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- 1. Thinking Skills for the 21st Century Learner
- 2. Inten8ons of this workshop To explore: E-‐Learning tools for WHY & WHAT? thinking – The concept of “thinking” – Characteris=cs, a?tudes and skills of effec=ve thinkers HOW? – Thinking Skills – Thinking Tools – Co-‐opera=ve learning structures – Rich learning tasks – Environments for thinking WHAT ELSE? – Placing all this into our own contexts.
- 3. Informa=on from today can be accessed on… www.inspired.ac.nz Log in: ( top right hand corner) Username: mary-‐anne@inspired.ac.nz Password: prt1
- 4. Before we begin… Our learning style profile Within your handout notes, you will find a Learning Profile qeus=onnaire. Take ten minutes to complete it. Reflect upon what you found with the person next to you. Consider throughout today, how you would “capture” the different learning styles within your classes.
- 5. Why think about thinking?
- 6. The near future of our world: 2011-‐2200 AD
- 7. How is 21st century learning different/ similar to that of the 20th Century? Draw a venn diagram to map your thinking…
- 8. 20th vs 21st century learning Differences Differences 20th 21st Century Similari8es century learning learning
- 9. Why Thinking? Thinking is the founda8on of all learning. Learning is to modify or strengthen… Thinking is a response and change to a range of s=muli, that modifies, strengthens or affirms… World View Beliefs Values AGtudes Behaviour Skills Opinions Understandings Knowledge
- 11. What is “thinking”? Task: 1. We are going to Mind Map some ideas on the sheets on your table. Use your reading to assist you. 2. Aber that you will create a group defini=on of “thinking” Before we do, let’s have a look at this how Mind Map thinking tools work…
- 12. How to mind map
- 13. Digital mind maps you could use instead… • Inspira=on – purchase – let’s have a look • Kidspira=on – purchase • Bubbl.Us -‐ free • Mindmeister -‐ free • Gliffy – bit more technical -‐ free
- 14. Go ahead and create your defini=on of “thinking” within your group. Along the way, we will view other ideas and defini=ons, so you can add any of these thoughts to your ideas.
- 15. Thinking: a Key Competency Thinking is about using crea8ve, cri8cal and metacogni8ve processes to make sense of informa-on, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping ac=ons, or construc=ng knowledge. Intellectual curiosity is at the heart of this competency. Students who are competent thinkers and problem solvers ac-vely seek, use and create knowledge. They reflect on their own learning, draw on personal knowledge and intui-ons, ask ques-ons, and challenge the basis of assump-ons and percep-ons. Pg 12 NZC
- 16. Effec8ve Teaching promotes… • Metacogni=ve strategy • Sustained thoughiulness • Cri=cal thinking
- 21. Brain research and thinking… Pu?ng on our “Thinking Cap”… what does this mean?
- 22. Major parts of the brain
- 23. Major parts of the brain. Cortex: Upper part of brain. Thinking, logic, reasoning, cause and effect. Limbic System: Primi;ve brain. Source of emo;ons and mo;va;ons such as fear, anger, pleasure and sexuality. Brainstem: Connects brain and spinal cord. Basic func;ons such as heart-‐ rate, ea;ng, breathing and sleeping Cerebellum: Back of brain. Balance, posture, movement.
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- 25. Some different types of thinking…
- 26. What is an effec8ve thinker?
- 27. What does an effec8ve thinker look, sound and behave like within your class?
- 28. Characteris=cs and a?tudes of an effec=ve thinker Characteristics of an effective thinker Name: Date: Look Characteris8cs So e un hav d Be
- 31. A?tudes Humility Confidence Co u rage Integ rity en-‐mindedness Op
- 32. What are the aGtudes of an effec8ve thinker? AGtude: a se=led way of thinking or feeling, typically reflected in a person’s behaviour.
- 33. Characteris=cs and a?tudes of an effec=ve thinker Characteristics of an effective thinker Name: Date: Look Characteris=cs So e un hav d Be AGtudes AGtudes
- 34.
- 35. The Stroop Effect Firing-‐ up the neurons!
- 36. Hamburger approach to facilita8ng thinking skills Thinking rich learning environment Thinking Skills Thinking Tools/Maps Co-‐opera8ve learning structures Rich learning task
- 37. What skills does an effec8ve thinker have?
