Thinking Skills

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Thinking Skills Powered By Docstoc
					Promoting Thinking in Our
         Schools
    4th October 2006
 Higher Order Thinking Is Not New

For years eminent persons have attempted
to define and describe thinking.

                Feuerstein
   Piaget
                                De - Bono

                Vygotsky
   Bloom
                               Lipman
 Thinking In Moray Schools Is Not
              New!!!
• Within the authority there are a range of
  initiatives which involve higher order
  thinking such as:
Cooperative Learning
Critical Skills
AIFL
Cognitive Acceleration
Reciprocal Teaching
                Hot Group
The aim is to provide coherent pathways, for
pupil experiences, that promote higher order
thinking.

The first step is to identify key pedagogical
skills required by the teacher.
        Key Areas Identified
Questioning
Creating and managing groups for
 effective social construction
Developing pupils’ metacognitive faculties
Designing cognitively challenging learning
 opportunities.
             Questioning
Different Focus
• Descriptive questions “What happened?”
• Reflective questions “Why do you think it
  happened?”
• Speculative questions “What do you think
  would happen if…?”
             Questioning continued
Different Levels, based on Bloom’s taxonomy

•   Comprehension       “ Can you put that in your own words”
•   Application     “Do you know another instance where…?”
•   Analysis    “What do you see as other possible outcomes”
•   Synthesis     “What would happen if…?”
•   Evaluation    “Is there a better solution to…?”

Pupil’s questions. The ability to ask questions of oneself
  and others is essential.
What makes group work effective?

Three aspects of a lesson seem to be important
for group work success

• Briefing and evaluation
• Task organisation
• Interactions
            Metacognition
Involves both noticing and monitoring:

• What you are thinking
• How you are thinking
• How you are disposed to thinking
             Metacognition
Teachers can encourage this by:

    •Modelling this themselves
    •Questioning
    •Encouraging discussion
    •Encouraging risk taking
    •Valuing all contributions
        Cognitive Challenge
Requires Teachers to:

• Have a model of how children learn that
  reflects development in their subject
• Know where pupils are in their
  development (Vygotsky’s ZPD)
        Cognitive Challenge
In planning an activity three questions help
    this process.
1. In what ways does this activity promote
    learning and talk?
2. What opportunities are there for the
    teacher and pupil to gain insights into the
    learning?
3. Does it help to determine what comes
    next?
               Workshop
What would you see and hear in a
classroom where higher order thinking is
being promoted?
Consider
The Environment
The Teacher
The Pupil
             What Next?
Learning and Teaching Pack and its links
 with higher order thinking.

The journey to excellence in higher order
 thinking.

				
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posted:9/11/2012
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