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Project Zero is a research group at Harvard Graduate School of Education that has investigated learning and thinking since 1967. Their mission is to understand and enhance learning, thinking, and creativity at both individual and institutional levels. The document discusses why establishing a culture of thinking in classrooms is important for learning, retention, and understanding. It introduces thinking routines as strategies to direct student thinking and structure discussions. Examples of thinking routines are provided, like Think-Puzzle-Explore, to engage students and develop questions for inquiry on a topic. In summary, the document advocates for creating a thinking culture in classrooms to support challenging and successful student learning.
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Theorist
Constructivism is a theory of learning that suggests individuals learn best through active participation and constructing new ideas based on previous knowledge. The major theorists associated with constructivism are Jean Piaget, Jerome Bruner, Lev Vygotsky, and John Dewey. Piaget observed that children are active learners who develop cognitively through stages from birth to adulthood. Vygotsky believed social learning influences development and proposed the Zone of Proximal Development. For teachers, constructivism implies actively engaging students in lessons through a variety of methods like experiments and games.
From the philosophical to the practical
This document discusses creating an engaging learning environment for students. It suggests:
1) Focusing on the child by getting to know each student, preparing the classroom space to welcome them, and establishing routines and traditions.
2) Treating the first month as diagnostic to establish foundations for the year by familiarizing yourself with the curriculum and planning initial lessons.
3) Taking care of yourself as a teacher by prioritizing your well-being, areas of focus, support needs, and opportunities for reflection and growth.
Powerpointchapter12
Cognitivism studies mental processes like thinking, learning, and memory. It focuses on how people obtain knowledge through sensory input, memory, and internal mental states. Key influences include Ulric Neisser, who first used the term "cognitive psychology" to describe how sensory data is transformed and stored in the mind. In education, cognitivism is relevant for teaching students who learn in different ways, and teachers should use deeper thinking activities and lesson plans tailored to different cognitive styles.
Keynote Follow-up: 7 Psychological Keys to Student Success
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
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Chapter 4: Learning Styles
People learn best when they have a reason to learn and understand how it benefits them. Learning occurs through experiences like hearing, seeing, and doing activities. Positive encouragement helps learning. People also learn information best when it is presented in bite-sized chunks and steps, allows for interaction and discovery, and provides feedback. There are different learning styles such as conceptual learners who prefer logical steps, creative learners who enjoy applying ideas in new experiences, practical learners who like to immediately apply new skills, and reflective learners who need time to think deeply about new information.
Learning and Teaching Part C
Final part covering Models and Practices underpinning Learning and Teaching. First given as an overview in preparation for developing our Learning and Teaching Principles.
Constructivist Approach to Teaching and Learning
The document discusses the constructivist approach to teaching and learning. It provides an overview of constructivism, including that children construct understandings of the world from their experiences and prior knowledge. It also discusses theorists like Piaget who studied cognitive development in stages. The document describes how constructivism applies in classrooms, with hands-on learning and student-centered lessons. It concludes with an example constructivist classroom that uses scaffolding, hands-on activities, group work, and discussions.
Developing research ideas
This document discusses developing research ideas for students. It provides tips for students to identify various needs that underlie conducting research. Students should share practical experiences, consider theory, and have discussions. When developing ideas, students should google first before asking, make basic lists of ideas based on their knowledge and interests, read more on topics, and be as critical as professors. When choosing a research topic, students should focus on personally interesting psychological topics, topics their professors are working on, or topics relevant to their future career. They should brainstorm topics and read previous related research. Developing good research ideas takes practice and considering motivation, academic value, and practicality of topics.
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Theorist
Constructivism is a theory of learning that suggests individuals learn best through active participation and constructing new ideas based on previous knowledge. The major theorists associated with constructivism are Jean Piaget, Jerome Bruner, Lev Vygotsky, and John Dewey. Piaget observed that children are active learners who develop cognitively through stages from birth to adulthood. Vygotsky believed social learning influences development and proposed the Zone of Proximal Development. For teachers, constructivism implies actively engaging students in lessons through a variety of methods like experiments and games.
