Creating a Culture of Creating a Culture of

Powerful ThinkingPowerful Thinking

This way for the future

Collaborative StaffCollaborative Staff

What school and classroom What school and classroom conditions must exist to foster conditions must exist to foster creative thinking and risk taking?creative thinking and risk taking?

What are we trying to What are we trying to achieve?achieve?

A classroom A classroom that is safe to give opinions and take risksthat is safe to give opinions and take risks where students’ thinking is accepted, encouraged and where students’ thinking is accepted, encouraged and

valuedvalued where every student’s ideas are welcomed and where every student’s ideas are welcomed and

considered equally important considered equally important where it is okay to piggy back on others’ ideaswhere it is okay to piggy back on others’ ideas where students are able to clearly state what they are where students are able to clearly state what they are

learninglearning where collaboration and cooperation are fosteredwhere collaboration and cooperation are fostered where student’s individual strengths and interests are where student’s individual strengths and interests are

appreciatedappreciated

A good teacher A good teacher makes you makes you

even when you even when you don’t want to.don’t want to.

(Fisher, 1998, (Fisher, 1998, Teaching Teaching ThinkingThinking))

What is thinkingWhat is thinkingIntellectual processes:Intellectual processes: memorizing memorizing recalling facts and informationrecalling facts and information clarifyingclarifying analysing analysing generating ideasgenerating ideas making decisions making decisions problem solvingproblem solving planningplanning creatingcreating

What does Powerful What does Powerful Thinking look like in a Thinking look like in a

classroom?classroom? Many opportunities for:Many opportunities for:

– complex problem solving complex problem solving – open-ended responses open-ended responses

Thinking skills are Thinking skills are explicitlyexplicitly taught in an taught in an authentic and meaningful context.authentic and meaningful context.

Formative assessment is part of learningFormative assessment is part of learning Students are clear about what they are Students are clear about what they are

learning, and engage in reflective practice.learning, and engage in reflective practice.

– Bloom’s Revised Taxonomy– Edward de Bono’s Six Thinking Hats– Gardner’s Multiple Intelligences– Tony Ryan’s Thinker’s Keys– Habits of Mind– Graphic Organisers – Web Quests– Focused feedback – Rubrics– Inquiry Learning– Web 2 Tools

Teaching Strategies to Teaching Strategies to Support a Powerful Thinking Support a Powerful Thinking ProgrammeProgramme

Teaching For

Thinking

Teaching With

Thinking

Teaching About

Thinking

Teaching Of

Thinking

Retrieved and adapted from http://www.fhs.vic.edu.au/FrankstonFederation/thinkingRetrieved and adapted from http://www.fhs.vic.edu.au/FrankstonFederation/thinking%20proformas/support_think.htm%20proformas/support_think.htm

Explicit Instruction Explanations

Modelling

Guidance Coaching

Scaffolding

Learning Experiences Using ideas

Problem Solving

Personal Exploration Reflection Transfer

Powerful Thinking Model

When students believe teachers are When students believe teachers are emphasising thinking and learning emphasising thinking and learning strategies they:strategies they:

Become more motivatedBecome more motivated

Become more involved in productive Become more involved in productive

cognitive strategiescognitive strategies

Focus more firmly on the learning Focus more firmly on the learning

Take more control over their own learningTake more control over their own learning

Focus on ThinkingFocus on Thinking

Higher-order Thinking is:Higher-order Thinking is:

Quality Learning Quality Learning CirclesCircles

Time for teachers to reflect on their Time for teachers to reflect on their practice, analyse achievement data. practice, analyse achievement data. (moderation)(moderation)

View videos - practice giving quality View videos - practice giving quality feedback.feedback.

Stepping Stones for question Stepping Stones for question startersstarters

““Trying to learn without reflecting and Trying to learn without reflecting and reviewing is like trying to fill a bath reviewing is like trying to fill a bath without putting the plug in”.without putting the plug in”.From Stepping Stones www.thelearningproject.co.nz

Thinking MatrixThinking MatrixORIGINALITY

New and better ideas, expands ideas, unusual ideas, different directions.

RISK TAKINGSay why you think. Justify why; Which is better? Decide and explain

IMAGINATIONHow would you feel if? Pretend that.. Imagine yourself in.. Think of a time when.. Suppose that? What if? When might? Where could?

