© pmb 2007 thinking skills and personal capabilities unit 2 planning for infusion
TRANSCRIPT
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Thinking Skills and Personal Capabilities
Unit 2
Planning for Infusion
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Learning Intentions
Participants will:
• know what is meant by infusion;• be aware of strategies to support the infusion of
different types of thinking skills and personal capabilities in lessons/activities; and
• be aware of how to plan for the development of skills and capabilities in the medium and longer term.
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What is Infusion?
Infusion means:
‘…to introduce into one thing a second thing which gives it extra life, vigour and a new significance.’
–Webster’s Dictionary
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Activity 1Map from Memory
• What sort of skills are most important when working with others?
• What sort of skills do you think are most important for problem-solving?
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Activity 1Map from Memory
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Your Processes
• What was your group’s plan at the start?• Did it change as you went along?
• What made the task easier/more difficult– for the recorder?– for the viewer?
• How did you select the last person to go up?
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The Model in Detail Strategies for Launching
• Reframe tasks as a challenge.• Share the learning intentions
and expectations.• Connect the learning to
previous learning/activities.• Provide time for pupils to
seek clarity.• Model skills/capabilities
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The Model in Detail Strategies for Activity
• Have pupils plan and organise work.
• Have pupils think-pair-share ideas and opinions.
• Use thinking frames as part of the activity or lesson.
• Use effective questions to further embed skills.
• Have pupils complete tasks in groups.
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Strategies for Debriefing
• Conduct a well-planned plenary.
• Use a set of questions.• Create a whole-class
closing activity.• Connect learning to other
contexts.
The Model in Detail
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The Model and Activity 1
Learning Intentions: Be aware of how to plan for the development of skills and capabilities in lessons/activities
The Launch: Working with Others and Problem-Solving were established as success criteria.
The Activity: Plan (Problem-Solve) and Work with Others
The Debriefing: Reviewed the process to highlight the skills used
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Content Thinking Skill / Capability
Challenging taskThinking Diagram
Pair/group workDialogue and Questioning
MetacognitionReflection
DiscussionEvaluation
Near Transfer Far Transfer
From ACTSHandbookC. MC Guinness Lesson Introduction
Thinking Actively
Thinking about Thinking
Applying Thinking
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Self- and Peer-Review Sheet
What were we good at? What have we learned for next time?
What was I good at? What have I learned for next time?
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Tip 1 for Infusion
• When still in the early TS&PC implementation phase, be specific about the skills you want to introduce and develop.
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I can think of different options
I can come up with pros and cons
for each
I can compare and weigh-up options
I can explain my choice
This week’s TS&PC is about Making Decisions
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Tip 2 for Infusion
• Revisit skills and capabilities in different and more complex contexts.
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Tip 3 for Infusion
• Look at where in your existing practice/planning you can incorporate strategies to enhance TS&PC.
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Key Stages 1 and 2 Medium-Term Planner
TS & PCs Starting points Home Learning
PD Literacy across the curriculum
Numeracy across the curriculum
ICT WAU The Arts PE
Learn
ing
In
ten
tion
sSucc
ess
C
rite
ria
Teach
ing
Appro
ach
es
Topic: _______________________
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Observations/assessment (of learning intentions)
Evaluation
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Sept – Oct Nov – Dec Jan - Feb Mar - Apr May - June
Key Question(s)(the need to know)
Main content and contexts
Learning experiences
Integral Skills and Capabilities
Key Stage 3 Subject Planner
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Summary Points
• Infusion is the blending of instruction in specific TS&PC into subject instruction.
• The focus on skills should be narrow and specific when starting out.
• We need to give pupils opportunities to demonstrate TS&PC (open-ended questions and tasks, thinking frames, etc.).
• Remember to always build in opportunities for observation and debriefing.