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Growing Thinking SchoolsFrom the Inside Out

www . t h i n k i n g schoo l .CO .UK

i-THINK

Introductions

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Nick SymesKestrel Consultant

www.thinkingschool.co.uk

Teacher of Musicand English

Head ofDepartment

Working withKestrel

Freelanceconsultant

DeputyHeadteacher10 years

Head ofExpressive Arts

faculty

Nicks CV

Registered trainer& consultant

Set up aneducationalconsultancy

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Teacher of Englishand drama Secondary

Advisory teacherof drama

Working withKestrel

School became aThinking School

Headteacher Primary School

Primary SchoolDeputy

Headteacher

Martins CV

TAKING RESPONSIBLE RISKSBeing adventurous.Moving outside your

comfort zone.Venture out!

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Taking responsible risks

Only those who will risk going too farcan possibly find out how far one cango.

T.S. Elliot

Taking responsible risks

There are risks and costs to action. Butthey are far less than the long-rangerisks of comfortable inaction.

John F Kennedy

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The ground rules for the week! Thinking out of the box Being prepared to accept new ideas Being prepared to take a few risks Being prepared to get some things wrong! Not allowing your thinking to be tooconstrained by your current experienceand practice

Outcomes for the week Being able to use a range of new teachingtools and strategies that will help both youand your students

Having time to plan how you can usethese teaching tools and strategies in yourlessons

Understanding what a Thinking School isand the benefits it can provide for bothstudents and teachers

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Day 1

Introductions andsetting the scene

Understandingthe pilot project

Thinking Maps

Day 2

Thinking Maps -continued

Applying ThinkingMaps planning

time for youQuestioningskills and

higher orderthinking

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Day 3

Thinking Schools what are they?

Day 4

Planning time for you

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Day 5

A review of theweek

Questions andanswers

Evaluation

The project All schools in Malaysia to becomeThinking Schools

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Phase 1 the pilot 10 schools selected these to be linked up sothat they can share their experiences

Teachers to be trained in a range of thinkingtools and strategies

Teachers to be given time to plan how thesetools and strategies can be used in their lessons

Focus on January to March 2012 Support provided during the pilot phase Pilot phase to be formally evaluated Subsequent phases national roll out

Thinking Maps

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Thinkingskills

Everything you knowabout thinking skills

How do you know what you know?

In a recent lesson, are there times whenusing the Circle Map might have helped?

In a lesson that you are going to deliverquite soon, is there an occasion when youmight use the Circle Map?

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Better learning will comenot so much from finding

better ways for theteacher to

INSTRUCT...

...but from giving thelearner better ways to

CONSTRUCT.Seymore Papert, 1990

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Making Connections: Teaching and the Human Brain (1994), Caine & Caine

The overwhelming need for learners is formeaningfulness we do not come to understand asubject or master a skill by sticking bits ofinformation to each other.

Understanding a subject results from perceivingrelationships. The brain is designed as a patterndetector. Our function as educators is to provide our studentswith the sorts of experiences that enable them toperceive patterns that connect.

PEANUTS BY: SCHULZ

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The Neo~Cortex:This is where the higher orderthinking skills such as problemsolving take place. Here the brainworks out patterns and meaning.The Limbic System:This is the seat of emotions andlong term memory. We rememberbest when our learning has emotionand meaning.The Reptilian Brain:This part of the brain looks afterbasic survival. Under stress theReptilian Brain blocks theNeo~Cortex and the Limbic Systemfrom thinking and remembering ~learning is slowed down orprevented.

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You have a million, million braincells, 167 times the number ofpeople on the planet!Each brain cell is more powerfulthan a standard personalcomputer.

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Lost

Lost

LongTermMemory

BuildingNetworks

NetworksExtended

How the Brain Processes InformationSenses

RegisterInformation

Areas in the BrainFilter Information

Emotion Meaning

NetworksStrengthened

A Common Visual Languagefor Thinking

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What are

Based on intelligenceresearch, Thinking Mapscombine the cognitivethought processes oflearning with the visual

representation ofinformation found in graphic

organizers

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When implemented on a wholeschool basis, Thinking Mapsprovide a consistent and braincompatible way for teachersto present information, andfor students to learn andretain it.