From the philosophical to the practical
This document discusses creating an engaging learning environment for students. It suggests:
1) Focusing on the child by getting to know each student, preparing the classroom space to welcome them, and establishing routines and traditions.
2) Treating the first month as diagnostic to establish foundations for the year by familiarizing yourself with the curriculum and planning initial lessons.
3) Taking care of yourself as a teacher by prioritizing your well-being, areas of focus, support needs, and opportunities for reflection and growth.
Powerpointchapter12
Cognitivism studies mental processes like thinking, learning, and memory. It focuses on how people obtain knowledge through sensory input, memory, and internal mental states. Key influences include Ulric Neisser, who first used the term "cognitive psychology" to describe how sensory data is transformed and stored in the mind. In education, cognitivism is relevant for teaching students who learn in different ways, and teachers should use deeper thinking activities and lesson plans tailored to different cognitive styles.
Keynote Follow-up: 7 Psychological Keys to Student Success
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Keynote Follow-up: 7 Psychological Keys to Student Success - Troy Dvorak, Minneapolis College
Chapter 4: Learning Styles
People learn best when they have a reason to learn and understand how it benefits them. Learning occurs through experiences like hearing, seeing, and doing activities. Positive encouragement helps learning. People also learn information best when it is presented in bite-sized chunks and steps, allows for interaction and discovery, and provides feedback. There are different learning styles such as conceptual learners who prefer logical steps, creative learners who enjoy applying ideas in new experiences, practical learners who like to immediately apply new skills, and reflective learners who need time to think deeply about new information.
Learning and Teaching Part C
Final part covering Models and Practices underpinning Learning and Teaching. First given as an overview in preparation for developing our Learning and Teaching Principles.
Constructivist Approach to Teaching and Learning
The document discusses the constructivist approach to teaching and learning. It provides an overview of constructivism, including that children construct understandings of the world from their experiences and prior knowledge. It also discusses theorists like Piaget who studied cognitive development in stages. The document describes how constructivism applies in classrooms, with hands-on learning and student-centered lessons. It concludes with an example constructivist classroom that uses scaffolding, hands-on activities, group work, and discussions.
Developing research ideas
This document discusses developing research ideas for students. It provides tips for students to identify various needs that underlie conducting research. Students should share practical experiences, consider theory, and have discussions. When developing ideas, students should google first before asking, make basic lists of ideas based on their knowledge and interests, read more on topics, and be as critical as professors. When choosing a research topic, students should focus on personally interesting psychological topics, topics their professors are working on, or topics relevant to their future career. They should brainstorm topics and read previous related research. Developing good research ideas takes practice and considering motivation, academic value, and practicality of topics.
Inquiry cycle journey
A brief description of the thinking process that the International School of Tianjin (IST) went through as they shaped their inquiry cycle model.
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Constructivist Learning Theory is based on the idea that learners must actively construct their own understanding through experiences. It focuses on how learners make meaning and how teachers can organize learning to support meaning making. The brain is a complex adaptive system that searches for patterns and meaning innately. Emotions also influence how meaning is constructed and organized.
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Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
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This document provides advice for students preparing to attend university. It recommends maintaining extracurricular interests to develop curiosity and social skills. Students should also develop strong study habits like always having a book and writing. The document advises students to form study groups to prepare for less classroom time in university and make learning more efficient and less lonely. It then provides an overview of the philosophy course, explaining that philosophy involves identifying and solving problems through critical thinking. Key philosophical questions and the applicability of philosophy skills to many careers are also discussed.
Creativity in research
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Exploring Andragogy
Andragogy is the scholarly approach to adult learning. It focuses on strategies for teaching adults rather than children. The term was coined in 1833 but was developed into a theory of adult education by Malcolm Knowles in the 1960s. Knowles identified key principles of andragogy including the adult learner's need to know, self-concept as independent and responsible, prior experience being a resource, readiness to learn, orientation to learning, and motivation to learn. Andragogy emphasizes independence, problem-centered learning, and immediate relevance to work or personal life.
