiming a HOT purpose. © Eric Frangenheim
  65. 65. Accuracy Tip # 6. Make it relevant – the Hook © ITC Publications Pty Ltd
  66. 66. Some Hooks or Extensions. <ul><li>Heroes, heroines and villains – Do they still exist? What is their value to society? (Yr 8) </li></ul>© Eric Frangenheim
  67. 67. <ul><li>Community and culture – Dead or alive? (Yr 4.5) </li></ul>© Eric Frangenheim
  68. 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. 69. © Eric Frangenheim <ul><li>Community and culture – Dead or alive? </li></ul>
  70. 70. <ul><li>Ecology-The Case: Humans versus the Environment? (Year 9) </li></ul><ul><li>Mining – Do we need it? (Yr 6) </li></ul><ul><li>Local area – Calamvale – Change, is it necessary? (Yrs 4-6) </li></ul>© Eric Frangenheim
  71. 71. <ul><li>Science. Forces – When </li></ul><ul><li>does speed kill? (Year 10) </li></ul><ul><li>Space exploration – is </li></ul><ul><li>it worth it? (Year 9) </li></ul>© Eric Frangenheim
  72. 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. 73. Accuracy Tip # 7. Have clear principles in mind for what you do <ul><li>There are three constants in life... change, choice and principles. Steven Covey </li></ul>© 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. 74. Effect on Student Outcomes How? Rank: Pair: Share <ul><li>Individual Learning – solo (774 studies) </li></ul><ul><li>Co-operative Learning – > 2 students; 4 x principles (306 studies) </li></ul><ul><li>Competitive Learning – e.g. ‘ beat ’ a standard e.g. a PB, curriculum targets. (1 024 studies) </li></ul><ul><li>Source: Hattie (2009) </li></ul>© ITC Publications Pty Ltd
  75. 75. Effect on Student Outcomes <ul><li>1. Co-operative Learning – > 2 students; 4 x principles ( d = 0.59, 306 studies) </li></ul><ul><li>2. Competitive Learning – e.g. ‘ beat ’ a standard e.g. a PB, curriculum targets. ( d = 0.54 , 1 024 studies) </li></ul><ul><li>3. Individual Learning ( d= 0.24 ; 774 studies) </li></ul>© ITC Publications Pty Ltd d = 1.0; an increase of one SD on outcome (2 – 3 yrs) Source: Hattie (2009)
  76. 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. 77. © ITC Publications Pty Ltd
  78. 78. 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>
  79. 79. Creative Thinking Deep Creative & Critical Thinking in Action!
  80. 80. High Jump Parallel Straddle Straddle Method OR Diving Straddle
  81. 83. Creative Thinking Creative Thinking Creativity – create the unexpected Creative Problem-solving
  82. 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!
  83. 86. 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>
  84. 88. Perspectives High Jump Pros Cons Questions Speed of Run Angle of run Method run Take – off Clearance
  85. 89. Innovation ‘ Fosbury flop ’ Courage
  86. 90. Principles of Critical Thinking <ul><li>A Clear definition: Analysis + Evaluation = Critical Thinking </li></ul><ul><li>Deep Critical Thinking requires Breadth and Depth of Analysis (OPV) </li></ul><ul><li>Concludes with a decision (Evaluate) </li></ul>© ITC Publications Pty Ltd
  87. 91. Principles on applying the Thinking Skills Framework in the classroom <ul><li>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? ” </li></ul><ul><li>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 </li></ul><ul><li>3. Link the cognitive task (e.g. Analyse) and activity to an appropriate cognitive or co-operative Tool (SWOT on your teaching) </li></ul>© ITC Publications Pty Ltd ACT THINK
  88. 92. Time for 1 minute of Reflection. Where do I/could I …..? Have clear principoles for my teaching © Eric Frangenheim
  89. 93. Habits of Minds and Thinking Tools <ul><li>Intelligence – Fixed or a Behaviour? </li></ul>© 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
  90. 94. Impulsivity vs Patience? © ITC Publications Pty Ltd
  91. 95. © ITC Publications Pty Ltd
  92. 96. © ITC Publications Pty Ltd
  93. 97. © ITC Publications Pty Ltd
  94. 98. © ITC Publications Pty Ltd
  95. 99. © ITC Publications Pty Ltd
  96. 100. 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>
  97. 101. 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>
  98. 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 )
  99. 103. <ul><li>Captain Fitroy. I am quite sure that we are getting close </li></ul><ul><li>Syms Covington. I do wonder who will find the first fossil. You or I? Care to make a bet </li></ul><ul><li>CD. I’m at Galapagod Islands </li></ul><ul><li>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 </li></ul>© ITC Publications Pty Ltd Darwin’s twitter
  100. 104. Darwin’s twitter cont’. <ul><li>CD (@georgesCuvier). I’m sorry I didn’t get to say goodbye. Your work was so important, and I will remember you always </li></ul><ul><li>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? </li></ul><ul><li>JD. Just saw the biggest tortoise I have EVER seen in my life. #ifeellikeimdreamung </li></ul>© ITC Publications Pty Ltd
  101. 105. © ITC Publications Pty Ltd Jewish future and existence in Russia in 1905 ‘as precarious as a Fiddler on the Roof’ Pogroms Expulsions
  102. 106. Reason to change? © ITC Publications Pty Ltd
  103. 107. PM of Tibet © ITC Publications Pty Ltd Crazy Jump !
  104. 108. Children are the Future? <ul><li>No. Teachers are </li></ul><ul><li>the Future – NOW </li></ul>© ITC Publications Pty Ltd
  105. 109. You simply have no idea ….. © ITC Publications Pty Ltd
  106. 110. © ITC Publications Pty Ltd

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