COLLABORATINGWorking with others

TRANSFERINGUsing strategies in other contexts. Assessing the value. Do I have evidence to support this conclusion?”

How?How?

Create a learning community in the Create a learning community in the classroom and school – we are here classroom and school – we are here toto

Talk about learning all the timeTalk about learning all the time Brainstorm Brainstorm what it means to be a what it means to be a

learnerlearner Class definition to describe a learnerClass definition to describe a learner Create a learning slogan/acrosticCreate a learning slogan/acrostic

This is a “PUT-UP” ZoneThis is a “PUT-UP” Zone

Welcome to Room 8Welcome to Room 8

Slogans Slogans

Can we learn this?Can we learn this?

Yes we canYes we can

Lrn 2 lrnLrn 2 lrn

U2 can lrnU2 can lrn

Research

Assessment helps us distinguish between teaching and learning.

Formative AssessmentFormative Assessment

Clarity of Learning Intention is crucial

Teaching Practices to Teaching Practices to enhance learningenhance learning

Constructivist Constructivist Real Real IntegratedIntegrated InteractiveInteractive In-depth In-depth Explicit – HoTs Explicit – HoTs Cooperative Cooperative Diverse learningDiverse learning Learner centredLearner centred FlexibilityFlexibility

Engaging Talented Engaging Talented StudentsStudents

Talented students require high but specific Talented students require high but specific expectations and depth with:expectations and depth with:– Real world problems and productsReal world problems and products– Variety of production requirements and Variety of production requirements and

alternativesalternatives– Open-ended product alternatives that Open-ended product alternatives that

encourage creative responsesencourage creative responses– A reason for sharing their findingsA reason for sharing their findings– A real audienceA real audience– Realistic corrective feedbackRealistic corrective feedback

http://www.austega.com/gifted/http://www.austega.com/gifted/provisions/curdifferent.htmprovisions/curdifferent.htm

Outrageous Statements Outrageous Statements

Only 4% of teacher Only 4% of teacher questions focus on questions focus on thinking or ask students to thinking or ask students to think.think.

Thinking ToolsThinking Tools Thinkers KeysThinkers Keys Graphic organisersGraphic organisers The Six HatsThe Six Hats Problem SolvingProblem Solving Or a combinationOr a combination ReflectionReflection Habits of Mind Habits of Mind Excel – good mind toolExcel – good mind tool WebquestsWebquests

THINK ALOUD PROBLEM THINK ALOUD PROBLEM SOLVINGSOLVING

Pose challenging problems then:Pose challenging problems then:

BEFORE: Invite students to describe BEFORE: Invite students to describe their plans and strategies for their plans and strategies for solving the problem/making solving the problem/making decisions.decisions.

DURING: Share their thinking as they DURING: Share their thinking as they are implementing their plan.are implementing their plan.

AFTER: Reflect on/evaluate the AFTER: Reflect on/evaluate the effectiveness of their strategy.effectiveness of their strategy.

Advantages of Thinker’s Advantages of Thinker’s KeysKeys

Easy to use and explainEasy to use and explain Everyday idea “unlocking something”Everyday idea “unlocking something” Encourage children (and adults) to:Encourage children (and adults) to:

– Look at things differentlyLook at things differently– Think divergentlyThink divergently– Think creativelyThink creatively– Brainstorm ideasBrainstorm ideas– Listen to others’ ideasListen to others’ ideas– Share their ideasShare their ideas– Be organisedBe organised

Explicit teaching of Explicit teaching of thinkingthinking skillsskills

To help students To help students understandunderstand the the thinking process:thinking process:

Using the Six Thinking Using the Six Thinking HatsHats

Responding to textsResponding to texts

Problem solvingProblem solving

BrainstormingBrainstorming

Role-play and dramaRole-play and drama

Visual and creative artsVisual and creative arts

Thinking about behaviour Thinking about behaviour

The First Mate

decides that he should

have better food and

double the rum of theregulars on

board.

Curly Kid spent

his free time playing poker for money. He bets his first

share of plunder and loses it. Now

he’d like to get reimbursed.

While unloading treasure,

Slippery Sam pockets an

emerald. When it falls out, the Captain says

he’sdropping Sam

offat the next

deserted island. Sam pleads tostay on board.

