June 08 Part 1

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June 08 Part 1

  1. 1. Creating the Thinking Classroom New Zealand June 2008 Eric Frangenheim Rodin Education Consultancy www.rodineducation.com.au Rodin Educational Consultancy PO Box 3369 Loganholme Queensland Australia 4129 Tel: 61-7-3287 6633 Fax: 61-7-3287 6755 www.rodineducation.com.au © Eric Frangenheim
  2. 2. VALE Bo Didley <ul><li>What with all the sadness and trauma going on in the world at the moment, it is worth reflecting on the death of a very important person which almost went un-noticed last week. </li></ul><ul><li>Larry La Prise, the man who wrote &quot;The Hokey Pokey,&quot; died peacefully aged 83. The most traumatic part for his family was getting him into the coffin. </li></ul><ul><li>They put his left leg in - and things just started to go downhill from there. </li></ul>© Eric Frangenheim
  3. 3. RAS ALERT (p 1) RETICULAR ACTIVATING SYSTEM © Eric Frangenheim Fear, guilt, speeding fines? Shopping Mission! Comfort Zone WIIFM
  4. 4. Creating The Thinking Classroom <ul><li>Your Context (e.g. Year 9 Science – Forces) </li></ul><ul><li>A Thinking Skills Framework </li></ul><ul><li>10-14 Thinking Tools/Strategies </li></ul><ul><li>SUE 1 – Reflections </li></ul><ul><li>SUE 2 – Transfer/Apply to your context </li></ul>RAS ALERT
  5. 7. Creating The Thinking Classroom <ul><li>Your Context (e.g. Year 9 Science – Forces) </li></ul><ul><li>A Thinking Skills Framework </li></ul><ul><li>10-14 Thinking Tools/Strategies </li></ul><ul><li>SUE 1 – Reflections </li></ul><ul><li>SUE 2 – Transfer/Apply to your context </li></ul>RAS ALERT
  6. 8. Waste Management What do we really do here at school? <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
  7. 9. GOALS & RAS ALERT ( p 1 ) <ul><li>Please choose 1-2 Learning Areas and Topics </li></ul><ul><li>Focus Group </li></ul><ul><li>e.g. Year 7 English </li></ul><ul><li>Topic: Narratives </li></ul><ul><li>e.g. Year 9 Science </li></ul><ul><li>Topic: Forces </li></ul><ul><li>Please do this now – 1-3 min </li></ul>© Eric Frangenheim
  8. 10. RAS Alert (Scavenger Hunt) your Educator’s Reflection Journal (p2) <ul><li>In Pairs, in the next 2 minutes please find </li></ul><ul><li>2 x SUE </li></ul><ul><ul><li>Mr Majola </li></ul></ul><ul><ul><li>Paul McCready </li></ul></ul><ul><ul><li>KWL </li></ul></ul><ul><ul><li>Sydney Open Tennis Tournament (?) </li></ul></ul><ul><ul><li>Pies and Hamburgers </li></ul></ul><ul><ul><li>Vandalism in the Library </li></ul></ul><ul><ul><li>OIE-ETCCC </li></ul></ul><ul><ul><li>YET </li></ul></ul>© Eric Frangenheim
  9. 11. Mr Majola’s Question and S.U.E. (p 1) <ul><li>S.U.E. 1 </li></ul><ul><li>Why is this useful? </li></ul><ul><li>How did it promote learning? </li></ul><ul><li>Why would this make your classroom even better? </li></ul><ul><li>S.U.E. 2 </li></ul><ul><li>Where would you specifically use this in your practice? </li></ul><ul><li>E.g. Year 6 Poetry </li></ul><ul><li>Or </li></ul><ul><li>Year 9 Forces </li></ul>© Eric Frangenheim
  10. 12. SUE 1. Reflections. Why is this useful SUE 2. Transfer/Apply. Explain how you will use it yourself
  11. 13. Mongrel Accents © Eric Frangenheim Java Malaysia Holland Kenya Sarawak
  12. 14. © Eric Frangenheim Rhodesia South Africa Australia 1987-
  13. 15. The Tyranny of ‘THE’ (p 2) <ul><li>Paul McCready & The Gossamer Albatross </li></ul><ul><li>Conventionality, Big Wings at the Front </li></ul><ul><li>Originality </li></ul>© Eric Frangenheim
