Inquiry @ Uplands Session 1
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Documenting our process: to create a research-based coherent and consistent continuum of learning that fosters social, emotional, academic success of our 11-14 year olds
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Edward de Bono developed the "Six Thinking Hats" method to separate thinking into six colors or modes, including white for information, red for feelings, black for caution, yellow for optimism, green for creativity, and blue for organization and control. The method aims to structure thinking processes.
Critical thinking vs. creative thinking
Thinking is a voluntary cognitive process that we use to make sense of the world. There are different types of thinking, including critical thinking and creative thinking.
Critical thinking involves carefully analyzing and evaluating ideas, and using logic and evidence to form judgments. Creative thinking focuses on generating novel and unique ideas by making connections in an open and playful way.
Edward de Bono developed the "Six Thinking Hats" method to separate thinking into six colors or modes, including white for information, red for emotions, black for caution, yellow for optimism, green for creativity, and blue for organization and control.
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3I'S.pptx for grade12students of lord immanuel
This document discusses Shirley D. Capili's culminating activity which develops critical thinking and problem solving skills through qualitative and quantitative research. It defines key terms like inquiry, investigation, immersion and research study. It explains the importance of research in developing critical analytical skills, understanding situations, explaining observation skills, expanding knowledge and improving processes. The document discusses different theories related to inquiry like socio-cultural theory, discovery learning theory and constructivist theory. It also discusses the difference between inquiry and investigation and the concept of immersion. In the end, it provides an example of street photography.
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Based on the information provided in the document, some relevant learning theories that could help support building confidence in children include:
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- Social learning theory (Albert Bandura): Proposes that people learn from one another through observation, imitation and modeling. Applying this theory, teachers and parents can help children gain confidence by modeling confident behaviors for children to observe and emulate.
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This document discusses learning organizations and engaging 11-14 year olds in learning. It advocates that learning organizations should be places where people expand their capacity to create desired results through nurturing new patterns of thinking, collective aspiration, and continual learning. The document asks what specific learning needs 11-14 year olds have based on research and what types of teaching and learning have been shown to successfully engage them in international schools, focusing on design thinking, inquiry, and questioning.
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Classroom Styles as Discerning and Constructivism
Constructivism improves thinking skills, statement and social talents, encourages unusual methods of appraisal, helps student's removal skills to the real realm and promotes intrinsic inspiration to learn. Discerning and Constructivism are the big notions in education. Their inferences for how educators teach, and study to teach are immense. Rather than getting ‘knowledge' from professionals in training periods, teachers and executives will have to team up with peers, academics, and their own scholars to make intellect of discerning and constructivism. Merely then we can convert our nation, via education, into an attentive, critical, scientific area, imbued with the desire for truth and for total social prosperity. If we want a futurity that is much more solicitous, vastly more compliant, greatly more concerned, and a lot more amorous, then we have to devise it. The prospect is in our schools, schoolrooms and humanity today. Ameer Bee Mirza Abdul Aziz Baig "Classroom Styles as Discerning and Constructivism" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47538.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47538/classroom-styles-as-discerning-and-constructivism/ameer-bee-mirza-abdul-aziz-baig
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Visible Thinking is a framework that aims to enrich classroom learning, foster students' intellectual development, and shift the classroom culture towards enthusiastic thinkers and learners. It involves using thinking routines, emphasizing four thinking ideals, and making students' thinking visible through explanations, ideas, debates, and interpretations displayed in the classroom. When thinking is visible, students are more metacognitive, engaged in exploring ideas rather than just memorizing content, and teachers can better understand students' thinking to address challenges and extend learning.
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The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
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.
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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.
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This document discusses dialogic teaching and developing arguments. It explains that dialogic teaching involves teachers and students addressing learning tasks collectively and building on each other's ideas. The goals are cognitive learning, understanding how knowledge is obtained, and social development. Students learn to structure arguments with an idea, evidence to support it, explaining how the evidence relates to the idea, considering opposing arguments, and how to convince others. The document provides examples of using this approach to discuss topics like food miles and funding a new zoo.
Inquiry m13
Inquiry builds on children's natural curiosity by having students take responsibility for their own learning through asking questions. Teachers guide inquiry by asking questions that prompt students to identify what they want to learn and what they don't yet know. Inquiry focuses more on the process of formulating questions, making observations, and developing critical thinking skills rather than the final product. It involves finding out how knowledge is created by connecting evidence to explanations. When using inquiry, teachers listen and ask questions to guide discourse among students, who are invited to discuss and disagree with each other to build a learning community.
practical research g11.pptx.english for all
The document discusses research and inquiry. It defines research as a systematic process of investigation using disciplined methods to answer questions or solve problems. Inquiry is defined as seeking truth, information or knowledge through questioning and applying human senses. Three educational theories are discussed: discovery learning theory emphasizes exploration and problem-solving; socio-cultural theory involves social and cultural influences on thinking; and constructivist theory views learning as forming new ideas based on prior knowledge. Inquiry elevates thinking through problem investigation and assessment.
