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.
An introduction to thinking routines based on the research from Project Zero at Harvard University. Looks closely at the Headlines routine and CSI thinking routine. Highlights a suggested action plan for interested teachers.
An introduction to thinking routines based on the research from Project Zero at Harvard University. Looks closely at the Headlines routine and CSI thinking routine. Highlights a suggested action plan for interested teachers.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Importance of Creativity and Innovation in AcademicsREVA University
Creativity means a different way of thinking and doing things. Each one of us is creative and this creative ability in students manifests in several ways. When students find themselves in unknown territories, they learn to move out of their boundaries.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
Developing my personal learning strategiesMelvin Chia
Discovering one's learning role is the starting journey for one's continuous learning in this digital revolution. It is important to know how to best develop personalized learning strategies.
This is the second session of the Surviving the Journey of Continuous Learning series
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Importance of Creativity and Innovation in AcademicsREVA University
Creativity means a different way of thinking and doing things. Each one of us is creative and this creative ability in students manifests in several ways. When students find themselves in unknown territories, they learn to move out of their boundaries.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
Developing my personal learning strategiesMelvin Chia
Discovering one's learning role is the starting journey for one's continuous learning in this digital revolution. It is important to know how to best develop personalized learning strategies.
This is the second session of the Surviving the Journey of Continuous Learning series
Tips 'n' tricks για το πως να χρησιμοποιήσετε τα social media για να βρείτε δουλειά. Ή... πως τα χρησιμοποιούν οι εταιρίες για να βρουν τον ιδανικό εργαζόμενο.
Being more reflective in your teaching and learningamckie
Outline of recent workshops on reflective practice. Particularly useful for staff who are embarking on professional recognition routes who have to evidence reflective activities.
Planning for Effective Learning Experiences - Dr Christine RedmanWileyProLearn
Presented by Dr Christine Redman, as part of the Wiley Professional Learning seminar, 'Across the Professions'. For info visit http://wileyprolearning.wordpress.com or follow us @WileyProLearn
Twitter: @sciencematters
Conférence co-animée avec David A. Kolb lors du colloque l'apprentissage expérientiel pour l'enseignement de architecture et de la conception des espaces habités
A look at the my understanding of the beliefs and philosophy of the school I teach at. There are as many views of what teaching and learning as there are stakeholders. Everyone has their own understanding based upon their experiences
Here, we pulled apart a WebQuest of our choice, and analyzed it from each of our respected roles during the project, for example, I was the Instructional Designer.
2. What is the purpose of
education?
Education …
‘has for its purpose not the imparting
of particular knowledge but the
strengthening of mental faculties’
(Kant)
… to cultivate the mind and develop character?
3. Key principles
• Cognitive challenge (teacher)
• Social construction (teacher-pupil
of learning pupil-pupil)
• Reflecting on learning (pupil)
4. Levels of learning
• Shallow
Processed experience – ‘being told’
What is remembered in the short term
Easy to define, deliver and assess
• Deep
Specific to individual understanding
Is internalised in long term memory
Hard to define, deliver and assess
5. Why teach for thinking?
‘If thinking is how we make sense of
experience then helping our children
to become better thinkers will help
them to get more out of learning
and more out of life.’
Fisher, R. (2008) Teaching Thinking Continuum
6. What are thinking skills?
We are what we repeatedly do.
Excellence is not an act, but a habit’ (Aristotle)
A thinking skill is:
• a mental process learnt through practice
• how we apply intelligence to a problem
• our capacity to make judgements
What is good thinking?
7. What intelligences should be developed?
linguistic (verbal)
logico-mathematical (mathematical)
naturalist (scientific)
spatial (visual)
musical (musical)
bodily-kinaesthetic (physical)
interpersonal (social)
intrapersonal (metacognitive)
existential (philosophical)
(Gardner 1999) (Fisher 2005)
8. Defensive teaching
What kinds of teaching limit learning?
• Focusing on behaviour not learning
• Ignoring students
• Individualised work with low demand
• Encouraging pupils to be passive
• Limiting the scope of the teaching
• Controlling knowledge
9. What is good teaching?
‘A good teacher makes you think, even
when you don’t want to’ (Tom, aged 10)
‘A good teacher makes what you think
matters’ (Joel, aged 8)
10. What is a person?
How do you differ from a cabbage?
How do persons differ from things?
Persons are:
• social beings
• emotional beings
• rational beings
• creative beings
• active beings
How then should persons be taught?
11. What is creative is about
personalised learning?
Learning is not only about what we can do
but also about who we are (inner purposes):
• self expression
• self worth
• self-knowledge
12. Models of dialogue
• Exploratory talk (Barnes 1976, Mercer 2000)
• Dialogic talk (Alexander 2004)
• Community of enquiry (Lipman 1980, Fisher)
13. How does dialogue differ
from mere conversation?
Dialogic strategies include:
• Effective listening
• Thinking time
• Questioning
• Probing
• Challenging
• Assessing
14. Socratic questions
Socratic questions
• are open-ended and progressive
• move from concrete to abstract
literal critical conceptual
• by asking for information or examples
• probing reasons, evidence, implications
• and seeking the meanings of concepts
15. How do we create an
enquiring classroom?
I keep six honest serving men
They taught me all I knew
Their names are What and Why and When
And How and Where and Who
Rudyard Kipling
16. Learning through rich tasks
Rich learning tasks involve:
• intellectually challenging teaching
• thinking time - personal study in depth
• learning with others – dialogic pairs/groups
• learning linked to several subjects
• learning shared and displayed
• assessing success of learning
17. Assessment for Learning
Teacher/pupil, peer and self assessment
• Questioning sustaining and challenging
• Dialogue listening and responding
• Feedback focusing on learning
• Planning planning next steps
‘I don’t just want to give an answer I want to talk
about it.’ Child aged 11, (Highland LEA project)
18. Reflecting on learning
Review or plenary sessions are most
successful when there include:
• open (or Socratic) questions
• lengthy responses
• reference to ‘big’ ideas
• connections to other learning and to life
Editor's Notes
Focusing on pupils’ behaviour rather than than on their curricular achievement Ignoring pupils who are disengaged as long as they are reasonably quiet and non-disruptive Letting pupils work for long periods of time on individualised work with low demand and little active input Encouraging pupils to be passive consumers of information rather than active learners Limiting the scope of the teaching, in case the class becomes noisy or disruptive Controlling knowledge by teaching complex topics in superficial ways or by closing off discussion