  14. 16. © Eric Frangenheim
  15. 17. © Eric Frangenheim
  16. 18. The Comma Thinking Rule © Eric Frangenheim No FULL STOPS OOPs!! Only COMMAS ,
  17. 19. Speechless in Rockhampton © Eric Frangenheim The Comma Thinking Rule Street Light Stop Sign <ul><li>Friends </li></ul><ul><li>8 hour shift </li></ul><ul><li>Authority </li></ul><ul><li>Literate </li></ul>
  18. 20. Which one would you rather be? Which one is having more fun? Which one is more irritating <ul><li>Multiplication or division </li></ul><ul><li>Plus or minus </li></ul><ul><li>The book or the reader </li></ul><ul><li>Verbs or nouns </li></ul><ul><li>Chemical A or Chemical B </li></ul><ul><li>North or South Pole </li></ul><ul><li>Shoes or feet </li></ul><ul><li>Shield or the sword </li></ul>© Eric Frangenheim
  19. 21. The Prolebm with Brainstorming (p 3) <ul><li>Only 1 student out of 30 = 3% </li></ul><ul><li>Not all are engaged </li></ul><ul><li>Too bright Too confused </li></ul><ul><li>>15 seconds – energy nosedive </li></ul><ul><li>Good news – all strategies or thinking tools are better forms of Brainstorming – more student engagement </li></ul>© Eric Frangenheim
  20. 22. From Outcomes to Achievement (Front Cover ) <ul><li>Context: Australia and New Zealand in Afghanistan </li></ul><ul><li>WHY? </li></ul><ul><li>Rational analytical discussion </li></ul><ul><li>BUT: Stating an Outcome </li></ul><ul><li>(e.g. rational analytical discussion) is no guarantee this will occur </li></ul>© Eric Frangenheim
  21. 23. © Eric Frangenheim Stimulus Material – Teaching Stuff
  22. 24. © Eric Frangenheim
  23. 25. © Eric Frangenheim
  24. 26. © Eric Frangenheim
  25. 27. © Eric Frangenheim
  26. 28. © Eric Frangenheim
  27. 29. © Eric Frangenheim
  28. 30. From Purpose to Achievement (Front Cover ) <ul><li>WHY </li></ul><ul><li>Stating an Outcome (e.g. rational analytical discussion) is no guarantee this will happen </li></ul><ul><li>WHAT </li></ul><ul><li>Asking a good associated question (e.g. “what do you think of Australia and NZ’s involvement in the war on ‘terror’”, is no guarantee that you will get good discussion or a good answer </li></ul>© Eric Frangenheim
  29. 31. Possible Responses <ul><li>Good </li></ul><ul><li>Cool </li></ul><ul><li>Sux </li></ul><ul><li>Ah dunno! </li></ul>© Eric Frangenheim
  30. 32. Why do so many Underachieve? Stupid? © Eric Frangenheim
  31. 33. Why do so many Underachieve? Misunderstand the Question © Eric Frangenheim Que? Meester Fawlty
  32. 34. Misunderstand the Question © Eric Frangenheim
  33. 35. Why do so many Underachieve? <ul><li>They don’t know about thinking tools </li></ul><ul><li>They don’t know when to use them </li></ul><ul><li>They don’t now HOW to use them </li></ul>© Eric Frangenheim 1:4:P:C:R DMM KWL PMI SWOT Y Chart
  34. 36. www.itcpublications.com.au $10 each plus free ITC Associate Membership
  35. 37. NZ$35 cash or visa card
  36. 38. From Purpose to Achievement (Front Cover ) <ul><li>HOW </li></ul><ul><li>However, offering an appropriate thinking strategy, tool or process (e.g. PMI, SWOT Analysis, Judge-Jury) will more likely produce better discussion and therefore achieve the intended outcome </li></ul>© Eric Frangenheim
  37. 39. © Eric Frangenheim Topic: What do you think of …..? (p 4) Plus Minus Interesting (I wonder ….) (What if ……?) (It would be interesting to know whether ….)