Thinking Maps is not acurriculum, but rather, a setof tools to allow teachers to

present their existingcurriculum in a moremeaningful way.

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Thinking Maps is a languageof eight visual patterns each

based on a fundamentalthinking process.

36,000 visual messagesper hour may be

registered by the eyes.

40% of allnerve fibresconnected tothe brain arelinked to the

retina

90% of allinformationthat comes

into our brainis visual

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Dual coding theoryKnowledge is stored in two forms:linguistically and non-linguistically.Research proves that the more weuse both systems ofrepresentation, the better we areable to think and recall knowledge

Robert Marzano Classroom Instruction that Works

Thinking MapsDefining in Context

DescribingCompare & Contrast

Classifying

SequencingPart-Whole

Cause & EffectSeeing Analogies

A Common VisualLanguage forclassrooms &whole schools

Brainstorm WebsMind Mapping

Webbing

Clustering

For personalknowledge

Concept Mapping

Task-Specific GraphicOrganizers

Life Cycles; Science

Timelines; History

For isolated tasks

Venn Diagrams: Maths

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Time to move!

For the next part of the training, you need tosit with people who are in same department,or faculty or who teach the samesubject(s) that you do

A Common Visual Languagefor Thinking

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For defining in context

Notemaking Guide for Learning Thinking Maps

Circle MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Defining in Contextor Brainstorming

TopicEverythingI know

How or where didI learn this?My frame ofreference

Can be used for:BrainstormingDiagnosing priorknowledgeClosure/review

Circle to Tree for WritingLanguage for Learning

pages 24-29

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Circle Map

earthworms

Help plantsLives in soil

slimy Enemiesare birds2,700 kind

Lay eggsVibrations

Nocturnal

No feethave hair

Needmoisture

Tube shaped body

Science kit Internet

TeacherBooks

By Alex andMichel

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Mathematics

Bharti

happy

Not reallyreligious

Good at sportsgenerally

friendly competitiveloud Can be

argumentative tomy parents

Like reading

musical

Going out with mymates Sympathetic to myfriends

A good listener

Fun to be with

Academically bright

I can becheeky tosometeachers

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What canWe

Measure?

Our classroom

table

chairwhiteboard

floordoor

Table leg

Height of coathook

Our bags

ourselvespencils

feetarmsheadradiator

desk

books

What canWe

Measure?

table

chairwhiteboard

floordoor

Table leg

Height of coathook

Our bags

ourselvespencils

feetarmsheadradiator

desk

books

Who measures things?School keeper Mum and dad

workman teacher

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For describing things

Notemaking Guide for Learning Thinking MapsBubble MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Describing (adjectivesor adj. phrases only)

Attributes: MathsProperties: Science

Adjective, phrase,character trait

Thing you aredescribing

Adjectives Only!

Language for Learningpages 30-35

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Task ~ using a Bubble Map, describeCinderella

The frame of reference is Through theeyes of the ugly sisters

Yates MillsElementary SchoolRaleigh, NC

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Science

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How would my mother see me?

Bharti

untidy

loud

lovingcaringreliable

lazy

tempestuous

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How would my History teachersee me?

Bharti

disinterested

noisy

lazychatty

Under achieving

irritating

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Ralph

Ralph

pragmatic

insensitive

dismissive

insightfulleader

tremulous

logical

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How might you apply the Bubble Map?

Think/pair/share

For comparing & contrasting

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Notemaking Guide for Learning Thinking MapsDouble Bubble MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Compare/contrast,similar /different

Unique: Common

Related to theVenn Diagram

Alike: Different

Similarities

Differences

Colour Code

Language for Learningpages 36-41

Cinderella Mei Ping andThe SilverShoe

Stepdaughter

MeanStepsisters

Princehasparty

Lostshoe

Marriedprince

goose

FairyGod

Mother

Oldlady

MagicGoose

Feathers

Shoe Inhut

StepDaughtersOlder

StepDaughterYounger

MagicWand

Mice

PrinceWenthouseto house

By Marisa

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Biology

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Wood Working ClassEast Cary Middle School