With thanks from - The Not-So-Jolly Roger Time Warp Trio In the Classroom © 2005 WGBH Educational Foundation. www.timewarptrio.com

CreatingCreatingGreen Hat, Construction Key, Green Hat, Construction Key, SCAMPER, SCUMPS, Ridiculous Key, SCAMPER, SCUMPS, Ridiculous Key, Combination Key, Invention Key Combination Key, Invention Key

EvaluatingEvaluatingBrick Wall Key, Decision Making Matrix, Brick Wall Key, Decision Making Matrix, PMI, Prioritising.PMI, Prioritising.

AnalysingAnalysingYellow Hat, Black Hat, Venn Diagram, Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Commonality Key, Picture Key, Y Chart, Combination Key.Combination Key.

ApplyingApplyingBlue Hat, Brainstorming, Different uses Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart.Key, Reverse Listing Key, Flow Chart.

UnderstandiUnderstandi

ngng

Graphic Organisers, Variations Key, Graphic Organisers, Variations Key, Reverse Listing, PMI, Webs Reverse Listing, PMI, Webs (Inspiration).(Inspiration).

RememberinRememberingg

White Hat, Alphabet Key, Graphic White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Organisers, Acrostic, Listing, Brainstorming, Question Key.Brainstorming, Question Key.

Bringing it all together

Reflection ToolsReflection Tools

Tomorrow I want to get better

at...

Today I made the world a better place by...

Thanks to Kate Grieve, St Gerards School and Grace Yarrow, Pukehina School

ExamplesExamples

Evaluating - Problem Solving One of your characters has landed on an alien planet. How can you help his time machine take off using:

A drink bottle10 cans of baked beansA watch

Creating - Selling an idea

Dogs have become the best readers in the world. Explain how this could have happened.

Evaluating - Checking

Books were once written on tablets of stone. What sort of problems would a student have if this still happened? Make a series of 4 cartoons explaining the problem.

Available on http://www.kurwongbss.qld.edu.au

Powerful thinking is not expected to Powerful thinking is not expected to happen every minute, every hour and happen every minute, every hour and

every day in classrooms.every day in classrooms.

There is time for sheer enjoyment.There is time for sheer enjoyment.

http://www.britishcouncil.org/kids-songs-pirates-popup.htm

RubricsRubrics

What is a rubric?What is a rubric?

A rubric is a type of formative A rubric is a type of formative assessment which is an ongoing assessment which is an ongoing part of teaching and learning. part of teaching and learning.

Quality formative assessment blurs Quality formative assessment blurs the line between teaching, learning, the line between teaching, learning, and assessment. (Process vs and assessment. (Process vs product)product)

Advertising RubricAdvertising RubricSuccess Success Criteria Criteria

SloganSloganNo sloganNo slogan

Long Long sentence, sentence, not want to not want to buybuy

Short Short slogan, slogan, think about think about productproduct

Short, Short, catches catches attentionattention

VisualsVisuals No pictures No pictures or photosor photos

Not related, Not related, too smalltoo small

Clear, Clear, easily seeneasily seen

Focus Focus reader on reader on productproduct

LogoLogo No logoNo logo Not about Not about productproduct

Uses ideas Uses ideas about about productproduct

Near the Near the company, company, clearclear

ColourColour Untidy Untidy lookinglooking

Cover Cover words or words or visualsvisuals

ComplemeComplement nt dark/lightdark/light

Creative, Creative, suit visualssuit visuals

InformatiInformationon

No product No product contact or contact or informationinformation

One of One of Contact or Contact or informationinformation

Contact Contact and and product product details details

Positive Positive reasons to reasons to buybuy

Thanks to Bronwyn Ward – Pukehina School

Just remember… it Just remember… it is all down to you, is all down to you,

the classroom the classroom teacher and what teacher and what

you actually you actually dodo with with children in your children in your class that really class that really

countscounts

Critical Factor – the Critical Factor – the teacherteacher

No right way or template.

No magical answer

Reflection Time Reflection Time

““As I anticipate the remainder of this As I anticipate the remainder of this school year, I am most excited school year, I am most excited about ….about ….

As you reflect on this workshopAs you reflect on this workshop What 3 important main

ideas/concepts can you recall?

What 3 strategies will you use back at school?