  38. 40. © Eric Frangenheim Modelling – 3 minutes 12 minutes to read texts and add 5 responses per column. Coffee!! YJWB (Your Job Will be) – add 2 more responses per column – 2 minutes PMI p 4 Convergent-deductive Divergent Minus <ul><li>Separation of families. </li></ul><ul><li>Wounded and killed </li></ul>Interesting <ul><li>Will it end terror? </li></ul><ul><li>Will it backfire? </li></ul><ul><li>Who is supplying insurgents? </li></ul>Plus <ul><li>Real life military exercise. </li></ul><ul><li>Gaining firmer allies </li></ul>
  39. 41. Plus Minus Interesting. cont (p4) <ul><li>Value Add by (b elow PMI table) </li></ul><ul><li>Asking learners to rate their best 2-4 responses per column (behave like judges) </li></ul><ul><li>Learner feedback to facilitator – whiteboard – discuss </li></ul><ul><li>At end of discussion, facilitator adds own ideas, learners can record these </li></ul>© Eric Frangenheim
  40. 42. © Eric Frangenheim Topic: Australia and NZ in Afghanistan Perspectives Plus Minus Interesting General Discussion <ul><li>uohuhhoo </li></ul><ul><li>Kjhnbuion </li></ul><ul><li>Kv8y89y9y </li></ul><ul><li>N bbjb kju </li></ul><ul><li>Jhighhohoh </li></ul><ul><li>hgghhhijh </li></ul>Defence Force Future Security Trade/ Tourism Internal Politics Legal/Ethical
  41. 43. School Camp © Eric Frangenheim
  42. 44. © Eric Frangenheim Topic: Recent School Camp Perspectives Plus Minus Interesting General Discussion <ul><li>uohuhhoo </li></ul><ul><li>Kjhnbuion </li></ul><ul><li>Kv8y89y9y </li></ul><ul><li>N bbjb kju </li></ul><ul><li>Jhighhohoh </li></ul><ul><li>hgghhhijh </li></ul>Curriculum Links $ and Logistics Parents Promotion of school ethos Environmental/ cultural
  43. 45. Film Doco Review – Mike Moore <ul><li>‘ Critically Analyse the doco Farenheit 9/11 by Mike Moore </li></ul><ul><li>Activity: In pairs, discuss how you would process this task </li></ul>© Eric Frangenheim
  44. 46. © Eric Frangenheim Critically analyse ……. Plus Minus Interesting (I wonder ….) (What if ……?) (It would be interesting to know whether ….)