Critical thinking vs. creative thinking
Thinking is a voluntary cognitive process that we use to make sense of the world. There are different types of thinking, including critical thinking and creative thinking.
Critical thinking involves carefully analyzing and evaluating ideas and information to form judgments, while creative thinking focuses on generating novel ideas and making new connections.
Edward de Bono developed the "Six Thinking Hats" method to separate thinking into six colors or modes, including white for information, red for feelings, black for caution, yellow for optimism, green for creativity, and blue for organization and control. The method aims to structure thinking processes.
Critical thinking vs. creative thinking
Thinking is a voluntary cognitive process that we use to make sense of the world. There are different types of thinking, including critical thinking and creative thinking.
Critical thinking involves carefully analyzing and evaluating ideas, and using logic and evidence to form judgments. Creative thinking focuses on generating novel and unique ideas by making connections in an open and playful way.
Edward de Bono developed the "Six Thinking Hats" method to separate thinking into six colors or modes, including white for information, red for emotions, black for caution, yellow for optimism, green for creativity, and blue for organization and control.
Raising Creative Thinkers
The document discusses developing creative thinking in education. It argues that creativity is being stifled in many school systems and promotes teaching methods that nurture creativity in students. These include using open-ended questions, experiments, conversations, and interactive workbooks. The goal is to enhance classical education with creativity training so that future generations can use technology ethically and remain humane.
3I'S.pptx for grade12students of lord immanuel
This document discusses Shirley D. Capili's culminating activity which develops critical thinking and problem solving skills through qualitative and quantitative research. It defines key terms like inquiry, investigation, immersion and research study. It explains the importance of research in developing critical analytical skills, understanding situations, explaining observation skills, expanding knowledge and improving processes. The document discusses different theories related to inquiry like socio-cultural theory, discovery learning theory and constructivist theory. It also discusses the difference between inquiry and investigation and the concept of immersion. In the end, it provides an example of street photography.
Why teach higher higher order thinking skills
This document discusses the importance of teaching higher-order thinking skills in schools. It argues that while people can think spontaneously, explicitly teaching thinking can improve the quality and effectiveness of students' thinking. The document also notes that educational achievement and intelligence do not necessarily reflect one's ability to think critically and that most individuals need guidance to develop higher-order thinking. Finally, it states that thinking skills should be an integral part of the school curriculum and explicitly taught across subjects in order to prepare students for a rapidly changing world.
Constructivism module13
The document discusses the constructivist learning theory and its founders Jean Piaget, Jerome Bruner, Lev Vygotsky, and John Dewey. It explains their key ideas around cognitive development stages, active and social learning, and learning through experience. Constructivism posits that learning occurs as learners actively construct knowledge based on their experiences and prior learning. The teacher's role is to engage students in real-world problem solving and guide reflection to build upon existing ideas.
Open Space Session notes: Mapping the Systems of Science and Technology
'Mapping the Systems of Science and Technology: Assessing Tools for Teamwork' represents the next stage in convening critical conversations for the future of science via Yámana Science and Technology's Science 'UnSummit' working conferences. The first were held during the USA Science and Engineering Festival - in 2010 looking at the topic of 'Shifting the Effort/Reward Ratio in Science' and in 2012 'Innovation - a Global Conversation.' We explore current data, successful initiatives and emergent trends from various science and technology oriented domains, in a cross-functional/cross-sector setting. We utilize Open Space sessions, where participants convene discussions around topic areas of greatest interest and urgency to them.
Strategies for Developing Creativity and Critical Thinking
This document provides strategies for teachers to develop creativity and critical thinking in the classroom. It defines creativity as divergent thinking and innovative problem solving, and notes that creativity is important for students and countries to remain competitive globally. Some suggested teaching strategies for creativity include visual thinking skills, role-playing, problem-solving activities, and creative writing. Critical thinking is defined as examining evidence from multiple perspectives to form independent opinions. It is important for making valid decisions and problem solving. Recommended strategies for developing critical thinking involve Socratic seminars, research projects, media analysis, identifying main ideas, and student-generated inquiries.
Best 13 Strategies That Foster A Passion For Education | Future Education Mag...
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Here are 13 strategies that foster a passion for education: 1. Encourage Questions 2. Provide Open-Ended Challenges 3. Connect Learning to Real Life 4. Celebrate Mistakes 5. Expose Them to Diverse Experiences Framework for teaching critical thinking: Experience of teaching students at ...