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The document discusses issues around using Howard Gardner's theory of "Five types of minds" to guide education policy and raises ethical questions. It outlines Gardner's five types of mind but notes that the research is not empirical and questions whether creativity can truly be taught. It also questions whether schools can consistently promote an "ethical mind" given that self-interest is always a factor. Overall, the document argues that using theories like Gardner's to determine education policy and restrict parental choice raises knowledge and ethical issues that need consideration.
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1) Professor Sylvester Gates gave a talk about using string theory as an educational tool to engage the public in science.
2) He taught an experimental physics course at Gustavus Adolphus College that incorporated string theory, history and philosophy of science, and explored connections between science and culture/religion.
3) An interim report found that both STEM and non-STEM students enjoyed the course, which integrated multimedia and group work to teach challenging concepts in an accessible way.
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The document discusses five learning theories: progressivism, constructivism, experiential learning, brain-based learning, and contextual learning. Progressivism emerged in the late 19th century and emphasized social reform and linking education to real-life activities. Constructivism originated in the 1960s and focuses on learners constructing knowledge through experience and social interaction. Experiential learning, which emerged in the 1980s, emphasizes learning through doing and critical reflection. Brain-based learning, which grew out of neuroscience in the 1980s, applies knowledge about how the brain functions to teaching practices. Contextual learning stresses making connections between learning content and students' lives, experiences, and environments.
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This document discusses constructivism and student-centered learning approaches. It explains that constructivism is a theory where learners discover and construct their own understanding by checking new information against prior knowledge and adapting when necessary. The document outlines principles of constructivist teaching such as valuing student perspectives, using activities to challenge assumptions, and assessing student learning in the context of daily lessons. It also contrasts traditional and constructivist classrooms, noting that constructivist approaches emphasize big concepts, student questions, and group work over strict curricula and textbooks. While critics argue subject matter may be sacrificed, the document advocates for a balanced approach combining direct instruction and discovery methods.
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The document discusses constructivism as a learning theory where students actively construct knowledge based on their experiences. It describes key theorists like Dewey, Piaget and Vygotsky and their views on how learning is an active process where students build on prior knowledge and social interactions. The document also contrasts traditional teacher-centered classrooms with constructivist student-centered approaches and discusses principles of constructivism like knowledge construction, social learning, and using student questions to drive instruction.
Constructivist Learning Theory
This document discusses key figures and principles of constructivism. It outlines Jean Piaget and Jerome Bruner's contributions to cognitive learning theory and constructionism. It also mentions Giambattista Vico's view that human life is ruled by chance and learning occurs through trial and error. The document then covers key points of constructivist learning theory, including that learning is active/ever-changing and involves linking new information to prior knowledge. It analyzes classroom implications from teaching and learning perspectives, emphasizing student involvement, hands-on methods, and interactive environments. It concludes that constructivist concepts promote discovery learning and benefit students and teachers when integrated into classrooms.
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This document provides 5 tips for improving professional practice as a teacher or leader:
1. Be ready and able to inquire into your own practice through preparation and positioning yourself and others for growth.
2. Use action research with a systematic process of collecting and analyzing data, researching best practices, planning actions, and reflecting on results to gain evidence to support changes or affirm existing practices.
3. Implement structures like clear expectations, professional staff meetings, in-class support, and appraisal goals to support teacher/leader inquiry.
4. Seek evidence of learning and effectiveness such as improved achievement and reaction to student/staff voice to determine if goals were achieved.
5. Take action by implementing changes
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Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
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This document provides advice for students preparing to attend university. It recommends maintaining extracurricular interests to develop curiosity and social skills. Students should also develop strong study habits like always having a book and writing. The document advises students to form study groups to prepare for less classroom time in university and make learning more efficient and less lonely. It then provides an overview of the philosophy course, explaining that philosophy involves identifying and solving problems through critical thinking. Key philosophical questions and the applicability of philosophy skills to many careers are also discussed.