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Bhartiby self

Bhartiby others

Loud

competitive

sporty

clever

cliquey

Can bethreateningat times

Has to becentre ofattention

friendlyLoyal to herspecial groupof friends

Lazy at times

A good listener

popularCheeky to

someteachers

charming

A gooddaughter

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Compare and contrast

Sunilsbag

Jordansbag

PencilCase18 cm

Ruler30 cmNoteBook

13cmx15cm

Lunch box15x18x9cm

Colouredpencils case17x15cm

Yellowpencil12 cm

Rubber6cmx1.5cm

Bag35cmx30cm

Trainerssize2

Readingbook

29.5x20.5cm

YellowPencil15 cmRubber4cmx2cm

Bag30cmx25cm

TrainersSize 3ReadingBook

20x22cm

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Ralph Jack

competitive

Dismissive of thosewho are less ablethan themselves

Belief in rules Needs to be a leaderfor his self esteem

Needs the toolsof leadership

To fulfil his role

Uses violence toassert his authority

Innate beliefin the responsibility

of leadership

pragmatic

Physicallypowerful

Exudes authority

sarcastic

Acts forshort gain

Belief in theEnglishness of justice Full of bravado

Is disgusted bywhat they have

become

Both use other peopleTo support their aims

He has an easeof privilege

Calvin & Hobbes by: Bill Watterson

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How might you apply the Double BubbleMap?

Think/pair/share

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For classifying things

Notemaking Guide for Learning Thinking MapsTree MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Classify/Group/Sort

Types of...Kinds of...

Title, topic or category

Categories orgroups

Details, examples Inductive/Deductive

Language for Learningpages 42-47

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Task ~ classify musical instruments intodifferent categories.

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Classification of objects in ourclassroom

Length

Longer than 1 metre Less than metreBetween 1 metreand metre

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NARRATIVE WRITINGSCORING CRITERIA

Main Idea SupportingDetails Organisation CoherenceThe writer mustclearly establish afocus as it fulfillsthe assignment of

the prompt.

He/She must stickto the subject

matter presented inthe prompt in orderto strengthen the

main idea.

The writer providessufficient

elaboration topresent events

clearly.Details must berelated to the

subject matter andwhat happens in the

narrative.The effective use ofconcrete, specificdetails strengthensthe power of the

response.

A clear sequence ofevents is essentialfor a successful

narrative.The narrative mustadvance step bystep through time.

The writerestablishes a sense

of beginning,development, andending in thecomposition.

The sentences arelogically connected.

The writerestablishesrelationships

between and amongthe ideas, causes,

and/or statements inthe composition.

The writer may usecommon devices toachieve coherence:

pronouns,synonyms,connectives,

transitional words.

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Perceptions important in

Employment Social Relationships

Job interviewFollowinginstructions frombossAttitude to workPromotionprospectsTrustworthinessThe way you speakto employees

QueuingMeeting newpeopleChoosing clothesLanguage usedBody languageMaking animpression on asports coach

Putting over yourviewsSharingDominatingTrustworthinessLoyaltyBetrayal

Questions for leadership candidates

Personal qualities Experience Self knowledge

How do you knowthat you wouldmake a goodleader?What have peoplesaid to you intimes ofemergency orstress whichsupports yourapplication ?

Please givesome examplesof leadershiproles you havehadWhat have youlearnt aboutthe role of aleader fromtheseexperiences?

What are the essentialqualities that a leaderneeds to have?What qualities do youhave which would makeyou a good leader?What qualities wouldyou need to develop?

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A good story

Language Characters Sequencing

AdjectivesVerbsAdverbsDirect speechLanguage whichdescribes aspecific character

Characters need tohave conflictSome characters willbe more importantthan othersCharacters can thinkdifferently from whatthey sayCharacters havedifferent personalities

The beginning makesyou want to hear orread moreIt is not confusingWe dont alwaysknow what is comingnextThe ending issurprising

Words in the story that make it interesting

WindyWind tossedHugeFatSmartFairGoldenHandsomemelted

Action:Verbs

Look out!TroubleOh no!Kiss the frogLaughed til shesplit her trousersStop thatWhooshChanged back

Describing:Adjectives

Phrases/short sentences

FlewBlewSwimRescueCriedLaughedChangedTurnedSighedOpenedyelled

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How might you apply the Tree Map?

