Pd session 12th march 2014 nem
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This document outlines a professional development session about developing higher-order thinking skills in students through a cross-curricular unit on Australia's asylum seekers and refugees. The 8-week unit aims to have students think beyond themselves and see themselves as part of a global community. Students will analyze images, work in groups, and complete assessments including essays. The session discusses introductory activities, image analysis, group roles, video analysis, follow-up interviews and surveys, and resources available for teaching the unit.
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1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
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I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
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IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
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Visual support strategies can help those with autism, communication disorders, learning disabilities, and other impairments by decreasing anxiety and challenging behaviors while increasing understanding, flexibility, independence, and calmness. Visual tools provide structure for the environment, schedules, behavior management, academics, and more. Examples include labeling items, visual schedules, picture instructions, and visual representations of expectations, tasks, and choices. When implemented properly with consistency, visual strategies can significantly benefit individuals who function better when information is presented visually rather than auditorily.
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This document discusses flipped learning and its implementation in an 8th grade English class. It introduces the teacher, Ruslana Shamanska, and provides an overview of flipped learning where students watch videos for homework and complete assignments in class with the teacher. Examples are given of activities used in a flipped lesson on the topic of mass media, including a warm-up discussion, developing listening skills by filling in lyrics, a press conference role play, and writing an article for homework. Questions are raised about best practices for flipped learning regarding student access and engagement.
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NTLT 2012 - Academic Co-creative Inquiry workshop – Principles, Examples
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Section 2 introduction l1
This citizenship lesson plan aims to introduce students to advocacy and representation. The learning outcomes are for all students to recall their research on the elderly and decide on two people to contact, and for most students to analyze the impact their voice could make on an elderly issue. Key concepts are elderly, advocating, and acting. Students will work in small groups to set up blogs for their research and identify people in power who could enact change for the elderly. They will then plan what action they will take and produce evidence of this work. The teacher will provide examples of using statistics to back up arguments and ensure students have tasks to work on individually within their groups.
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Differentiating instruction for students with visual impairments
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NTLT 2012 - Academic Co-creative Inquiry workshop – Principles, Examples
NTLT 2012 - Academic Co-creative Inquiry workshop – Principles, Examples
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Viewers also liked
Hots
Higher order thinking skills (HOTS) involve non-algorithmic problem solving that can have multiple solutions. HOTS are important as they allow students to transfer skills to new situations, apply knowledge productively, and develop deeper understanding. Strategies for enhancing HOTS include explicitly teaching students about different types of thinking, moving between concrete and abstract concepts, and using question-answer relationships.
Higher order thinking_skills
Higher order thinking skills involve critical, logical, reflective, metacognitive, and creative thinking. Effective teaching strategies include modeling thinking skills, scaffolding lessons, and using small group work and feedback. Higher order skills should be assessed through unfamiliar tasks that require prior knowledge, and can be measured through selection, generation, and explanation responses.
2. ppt lots hots
This document discusses lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) based on Bloom's Taxonomy. LOTS involve basic comprehension skills like recalling facts and details. HOTS involve more complex skills like analysis, evaluation, and synthesis. The document provides examples of lower and higher-order questions for the story of Cinderella. It explains that while critical thinking involves both sides of the brain, HOTS focus more on analysis, synthesis and evaluation. Higher-order questions are best for deep, critical thinking rather than just testing comprehension.
Developing Higher-Order Thinking Skills
1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
Teaching Higher Order Thinking & 21st Century Skills
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Critical Thinking - With Case Study
For the development of Critical thinking skills, complete with case studies examples and solutions.
Great for first time workshop.
Creative thinking & Six thinking Hats
1. The document discusses various types of thinking including critical thinking, creative thinking, linear thinking, and random thinking.
2. It contrasts critical thinking and creative thinking, noting that critical thinking involves analysis and judgment while creative thinking is expansive, non-judgmental, and focuses on developing unique ideas.
3. The document presents models for thinking including the kayak with two paddles representing critical and creative thinking, and the six thinking hats method which categorizes different types of thinking into white, red, black, yellow, green, and blue hats.
Critical thinking powerpoint
Critical thinking is reflective reasoning about beliefs and actions used to determine if claims are true. It traces to Socratic questioning in Ancient Greece and involves examining propositions to assess if they correspond to reality. Critical thinking requires skills like observation, interpretation, evaluation, and inference as well as intellectual traits like open-mindedness, integrity, and courage. The purpose is to use reason to improve the quality of thinking on any subject.
Creative Thinking
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
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Teaching Higher Order Thinking & 21st Century Skills
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The document discusses ways for teachers to promote intelligent behavior in the classroom. It suggests encouraging listening skills, flexible thinking, questioning, precise language, creativity, and cooperation among students. For example, it recommends having students actively listen during lectures and discussions by taking notes on questions. It also suggests promoting flexible thinking by changing problem-solving scenarios. Teachers can foster questioning attitudes by having students discuss open-ended questions on articles. The document stresses that incorporating these behaviors prepares students for real-world challenges.