  45. 47. © Eric Frangenheim Modelling – 3 minutes 12 minutes to read texts and add 5 responses per column. Coffee!! Convergent-deductive Divergent Minus <ul><li>Sensationalist </li></ul><ul><li>High subjectivity </li></ul><ul><li>Infotainment – facts can be </li></ul><ul><li>overlooked </li></ul><ul><li>Assumed level of knowledge of viewer </li></ul>Interesting <ul><li>Did he pay some people to say things? </li></ul><ul><li>Did he check all facts? </li></ul><ul><li>Is it about his parents? </li></ul>Plus <ul><li>Topical </li></ul><ul><li>New perspective </li></ul><ul><li>Timing with election </li></ul>
  46. 48. © Eric Frangenheim Topic: Critically Analyse M Moore doco Perspectives Plus Minus Interesting General Discussion <ul><li>uohuhhoo </li></ul><ul><li>Kjhnbuion </li></ul><ul><li>Kv8y89y9y </li></ul><ul><li>N bbjb kju </li></ul><ul><li>Jhighhohoh </li></ul><ul><li>hgghhhijh </li></ul>Filming techniques. (Silences, inclusions, behind-scenes inclusions Political leaning of his sources Level of access to state sources Moore’s motivation and interaction and influence Administration’s feeling towards Moore
  47. 49. Topic: Homework is not necessary <ul><li>Where else could the research money have been spent </li></ul><ul><li>Composition of research team – own agendas? </li></ul><ul><li>Other existing research </li></ul><ul><li>Does HW cause stress? </li></ul><ul><li>Will crime increase? </li></ul><ul><li>Will crime cause more stress than HW? </li></ul><ul><li>What 5agew of P care? </li></ul><ul><li>Demographics & HW? </li></ul><ul><li>No consolidation outside school </li></ul><ul><li>Not preparing for tertiary reality </li></ul><ul><li>No time-management opportunity </li></ul><ul><li>No diagnostics for teachers </li></ul><ul><li>Many P expect HW </li></ul><ul><li>Conflict between T and Ed` Dept officials </li></ul><ul><li>More entertainment and food costs for P </li></ul><ul><li>Less marking </li></ul><ul><li>More teaching time </li></ul><ul><li>More family time </li></ul><ul><li>Less stress at home for S and P </li></ul><ul><li>Not all S have internet advantage at home </li></ul><ul><li>No cheating via P </li></ul><ul><li>No extra costs </li></ul><ul><li>More opportunity for sport and other activities </li></ul>Interesting Minus Plus
  48. 50. Topic: No more Homework Parents Want self-starters Employers Additional reading is important Uni and TAFE Any research on HW and learning styles Some need group work offered at school Some need quiet time Learning Styles <ul><li>Where else could the research money have been spent </li></ul><ul><li>No consolidation outside school </li></ul><ul><li>Not preparing for tertiary reality </li></ul><ul><li>Less marking </li></ul><ul><li>More teaching time </li></ul>General Discussion Interesting Minus Plus Perspectives
  49. 52. Topic: Sperm Warfare Perspectives Male S-Esteem Inheritance <ul><li>Jhighhohoh </li></ul><ul><li>hgghhhijh </li></ul><ul><li>Kv8y89y9y </li></ul><ul><li>N bbjb kju </li></ul><ul><li>uohuhhoo </li></ul><ul><li>Kjhnbuion </li></ul>General Discussion Interesting Minus Plus
  50. 53. Differentiating the Curriculum Low ability High Ability 31 for 9 holes 56 for 9 holes $15 for 9 holes
  51. 54. Differentiating the Curriculum Low ability Teaching stuff Resources Stimulus material + Question or activity + Appropriate Thinking Tool
  52. 55. 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>
  53. 56. 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>
  54. 57. © Eric Frangenheim Topic: Discuss this musical composition? Duration Tempo Texture Structure Timbre Silence Dynamics Pitch Interesting Minus Plus Perspectives
  55. 58. © Eric Frangenheim Topic: What do you think a Book A? Perspectives Plus Minus Interesting General Discussion <ul><li>uohuhhoo </li></ul><ul><li>Kjhnbuion </li></ul><ul><li>Kv8y89y9y </li></ul><ul><li>N bbjb kju </li></ul><ul><li>Jhighhohoh </li></ul><ul><li>hgghhhijh </li></ul>Structure (Orient, Comp and Resolution) Plot & Setting Narrative Rhythm Character Development Language
  56. 59. Assessment Item? <ul><li>Use PMI and Extended PMI </li></ul><ul><li>Teacher offers 2 extra perspectives </li></ul><ul><li>Students encouraged to find more </li></ul><ul><li>Benefits </li></ul><ul><li>Each perspective is a paragraph </li></ul>© Eric Frangenheim
  57. 60. 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 Topic? (p 1) eg What do you think of the idea to ….? Use a PMI </li></ul>© Eric Frangenheim

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