Think/pair/share

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For seeing parts of a whole

Notemaking Guide for Learning Thinking MapsBrace MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Part/wholerelationships, structure

Parts ofPhysical,tangibleobjects

Whole

Parts

Sub-parts

Language for Learningpages 48-53

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Task ~ develop a Brace Map of a pen what are the constituent parts? Do any ofthe parts break down into sub-parts?

skeleton

skull

torso

lower body

CraniumFacial bonesBack boneribsHip bone

femurtibiafibula

By Brett

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Science

Technology

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eyes

ears

nose

mouth

face

lipstongueteeth

How might you apply the Brace Map?

Think/pair/share

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For seeing events in sequence

Notemaking Guide for Learning Thinking MapsFlow MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Sequence, Order,Cycles, etc.

Plots,Processes,Chronology

Major Stage

SubstagesCan go in anydirection

Language for Learningpages 54-59

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Task ~ use a Flow Map to sequence yourDream Day

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Yates Mills Elementary SchoolRaleigh, NC

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Flow ChartMy mum asked meTo wash up becausewe were going tovisit my gran.

I refused becauseit wasnt my turn.

My mum accusedme of being selfish

I said she alwaysgave in to my brother My brother madea sexist remark My mum didntcriticise him

I flew into a temperand stormed out

My mum cameafter me

I got groundedfor a week

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Using a flow chart to help you Make a box out of card that will be bigenough to hold your trainers

Think of all the things you will need todo and put them in a sequence that youcan follow

Discuss the process in pairs and makethe flow chart together

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Make a tapemeasure outof paper

Check it is accurate Measure the lengthof my shoe

Measure the widthof my shoe

Measure the heightof my shoe

Record it

Record it Record it

Take a piece of cardA pair of scissors

sticky tape

Using the straightedge to help me

Measure the heightPlus one centimetre

Draw a lineto mark it

on the paperMeasure thewidth plusone cm

Join the lines andcut out my base

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How might you apply the Flow Map?

Think/pair/share

For understanding cause &effect

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Notemaking Guide for Learning Thinking MapsMulti-Flow MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Cause & EffectReasoning, Prediction

Causal ExplanationCauses

Event

Effects,Outcome

ProjectingConsequences

Analyzing Effectsif-then

when thenCan be one-sided

Language for Learningpages 60-65

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Behaviour ReflectionsName ________Date _________Reasons for mybehaviour Consequences ofmy behaviourDescription ofmy behaviour

Plan for improvement_________________________________________________________________________________

Pupil _________________Teacher ______________Parent _______________

Conflict Resolution

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WorldHistory

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Argument betweenmum and girl

Both very angry

Girl is grounded

Bad blood betweenbrother and sister

Girl feels let down

Mum feels she isalways in middleand always seen

as wrong

Mum forgot whohad washed up last

Girl flew off handle

Mum tried to asserther authority

Mum didnt bringbrother in to discussion

Neither mum norgirl listened toeach other

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I put too muchwater in

I did not measuremy flour accurately

I opened the ovendoor too soon

My cake sunkin the middle

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I put too muchwater in

I did not measuremy flour accurately

I opened the ovendoor too soon

My cake sunkin the middle

I was upset

Mum madeanother cake

It costmore money

Cause Event Effect

Simons death

The precedentwas set for Wilfredsbeating and Piggys

murder

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How might you apply the Multi Flow Map?

Think/pair/share

For seeing analogies

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Notemaking Guide for Learning Thinking MapsBridge MapLOOKS LIKE:

THINKING PROCESS:

NOTES:

Seeing Analogies,Transferring Similar

Relationships

How are theyrelated?RF: __________

Similar relationships

Relating or CommonFactor

Language for Learningpages 66-71

How might you apply the Bridge Map?

Think/pair/share

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Chemistry

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Analogies

Eyes

head foot

toes Fingers

hand

knee

?

Relating factor: is/are a smaller part of the

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Relating Factoras as as

ThinkingLearning

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Must be implemented ona whole school basis.

Implementation consistsof staff developmentand training materialsfor each teacher.