workshop teaching study skills and thinking skills … teaching study skills and thinking skills in...

Workshop

Teaching Study Skills and Thinking Skills in context

Geoff Petty

www.geoffpetty.comon twitter: @geoffreypettyEmail: [email protected]

Double Decker Lesson

Skill Planning an essay

Content The role of the district nurse

Review

the Skill

And

the Content




Review

the Skill

And

the Content

Would this teach the content well?

Even without writingthe essay?




Review

the Skill

And

the Content

Would this teach the skill well?

More Double Decker Lessons

Skill Using spectacles on a case study

Content How stock taking works in a shop

Review

the Skill

And

the Content


Skill Evaluating

Content Care Plans

Review

the Skill

And

the Content


Skill Writing Notes

Content Oliver Cromwell

Review

the Skill

And

the Content

Assessment

& the nature of the subject

Requires these skills

So use these skills on the content

EndStart of course…

1 2 3 4 5

Skills

Sheet

EndStart

1 2 3 4 5

How to evaluate H. Adams

Positives:

Negatives:

Alternatives:Target: more detail needed

In pairs:

Devise two double-decker lessons, using different intellectual skills

Join up with another pair and tell each other about one of your lessons

Now pairs can join up to compare ideas

topic

1 2 3 4

topic

A

CD

B

Teaching spectaclesYou can analyse by knife or by spectacles

Underlining; highlighting; annotating; pencil in the margin

Extracting key points

'atomistic analysis'

'holistic analysis'

Creating 'graphic organisers'

Asking 'why?'

Analyse with general principles.

More atomistic

More holistic

Methods to study texts, websites etc

VocabularyHow do you teach subject-specific and general vocabulary?

Do students need a glossary including concrete examples for each term?

Could they peer explain terms?

Do students have EASL problems?

More atomistic

More holistic


Now students can:

• write summaries• peer explain• answer questions• etc

More atomistic

More holistic


Graphic Organiser Ping Pong:

1. you ask for a graphic organiser

3. you send them your model organiser

5. you check there are improvements

2. students underline, then create one and send it to you

4. they self-assess their organiser, improve it in red and return it to you

6. they take a quiz

Peer explaining models of good practice

Teacher shows how on the board

Students do some on their own

Peer explaining

Usual 2-stepapproach

Carroll's 3-stepapproach

Students do some on their own

Teacher shows how on the board

Peer explaining of model answers

knowledge

application

comprehension

application

knowledge

'Peer explaining of exemplars'

Could you make more use of these 'Building Understanding' methods?

• What topics or materials would suit the methods?

Don't forget

• ILT resources such as websites etc

• Students can mark their own work against a model

Planning Writing

Using a graphic organiser to plan writing

1 Key points are written here2 Key points are written here3 Key points are written here

A Key points are written hereB Key points are written hereC Key points are written here

Conclusion:

Introduction:

Comparison table

1 Key points for Key points against2 Key points for Key points against3 Key points for Key points against

A Key points for Key points againstB Key points for Key points againstC Key points for Key points against

Conclusion:

Introduction:

before after

Caused by

So…..

Visual Essay Planning: 'Let's see what we think'

How has the internet changed libraries?

The Solo Taxonomy - how learning gets deeper and deeper

topic or task

topic or task

Principles

topic or task

topic or task

Unistructural

Multi-structural

Relational

Extended Abstract

The Solo TaxonomyD

eeperlearning

Unistructural

Multi-structural

Relational

Extended Abstract

The Solo Taxonomy

Topic

Topic

Topic

Topic1

Principle1 Principle2etc

Topic2

Using SOLO and bridging in Extended Writing

1. Students study the essay title or similar, underline key words, looking them up if necessary

2. The students brainstorm/snowball content for the essay, and the teacher improves it

atomistic analysis and holistic analysis

3. Card sort the content into conceptual groups, and then into a logical order

Label the conceptual groups

4. Relational thinkingare there any relations between parts or spectacles or categories?

5. Extended abstract thinking'Have we seen something like this before?''If so, how is it similar, and how is it different?''Is there a general principle here?'

6. Students begin to write, perhaps using a writing frame

7. Metacognition and bridging

workshop teaching study skills and thinking skills … teaching study skills and thinking skills in...

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