Jill Hammonds:

– thinking about thinking.
– What are we doing that is preparing children for their future?

Jean Edwards:
BIG handout 🙂
– Models of Inquiry learning:
* Inquiry is not something new … it is an attitude.
* not just one approach!

* Left brain (concrete etc) – Right brain (creativity, spatial, hands on, etc)
* learning styles movement …. VAK
* important for children to know how they operate and how to maximise their learning as a result.

Understanding by Design
designed in the understanding at the beginning …. know what you want kids to understand from the beginning of the unit. This then becomes the assessment (this is what we do)
focus on concepts and understanding and not knowledge.
Wikipediaentry ….
Thinkshop resources
ASCD link

good model of the planning …. covers the structure very well.  3 stages – desired results/assessment plan/learning plan

If you have catering for diversity/DIFFERERENTIATING you will offer:-
[different] Complexity

Teachers need to provide the overview and the context. Children have the choice within that. Children don’t know what they don’t know as well. It is not all about children being set free on own choice topics.
Blooms requires working at many different levels at once. You can’t work at higher levels without also working at the lower ones as well!!
The onus is on the teacher to ensure children work at ‘intelligences’ they are not good at as well. Children do need to work on weaknesses as well as through strengths.

Clinton Golding
University of Melbourne. Background in teaching.
previous roles creating and promoting a thinking culture in schools he has been in.

at the heart of all good teaching and learning is good relationships!
the important things is what the kids do/think …. not the teachers actions. How can you tell what they think? What strategies are effective?
Thinking is at the heart of the curriculum …. we are teaching children to think mathematically (etc).
wrt key competencies – You manage yourself by managing your thinking, and so on.
everything is about making meaning and thinking is at the heart of this.

Thinking is not able to be taught …. it is an outcome of the culture you create as the teacher.
You have to be disposed towards thinking. How do you get children to value thinking?
Good thinkers DO things poor thinkers DON’T.
Have to have knowledge …. it is intrinsic to the thinking. You cant think about maths if you have no mathematical knowledge (for example).

We want students who ARE thinkers rather than simply know how to. We need to immerse children in a culture of thinking. It is also complex and abstract.

Competent thinkers don’t need to overtly think about things – tacit thinking (invisible and internal). Adults operate at this level if they are competent thinkers. How do we make the thinking visible for children? Key challenge.

We need to know how we do this ourselves so we can make our thinking overt for children. Questions provide a good insight into thinking. We can share this with children in the classroom as teachers.

The aim is for children to automatically do the things we model – that our self-talk as teachers becomes the internal dialogue for the children in our class.

Rules for active thinking (on topic)
1. Active thinking at all times
2. No hassles or put downs
3. Proper consideration of all ideas
4. One person speaks at a time, with actual listening
5. Respectful challenging is essential
6. Building on the ideas of others is essential.

the insight into who is a good thinker is “what they do and say”
teachers need to be clear about the kinds of thinking they want to see and consequently the things they want to see the children ask and do ….. these are the things that the teacher then needs to MODEL. This is the thinking about the teaching of thinking.

Importance of using the thinking phrases to practice and rehearse the thinking. 30+ times before things START to work. Changing culture takes time, effort and persistence.

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