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A ppt for helping teachers develop the Higher Order Thinking Skills (HOTS) of their pupils through the use of effective questioning techniques.
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3 Knowledge Transfer
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Questioning techniques: The heart of Higher Order Thinking
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Strategies to use when student respond?
Strategies to use when student don’t respond
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Facilitation skills, making things easier
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Inquiry approach in pedagogy of science
https://youtu.be/9X3oO39qS2k
Inquiry approach, Merits, and Demerits, characteristics, steps involved in the process
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The teacher provided feedback to students after teaching a lesson on personal space that did not go as planned due to technical issues. About half the class understood the concepts of "arm's length" and giving others space, while others struggled. Formative assessments showed some students understood "arm's length" but others missed steps. The teacher reflected that adaptations were needed for students with different abilities. They learned to have backup plans and consider the classroom layout before improvising. Future goals are to arrange the room efficiently and create smooth transitions between activities.
Unit4
The document provides instructions for students to complete tasks related to their lesson plan and microteaching. It outlines that students should:
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The document provides instructions for students to complete tasks related to their lesson plan and microteaching. It outlines that students should:
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- 1. DEVELOPING HIGHER ORDER THINKING SKILLS NEM – Professional Development Session Wed 12th March
- 2. TPL – TEACHER PROFESSIONAL LEAVE PROJECT Project Focus - Develop higher order thinking skills & develop a sense of empathy Overall Goal - To have the students think beyond themselves - To see themselves as a part of a Global Community Subject Area Chosen - Australia’s Asylum Seekers & Refugees Approx. 8 week Unit Cross curricular project with English
- 3. AIMS THROUGHOUT THE PROJECT Try to connect the students to the topic Take it step by step - scaffold (do not assume knowledge or abilities) Be visual - use multi-media Images, Youtube, Documentaries, Websites Ask “Why?” - often Teach them to question themselves and each other No right/wrong opinions but must be backed up with factual evidence
- 5. BEFORE & AFTER thinking Chart “What do you think about Australia Accepting Asylum Seekers?
- 7. STUDENTS RESPONSE TO THE IMAGES – PEOPLE AND PLACES QU. What if each of these teenagers was wearing a Gleneagles Uniform and was sitting in the yard? Would your answer be different? Why?
- 8. GROUP WORK • Working groups – was connected with English, practicing skills • Roles given to each member • Groups selected by teacher – balance of skills & abilities • Individual analysis of own work within group – ongoing
- 9. GROUP ROLES Each member of the group must contribute to the discussion by helping to answer the questions asked while also fulfilling the role they have been assigned. Every member should also be actively asking questions of the other members of the group. Facilitator Responsible for keeping the group on task Ensures that everybody is involved & contributing to the discussion Prompts discussion
- 10. Recorder Responsible for getting and managing the groups’ materials & resources Distributes materials Records responses to questions Summarises team discussions and records info Timekeeper Responsible for keeping the group members aware of time constraints for activities Help the group remain on task Assumes role of any absent group member Effective member Supports the work of the team Listen carefully to others Maintains positive attitude Helps team move towards goal Contributes ideas about content, contributes thoughtfully to discussion
- 11. IMAGE ANALYSIS
- 12. IMAGE ANALYSIS What do you think is happening in this image? What does their dress tell you about the weather conditions? What 3 questions would you ask the people in this photograph? How would you feel if you were one of the people in this image? What might be some of the problems these people are facing?
- 13. Group Tasks
- 15. “GO BACK TO WHERE YOU CAME FROM”
- 16. TASKS WHILE WATCHING VIDEO – FOR & AGAINST CHART Arguments & Comments FOR Arguments & Comments AGAINST Chart completed during the videos & discussed at the end of each lesson –including facts, statistics, examples
- 17. CLASS DIRECTED WORK… Students were asked - What else they needed to know about the topic - What areas of the issue were unclear - If anything wasn’t covered in enough detail This lead to a further investigation into - People Smugglers in Malaysia and Indonesia - The criminal element of the issue
- 18. FOLLOW UP INTERVIEWS & SURVEYS Students were asked about the project and their views on the topic via surveys and interviews. This helped me to gage how the unit ran and what changes to make in the future.
- 19. ASSESSMENT Essay – Cross curricular with English Topic “ We should accept more refugees into Australia” - Students were asked to write an essay responding to this statement - Essay writing skills taught in English - Facts and information to back up their chosen opinion taught in Humanities
- 21. RESOURCES All resources shown today are located on the Learning Docs drive in the PD folder V:PDNEM PD 12.3.14