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Andragogy is the scholarly approach to adult learning. It focuses on strategies for teaching adults rather than children. The term was coined in 1833 but was developed into a theory of adult education by Malcolm Knowles in the 1960s. Knowles identified key principles of andragogy including the adult learner's need to know, self-concept as independent and responsible, prior experience being a resource, readiness to learn, orientation to learning, and motivation to learn. Andragogy emphasizes independence, problem-centered learning, and immediate relevance to work or personal life.
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Learning and Teaching - a brief run through the main theories underpinning current ideas of learning and teaching. From September 2004
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The document discusses issues around using Howard Gardner's theory of "Five types of minds" to guide education policy and raises ethical questions. It outlines Gardner's five types of mind but notes that the research is not empirical and questions whether creativity can truly be taught. It also questions whether schools can consistently promote an "ethical mind" given that self-interest is always a factor. Overall, the document argues that using theories like Gardner's to determine education policy and restrict parental choice raises knowledge and ethical issues that need consideration.
Can String Theory Be An Educational Force Multiplier?
1) Professor Sylvester Gates gave a talk about using string theory as an educational tool to engage the public in science.
2) He taught an experimental physics course at Gustavus Adolphus College that incorporated string theory, history and philosophy of science, and explored connections between science and culture/religion.
3) An interim report found that both STEM and non-STEM students enjoyed the course, which integrated multimedia and group work to teach challenging concepts in an accessible way.
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The document discusses five learning theories: progressivism, constructivism, experiential learning, brain-based learning, and contextual learning. Progressivism emerged in the late 19th century and emphasized social reform and linking education to real-life activities. Constructivism originated in the 1960s and focuses on learners constructing knowledge through experience and social interaction. Experiential learning, which emerged in the 1980s, emphasizes learning through doing and critical reflection. Brain-based learning, which grew out of neuroscience in the 1980s, applies knowledge about how the brain functions to teaching practices. Contextual learning stresses making connections between learning content and students' lives, experiences, and environments.
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This document discusses constructivism and student-centered learning approaches. It explains that constructivism is a theory where learners discover and construct their own understanding by checking new information against prior knowledge and adapting when necessary. The document outlines principles of constructivist teaching such as valuing student perspectives, using activities to challenge assumptions, and assessing student learning in the context of daily lessons. It also contrasts traditional and constructivist classrooms, noting that constructivist approaches emphasize big concepts, student questions, and group work over strict curricula and textbooks. While critics argue subject matter may be sacrificed, the document advocates for a balanced approach combining direct instruction and discovery methods.
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marketer can consider cognitive learning theory for understanding their market and create the best product/service for them.
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Jean Piaget was a Swiss biologist, philosopher, and psychologist known for his work on child development. He developed the theory of cognitive development which proposed that children progress through four distinct stages as they interact with their environment. Piaget believed education should focus on allowing children to discover new things rather than simply repeating what others have done.
Émile Durkheim was a French sociologist who is considered one of the principal founders of modern sociology. He established sociology as a unique, empirical science that studies social facts. Durkheim emphasized the importance of social order and unity for a society to function properly.
B.F. Skinner was an American psychologist who developed the theory of operant conditioning
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This document discusses key figures and principles of constructivism. It outlines Jean Piaget and Jerome Bruner's contributions to cognitive learning theory and constructionism. It also mentions Giambattista Vico's view that human life is ruled by chance and learning occurs through trial and error. The document then covers key points of constructivist learning theory, including that learning is active/ever-changing and involves linking new information to prior knowledge. It analyzes classroom implications from teaching and learning perspectives, emphasizing student involvement, hands-on methods, and interactive environments. It concludes that constructivist concepts promote discovery learning and benefit students and teachers when integrated into classrooms.