- 38. It is here that we need to stop and consider a couple of things… • Tools versus skills • Iden=fied skills • Core or founda=onal skills
- 39. What is the difference between a skill and a tool?
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- 42. What thinking skills do effec=ve thinkers employ? Discuss.
- 46. 21st Century skills in ac=on.
- 47. Thinking Skills What thinking skills are you using within your class?
- 48. Frameworks for teaching Thinking Skills …
- 49. Compare/contrast Evaluate SOLO TAXONOMY Explain causes Theorise (after Biggs and Collis 1982) Sequence Generalise Classify Predict Analyse Create Define Part/whole Imagine Describe Define Relate Hypothesise List Identify Analogy Reflect Do algorithm Do simple Apply Combine procedure Formulate questions Prestructural Unistructural Multistructural Relational Extended abstract
- 50. SOLO and NCEA Compare/contrast Evaluate Explain causes Theorise SOLO TAXONOMY Sequence Generalise (after Biggs and Collis 1982) Classify Predict Define Analyse Create Describe Part/whole Imagine Define List Relate Hypothesise Identify Do algorithm Analogy Reflect Do simple Combine Apply procedure Formulate questions Prestructural Unistructural Multistructural Relational Extended abstract Achieved with Achieved with Not Achieved Achieved Merit Excellence
- 51. What does itmean? Really there’s not much there. For example: What do you know about Err….. Tennis? What?? Prestructural
- 52. What does itmean? There’s one idea there. Define Identify Do simple For example: procedure What do you know Err….. about You Tennis? need a racket Unistructural
- 53. What does itmean? Define There are a number of ideas. It’s a game Describe played between List two people Do algorithm For example: where you hit a Combine ball over a net, What do keeping it you know within certain about boundaries Tennis? Multistructural
- 54. Compare/contrast Explain causes Sequence Classify What does it mean? Analyse There are a number of ideas and links are be made between these ideas Part/whole Relate It’s a game of skill played Analogy For example: between two people. The Apply idea is to out manoeuvre Formulate questions your opponent by hitting the What do ball over the net in such a you way as to force them to know make a mistake. Whether it about is their failure to return the shot or they miss the ball. Tennis? Relational
- 55. Evaluate Theorise What does it mean? Generalise Predict Create There is a range of ideas which are linked together plus some knew or extended thinking is added. Imagine Hypothesise Reflect It’s a game of skill played For example: between two people. The idea is to out manoeuvre your opponent by hitting the What do ball over the net in such a you way as to force them to make a mistake. Whether it know is their failure to return the about shot or they miss the ball. Tennis? If you knew each players skill level with regard to putting spin on the ball, accuracy and speed of their serve, you could predict the Extended abstract outcome of each match
- 56. Instruc-ons: Select one LO from the list below. U-lize SOLO Taxonomy to create LIs that represent each level of the taxonomy. – Iden=fy how health care and physical ac=vity prac=ces are influenced by community and environmental factors. HPE – Form and solve linear equa=ons in Maths. MAT Example on next slide – Begin to group plants, animals and other living things into science-‐ based classifica=ons. SCI – Understand how early Polynesian and Bri=sh migra=ons to NZ have con=nuing significance for tangata whenua and Communi=es. SOS – Inves=gate the water cycle and its effect on climate landforms, and life. SCI – Ini=ate and refine ideas with others to plan and develop drama. DRA
- 57. Eg: Form and Solve linear equa=ons in Maths Unistructural: Define linear equa-ons Follow a procedure to solve a simple linear equa-on Mul;structural: Describe the a=ributes of a simple linear equa-on Explain how to solve a simple linear equa-on Create one-‐dimensional linear equa-ons Rela;onal: Illustrate how to solve more complex linear equa-ons by applying similar processes. Create two-‐dimensional linear equa-ons Extended Abstract: Devise formula for solving complex linear equa-ons. Create complex linear equa-ons. Have a go with one of your own learning inten8ons.
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- 63. Thinking Skills Framework Blooms
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- 65. Tony Ryan’s Thinkers Keys
- 66. CORT Thinking & Tools (COgni=ve Research Trust) De Bono
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- 68. There are two skills that are founda=onal to thinking…
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- 70. If we want our students to be effec=ve thinkers, we need to be providing models of the language that underpins and supports this.
- 74.
- 76. So what are the thinking skills specific to your curriculum areas?
- 77. Get into your curriculum areas (choose your main one) and brainstorm some of the key skills per=nent to your curriculum area.