Framework for teaching critical thinking: Experience of teaching students at ...CRITHINKEDU - Critical Thinking Across the European Higher Education Curricula
Presented by Daiva Penkauskiene and Asta Railiene (Modern Didactics Centre, Lithuania) during the 1st European Summit for Critical Thinking Educationacad1369.pptx
Based on the information provided in the document, some relevant learning theories that could help support building confidence in children include:
- Cognitive development theory (Jean Piaget): Focuses on how children construct an understanding of the world through experiencing things and reflecting on those experiences. This theory emphasizes hands-on, active learning which could help children gain confidence.
- Social learning theory (Albert Bandura): Proposes that people learn from one another through observation, imitation and modeling. Applying this theory, teachers and parents can help children gain confidence by modeling confident behaviors for children to observe and emulate.
- Multiple intelligences theory (Howard Gardner): Suggests there are different ways of processing information and types of intelligence. Recognizing
Developing creativity in learners
This document discusses developing creativity in young learners. It defines creativity as the ability to think of new ideas and understandings through reasoning. The main areas of focus are what creativity is, how learning settings can influence it, ways to develop it in children, strategies to support creative thinking, and the benefits. Some key points are that creativity involves producing original outcomes, every child can create in their own way, and providing supplies and asking open-ended questions can stimulate children's imaginations.
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MS EARCOS 2018 (1)
EARCOS MS Leaders Conference, Shanghai, 2018
Session Title
Creating systems to enhance student engagement and agency
Session Description
Students can flourish when systems are redesigned to increase engagement and agency. Too often, we hear from students that school is something that is done “to” them. This session will share the stages that we underwent to create a new school schedule that uses time creatively to provide personalised learning pathways for our middle school learners. We have reallocated time in our school day that gives students:
choice and voice in course design
promotes creativity and collaboration
opportunities to discover their passion in courses that are interdisciplinary, inquiry-based and experiential in nature.
Overarching goal: Share and discuss a schedule model that includes interdisciplinary, holistic and personalised learning pathways to promote student competencies, agency and engagement
IB Global Conference Singapore 2018 Teacher Agency
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This document provides exam questions on various history topics including World War I, Germany from 1918-1939, the Vietnam War from 1954-1979, and prominent 20th century personalities. The questions assess understanding of key events, causes and consequences, and interpretation of historical sources related to the topics. Students would need to draw on their knowledge and provided sources to answer the questions in essay format.
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This document contains exam questions on various history topics from different time periods. The questions assess understanding of key events, historical interpretations, and the usefulness of historical sources. Topics include World War I, Germany from 1918-1939, the Vietnam War from 1954-1979, and prominent 20th century personalities. Students would need to draw on their knowledge of the time periods and historical thinking skills to analyze the questions and develop well-supported responses.
HSC Modern History Exam questions 2002-13
This document provides sample exam questions on various history topics, including World War I, Germany 1918-1939, personalities of the 20th century, and the conflict in Indochina from 1954-1979. For each topic, two potential exam questions are provided. The questions assess understanding of key events, developments, individuals, causes and consequences. Sources to be used in answering some questions are also listed.
Gleischaltung
Nazi Germany initially consolidated power from 1933-1934 through the process of Gleichschaltung, which coordinated all aspects of German society under Nazi control. This included eliminating non-Nazi political parties and organizations, establishing a one-party Nazi state after passing the Enabling Act, and systematically suppressing dissent through laws restricting civil liberties and establishing concentration camps.
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This document summarizes an information evening for parents about TAS Middle School's Year 7 program. It discusses that middle school is designed for young adolescents undergoing rapid development, bridging primary and secondary school. It provides an overview of the homeroom structure, integrated curriculum, academic expectations around homework and assessment, and examples of subjects like English, HSIE and electives. It also outlines the school's offerings for co-curricular activities, sports, cadets and service learning opportunities.
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- 1. in y
- 4. Vision Mission Values Respect. Inquiry. Collaboration. Balance. Resilience. Diversity.
- 6. Learning organisations ... where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. Peter Senge
- 11. ● What are the specific learning needs of 11-14 year olds (based on current research)? ● What types of teaching and learning have been shown to successfully engage this age group in an international school context? Think, puzzle, explore
- 14. “It’s easier to move a cemetery than a curriculum.” Woodrow Wilson
- 15. Images sourced from: Magnifying Inquiry Mind the Gap Success Design thinking Power of Inquiry Grow together Learners Rockstars Questions
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- 17. WHAT KIND OF THINKING DOES THIS ROUTINE ENCOURAGE? This routine helps students connect to prior knowledge, stimulates curiosity, and lays the groundwork for student inquiry. WHEN AND WHERE CAN IT BE USED? Almost anywhere, anytime. The routine can be used with artwork, text, film, etc. The routine works particularly when beginning a topic, and when you want students to develop their own areas of interest and questions of investigation. The routine can also be used along a course of study to connect prior learning to new information.