Teaching as Inquiry
This document provides 5 tips for improving professional practice as a teacher or leader:
1. Be ready and able to inquire into your own practice through preparation and positioning yourself and others for growth.
2. Use action research with a systematic process of collecting and analyzing data, researching best practices, planning actions, and reflecting on results to gain evidence to support changes or affirm existing practices.
3. Implement structures like clear expectations, professional staff meetings, in-class support, and appraisal goals to support teacher/leader inquiry.
4. Seek evidence of learning and effectiveness such as improved achievement and reaction to student/staff voice to determine if goals were achieved.
5. Take action by implementing changes
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This document discusses inquiry-based learning, which is a student-centered approach where students develop questions to guide their research. The teacher acts as a facilitator. Inquiry-based learning utilizes higher-order thinking and problem solving. It is important because students learn better when they generate their own questions. Inquiry-based learning starts with student questioning and allows them to create new knowledge. Effective inquiry involves developing a research question, planning research, and using findings to answer the question.
thoughts...
The document discusses various perspectives on critical thinking. It defines critical thinking as the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and evaluating information. Other definitions view it as actively conceptualizing and reaching conclusions. Critical thinking is important for understanding ideas, evaluating arguments, and solving problems systematically. It also discusses how to foster critical thinking through establishing a culture of dialogue, building personal meaning profiles for learners, understanding students' interests, and challenging students to share their thoughts. The final thoughts discuss how the influx of information poses challenges to obtaining thoughtful insights and the importance of allowing time for reflection.
Visible thinking routines and ATL in ibdp
Students in a 5th grade class were introduced to arthropods like spiders and asked about their initial thoughts. The students came up with observations like them being creepy or hairy. They then generated questions about how arthropods move or produce webs. The teacher used a thinking routine called "think-puzzle-explore" to have students share what they think, identify questions, and explore topics that may not seem complex. Visible thinking involves making thinking visible through speaking, writing or drawing so students can direct and improve their thoughts. It emphasizes documenting thinking for later reflection.
Learning theories team 1
This document summarizes key figures in constructivism and its implications for teaching. It outlines the constructivist theories of Piaget, Bruner, Vygotsky, Dewey, and Vico. According to constructivism, knowledge is actively constructed by learners through experiences and interactions. Teachers should engage students in hands-on learning by asking questions and encouraging collaboration. Students are active learners who construct their own understanding through exploration, inquiry, and problem-solving.
Crafting an innovative india
The document discusses improving education in India by shifting the focus from rote learning of facts to developing strong thinking skills like creative, logical and abstract thinking. It proposes using the scientific problem solving method called TRIZ (Teoriya Resheniya Izobretatelskikh Zadatch) which was developed in the Soviet Union. TRIZ helps solve problems by connecting them to standard problems and solutions from other fields. The document advocates training teachers in TRIZ and integrating it into the curriculum through competitions and workshops to develop critical thinking in students and help solve complex, non-typical problems.
Engagement
This document provides an overview of a session on teaching thinking with technology. The goals are to discuss thinking, learning, and brain science; strategies and frameworks for teaching thinking; and electronic tools to support thinking. It outlines emerging brain research on metacognition, stress, cultural impacts, intelligence, and more. Frameworks for thinking like Bloom's Taxonomy, Daggett's Rigor/Relevance Framework, and Perkins' Dimensions of a Culture of Thinking are presented. The document discusses developing habits of mind, types of thinking, thinking routines, and tools to support thinking including Lumosity, Brainology, thinking worlds, and more. It emphasizes developing a culture of thinking in classrooms.
Developing thinking handouts_2010
This document discusses developing thinking through dialogue. It outlines key principles of cognitive challenge from teachers, social construction of learning through teacher-pupil and pupil-pupil interaction, and pupils reflecting on their own learning. It emphasizes teaching thinking skills through practice and developing multiple intelligences. Good teaching makes students think and makes what they think matter. Dialogue differs from mere conversation through effective listening, questioning, and challenging ideas. The document promotes creating an inquiring classroom and assessing learning through questioning, dialogue, feedback, and reflection.
Developing thinking handouts_2010
This document discusses developing thinking through dialogue. It outlines key principles of cognitive challenge from teachers, social construction of learning through teacher-pupil and pupil-pupil interaction, and pupils reflecting on their own learning. It emphasizes developing thinking skills through practice and applying intelligence to problems. Good teaching makes students think and makes what they think matter. Dialogue differs from mere conversation through effective listening, questioning, and challenging ideas.
Meaning and definition of education
The document discusses the meaning and philosophy of education. It defines education as deriving from the Latin words "educere", "educare", and "educatum", meaning "to learn", "to know", and "to lead out" the internal talents of a child. Education has both a narrow meaning as formal schooling but a broader meaning as a lifelong process that begins at birth and continues throughout life. True education aims to develop a love of learning and inspire students, not just teach to tests. An educated person can think critically, act effectively to achieve goals, and help others develop positive mindsets.
Intro to P4C, Arezzo, 9-10 april 2014
This document provides an introduction to Philosophy for Children (P4C). It discusses the aims and structure of P4C sessions, which involve forming a circle, presenting a stimulus, inviting questions, voting on questions, dialogue and debriefing. P4C develops skills like questioning, reasoning, exploring concepts and seeking truth through dialogue rather than debate. The document traces the history and development of P4C and provides examples of open-ended questions that can be discussed. It emphasizes the importance of higher-order questioning and thinking in P4C.
1. inquiry-based-learning
Here are 5 benefits of inquiry-based learning:
1. Elevates interpretative thinking through graphic skills. Inquiry-based learning encourages students to think more deeply and interpret concepts in multiple ways. This improves graphic representation skills.
2. Improves students learning abilities. Inquiry places the student at the center of learning and allows them to actively explore concepts. This enhances how much and how quickly they learn.
3. Widens learners’ vocabulary. The process of inquiring, researching, discussing and presenting ideas helps expand students' vocabulary repertoire.
4. Facilitates problem-solving acts. Inquiry cultivates important life skills like critical thinking, analysis, and problem-solving through open-ended
Exploring Marginalized People through the Lens of Visible Thinking Routines
The document discusses visible thinking routines developed by Project Zero at Harvard University. It provides examples of thinking routines such as "I Used to Think, But Now I Think" which helps students reflect on changes in their thinking, and "See, Think, Wonder" which separates observations from interpretations. The document emphasizes that these routines aim to make student thinking visible, encourage deeper understanding, and develop lifelong thinking skills and dispositions. It categorizes different types of routines and provides examples to illustrate how they can be used in classroom settings.
Exploring People Through the Lens of Visible Thinking Routines NCSS2017
Too often, students are exposed only to the final, finished products of thought – the finished novel or painting, the established scientific theory, the official historical account. They rarely see the patterns of thinking that lead to these finished products, yet it is precisely these habits of mind that students need to develop.
A key part of Artful Thinking involves making students’ thinking visible by documenting their unfolding thought processes as they use thinking routines.
Unit 2 part one
This document discusses key concepts in the philosophy of education, including the nature and purpose of education. It addresses several questions:
- What is education and how does it relate to schooling? Education involves developing knowledge and understanding through various means, not just formal schooling.
- What is the purpose of critical thinking in education? Critical thinking skills allow students to challenge assumptions, avoid biases, and apply knowledge to solve problems. These skills are important for functioning in today's world.
- How can critical thinking be developed as a core function of education? Approaches include teaching generic problem-solving and reasoning skills that can be applied across disciplines.
- What knowledge should schools promote? Schools could promote knowledge for
Creating a Culture of Thinking
The document summarizes the National Gallery of Art's new approach to docent education that aims to create a "culture of thinking" by modeling thoughtful learning environments. It discusses Ron Ritchhart's research on the eight cultural forces that shape a group's experience, such as modeling, time allocation, language use, and relationships. The gallery's program applies this framework by slowing down tours, using inclusive language, and promoting collaborative learning. Feedback from docents found the program helpful for observing tours critically and generating discussions that further develop a culture of thinking about art and teaching.
First principles of brilliant teaching
This document summarizes key principles of brilliant teaching from a conference presentation. It discusses 5 principles: 1) knowing your subject matter, 2) selecting and structuring content, 3) connecting to prior student knowledge, 4) using metaphors and examples, and 5) challenging students with high expectations. Specific techniques are described like formative blogging assignments, connecting course content to students' emotions, and adapting teaching methods across disciplines. The presentation also covered theories of teaching, signature pedagogies of different fields, and myths about innate teaching abilities.
Creating Supportive Learning Environments to Raise Student Achievement:Hobson...
Presentation for Learning Network New Zealand - Conference July 2013 with Sharyn Afu
It's a Learner's World: mapping a New Landscape
Similar to Adelaide (20)
Framework for teaching critical thinking: Experience of teaching students at ...
Framework for teaching critical thinking: Experience of teaching students at ...
Exploring Marginalized People through the Lens of Visible Thinking Routines
Exploring Marginalized People through the Lens of Visible Thinking Routines
Exploring People Through the Lens of Visible Thinking Routines NCSS2017
Exploring People Through the Lens of Visible Thinking Routines NCSS2017
Creating Supportive Learning Environments to Raise Student Achievement:Hobson...
Creating Supportive Learning Environments to Raise Student Achievement:Hobson...
Adelaide
- 2. Unlocking Mathematical Thinking Julie Mitchell Brighton Primary School
- 3. Project Zero • Project Zero, a research group at the Harvard Graduate School of Education, has investigated the development of learning processes in children, adults, and organizations since 1967. • Project Zero's mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels.
- 4. Principal Investigators: • David Perkins • Ron Ritchhart • Howard Gardner • Shari Tishman • Mark Church
- 6. Why a Culture of Thinking?Why a Culture of Thinking? • “Learning is a consequence of thinking. Retention, understanding, and the active use of knowledge can be brought about only by learning experiences in which learners think about and think with what they are learning.” (Perkins, 1992)
- 7. So Where Do We Start? • Grouping (NAPLAN, PAT etc.) • I need to know more! • Let’s start with attitude…..
- 11. • http://www.bbc.com/future/story/20150619-do- • They have found that although maths presents no real danger, it has a very real, physical response, including the release of stress hormones like cortisol, which are characteristic of the fight or flight response. One study even found that anticipating a maths test activates the brain’s “pain matrix” – the regions that might light up if you had injured yourself.
- 12. What is a routine? • Thinking routines are easy to use, mini strategies that are repeatedly used in the classroom. They are a small set of questions or a short sequence of steps that can be used across various grade levels and content. • Routines help direct student thinking and structure classroom discussions.
- 13. Where Do I find Them? • http://www.visiblethinkingpz.org/VisibleThinki ng_html_files/03_ThinkingRoutines/03b_Intro duction.html • http://www.ronritchhart.com/Welcome.html
- 14. Think, Puzzle, Explore! • This routine helps students connect to prior knowledge, stimulates curiosity and lays the groundwork for independent inquiry. It is useful when you are beginning a topic and when you want students to develop their own questions of investigation.
- 15. Think… • What do you think you know about the concept of Time?
- 16. Puzzle… • What puzzles you about the concept of Time?
- 17. Explore… • What would you like to explore further about the concept of Time?
- 18. Grade 5 - Time
- 19. Measurement in Grade 4
- 20. More!!
- 21. Chalk Talk
- 22. Overview • By establishing a culture of thinking within our classrooms we are supporting and challenging students to be successful. • We are creating safe conditions for active participation and rigorous learning. • Creating a culture of thinking helps create a stimulating, vibrant and exciting teaching and learning environment. • Please look after your bananas