- 78. Hamburger approach to facilita8ng thinking skills Thinking rich learning environment Thinking Skills Thinking Tools/Maps Co-‐opera8ve learning structures Rich learning task
- 79. Thinking tools: Providing a structure for our thinking
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- 81. Thinking Maps to collate our thinking
- 82. Thinking Map examples Circle Map Mul= Flow Map Bubble Map Tree Map Double Bubble Map Brace Map Flow Map Bridge Map Consider each of these maps in rela=on to the teaching unit you have begun redesigning. How might you include some of these tools into your teaching programme? Share your plans with a person at your table.
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- 84. Let’s put these two thinking tools together in an exercise…
- 85. Let’s put these two thinking tools together in an exercise…This is how we will do it today… 1. At your tables, delegate a thinking hat to each person (don’t worry about double-‐ups). 2. Now combine with one other table, so that all similar coloured thinking hats are si?ng together. 3. View the videos. 4. Co-‐construct your informa=on, then go back to your tables and share your informa=on with your group.
- 86. Shell moving closer to Arc=c drilling
- 87. Cenk mad about Arc=c Oil Drilling -‐ commentary
- 88. Reflec=ons on this exercise… • How do you see it being used or modified for within your context?
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- 90. The Monkey Business effect
- 91. Hamburger approach to facilita8ng thinking skills Thinking rich learning environment Thinking Skills Thinking Tools/Maps Co-‐opera8ve learning structures Rich learning task
- 92. Why co-‐opera8ve learning? The primary architects of knowledge and learning are the knowers and learners themselves. Stephen Downes “Designing Learning Objects” 2003
- 93. Linking to the Key Competencies “Opportuni8es to develop the competencies occur in social contexts”. Pg 12 NZC • Thinking • Using Language, symbols and texts • Managing Self • Rela=ng to others • Par=cipa=ng and Contribu=ng
- 94. At your tables, each person chooses a co-‐opera8ve learning structure to explain back to your group how it works and providing an example of its use. • Timed pair-‐share • Numbered Heads • Nego=a=on (Silent) • Talking chips • Jot thoughts • Two stay-‐one stray
- 95. A couple of online tools that promote collabora=on and facilitate thinking • Wallwisher • Etherpad
- 96. Hamburger approach to facilita8ng thinking skills Thinking rich learning environment Thinking Skills Thinking Tools/Maps Co-‐opera8ve learning structures Rich learning task
- 97. Rich Learning Tasks that encourage our students to think. Its about opening; not closing the learning…
- 98. Lets take a look at one example…
- 99. Rich learning tasks Have a chat at your tables… What makes a learning task “rich” as opposed to “poor”?
- 100. An Inquiry approach to thinking Organic Authen=c contexts Informa=on Literacy Skills Communica=on skills Thinking skills and tools Crea=ng Communica=ng Collabora=ng Cross contextual Making links with other learning Deep ques=oning
- 101. Turning a learning task into a rich learning task • Look at one of your learning inten=ons and related ac=vi=es within your Year 9 or 10 unit. • Have a go at transforming it into a rich learning task.
- 102. What will you need for this to be achievable? Eg: Cross curricular planning/connec=ons
- 103. Let’s take it a step further and put all this together in our planning… • Using the NCEA unit you wish to teach, iden=fy the following: – Thinking skills required – A thinking framework you could use to scaffold the learning. – Where you could u=lise thinking tools incl. online tools – Co-‐opera=ve learning structures you could u=lise – Thinking rich learning tasks (inquiry-‐based) Always consider… who’s doing the thinking?
- 104. Hamburger approach to facilita8ng thinking skills Thinking rich learning environment Thinking Skills Thinking Tools/Maps Co-‐opera8ve learning structures Rich learning task
- 105. Thinking ‘Rich’ Learning Environments What does a ‘rich’ learning environment look, sound and feel like? Eg: collabora=ve learning What is your current situa=on within your learning environment? Eg: desk-‐based learning with some pair-‐share What are two things you can do to create your vision? Eg: explore collabora=ve learning structures, move furniture.
- 106. Finally… How do we need to BE as 21st Century teachers?
- 107. In Review… remember the Hamburger approach to facilita8ng thinking skills Thinking rich learning environment Thinking Skills Thinking Tools/Maps Co-‐opera8ve learning structures Rich learning task
- 108. Feedback of your learning Please complete the survey monkey: