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Slide 2 The best teachers are those who equip students to THINK for themselves. Slide 3 Creating a Thinking Curriculum: Higher-order Thinking Across KLAs Presented by Alison Rose Di Marsden Denise Tarlinton Kurwongbah State School Slide 4 He who learns but does not think is lost (Chinese Proverb) Slide 5 Overview Why HOTS? Why HOTS? What is higher-order thinking? What is higher-order thinking? Blooms Revised Taxonomy and higher- order thinking Blooms Revised Taxonomy and higher- order thinking Planning with Blooms Revised Taxonomy Planning with Blooms Revised Taxonomy Dimensions of Learning Framework Dimensions of Learning Framework HOTs in action: Making decisions with the Decision Making Matrix HOTs in action: Making decisions with the Decision Making Matrix Slide 6 The students of the future should be able to: Solve problems Solve problems Think creatively- invent and produce/ generate new ideas and knowledge Think creatively- invent and produce/ generate new ideas and knowledge Think critically- challenge, debate, refute Think critically- challenge, debate, refute Make decisions- compare, analyse, select, justify Make decisions- compare, analyse, select, justify Analyse and evaluate information and ideas Analyse and evaluate information and ideas Plan for the future Plan for the future Slide 7 Employability skills for the Future (DEST) Communication Communication Team work Team work Problem solving Problem solving Initiative and enterprise Initiative and enterprise Planning and organising Planning and organising Self-management Self-management Learning Learning Use of technology Use of technology (Department of Education, Science and Training) Slide 8 The early self-fulfilling prophecy studies (Rist) and studies of streaming and tracking (Oakes, Gorman and Page, 1992), show that one of the main reasons some students do not achieve high academic performance is that schools do not always require students to perform work of high intellectual quality. (Queensland School Reform Longitudinal Study, 2001a, p. 3) Slide 9 Newmann and Associates (1996) suggest that when students from all backgrounds are expected to perform work of high intellectual quality, overall student academic performance increases From this research, we would generalise that a focus on high intellectual quality is necessary for all students to perform well academically. Newmann and Associates (1996) suggest that when students from all backgrounds are expected to perform work of high intellectual quality, overall student academic performance increases From this research, we would generalise that a focus on high intellectual quality is necessary for all students to perform well academically. (Queensland School Reform Longitudinal Study, 2001a, p. 3) Slide 10 QSRLS The Queensland School Reform Longitudinal Study (1998- 2000) commissioned in 1997 by Education Queensland reported on the need to shift teachers attention and focus beyond basic skills to key aspects of higher-order thinking towards more productive pedagogies (QSRLS, 2001b, p. 15). The Queensland School Reform Longitudinal Study (1998- 2000) commissioned in 1997 by Education Queensland reported on the need to shift teachers attention and focus beyond basic skills to key aspects of higher-order thinking towards more productive pedagogies (QSRLS, 2001b, p. 15). The key finding was that intellectual demand [of students] has significant links with improved productive performance in schools and, hence, with improved student outcomes (QSRLS, 2001b, p.15). The key finding was that intellectual demand [of students] has significant links with improved productive performance in schools and, hence, with improved student outcomes (QSRLS, 2001b, p.15). The overall findings suggested that high intellectual demand may be a key rallying point for innovative change, school renewal and reform of support mechanisms for curriculum implementation and assessment (QSRLS, 2001b, p. 15). The overall findings suggested that high intellectual demand may be a key rallying point for innovative change, school renewal and reform of support mechanisms for curriculum implementation and assessment (QSRLS, 2001b, p. 15). Slide 11 MYRAD Middle Years Research and Development The more students believe their teachers to be emphasising thinking and learning strategies: The greater the motivation The greater the motivation The more strongly they are involved in productive cognitive strategies The more strongly they are involved in productive cognitive strategies The more firmly they focus on the task goals The more firmly they focus on the task goals The less they see school to be focussed on individual ability and competition The less they see school to be focussed on individual ability and competition The less they perceive a lack of control over their own learning The less they perceive a lack of control over their own learning(Victoria) Slide 12 Barratts Model for Adolescent Learning (1998) Purpose: Having opportunity to negotiate learning that is useful now, as well as in the future Purpose: Having opportunity to negotiate learning that is useful now, as well as in the future Empowerment: Viewing the world critically and acting independently, cooperatively and responsibly Empowerment: Viewing the world critically and acting independently, cooperatively and responsibly Success: Having multiple opportunities to learn valued knowledge and skills as well as the opportunity to use talents and expertise that students bring to the learning environment. Success: Having multiple opportunities to learn valued knowledge and skills as well as the opportunity to use talents and expertise that students bring to the learning environment. Rigour: Taking on realistic challenges in an environment characterised by high expectations Rigour: Taking on realistic challenges in an environment characterised by high expectations Safety: Learning in a safe, caring and a stimulating environment Safety: Learning in a safe, caring and a stimulating environment Slide 13 What Is Higher-order Thinking? Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. ( Department of Education, Queensland, A guide to Productive Pedagogies: Classroom reflection manual, 2002, p. 1) Slide 14 What Is Higher-order Thinking? Continued. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teachers main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking. (Department of Education, Queensland, A guide to productive pedagogies: (Department of Education, Queensland, A guide to productive pedagogies: classroom reflection manual, 2002, p. 1) Slide 15 Higher-order Thinking is: Slide 16 Higher-order thinking is not: regurgitation regurgitation rote learning rote learning recall recall remembering remembering Slide 17 What does the Thinking Classroom look like? There are significant opportunities for: There are significant opportunities for: higher-level thinking higher-level thinking complex problem solving complex problem solving open-ended responses open-ended responses Thinking skills are explicitly taught in an authentic and meaningful context. Thinking skills are explicitly taught in an authentic and meaningful context. http://www.sricboces.org/Goals2000/rubric1.htm Slide 18 Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. In no activities during the lesson do students go beyond simple reproduction of knowledge. Students are primarily engaged in routine lower-order thinking for a good share of the lesson. There is at least one significant question or activity in which some students perform some higher-order thinking. Almost all students, almost all of the time are engaged in higher-order thinking. (Department of Education, Queensland, 2002, p. 1) A guide to Productive Pedagogies: Classroom reflection manual lists three degrees of incorporation of Higher-order thinking skills in a Continuum of practice: Slide 19 Blooms Revised Taxonomy? Higher-order thinking occurs at the top three levels of Bloom's Revised Taxonomy Higher-order thinking occurs at the top three levels of Bloom's Revised Taxonomy Analysing Analysing Evaluating Evaluating Creating. Creating. Slide 20 Blooms Revised Taxonomy Taxonomy of Cognitive Objectives Taxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom 1950s- developed by Benjamin Bloom Means of expressing qualitatively different kinds of thinking Means of expressing qualitatively different kinds of thinking Been adapted for classroom use as a planning tool Been adapted for classroom use as a planning tool Continues to be one of the most universally applied models Continues to be one of the most universally applied models Provides a way to organise thinking skills into six levels, from the most basic to the more complex levels of thinking Provides a way to organise thinking skills into six levels, from the most basic to the more complex levels of thinking 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy As a result, a number of changes were made As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8) Slide 21 Original Terms New Terms Evaluation Evaluation Synthesis Synthesis Analysis Analysis Application Application Comprehension Comprehension Knowledge Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) Slide 22 Change in Terms The names of six major categories were changed from noun to verb forms. The names of six major categories were changed from noun to verb forms. As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns. As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns. The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganised. The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganised. The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html Slide 23 Change in Emphasis The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment. The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment. The revision is aimed at a broader audience. Blooms Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels. The revision is aimed at a broader audience. Blooms Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels. The revision emphasizes explanation and description of subcategories. The revision emphasizes explanation and description of subcategories. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html Slide 24 BLOOMS REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding BLOOMS REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding Slide 25 Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Slide 26 Analysing The learner breaks learned information into its parts to best understand that information. Comparing Comparing Organising Organising Deconstructing Deconstructing Attributing Attributing Outlining Outlining Finding Finding Structuring Structuring Integrating Integrating Can you break information into parts to explore understandings and relationships? Each of these is a thinking skill that should be explicitly taught to students. explicitly Slide 27 Analysing cont Distinguish Distinguish Question Question Appraise Appraise Experiment Experiment Inspect Inspect Examine Examine Probe Probe Separate Separate Inquire Inquire Arrange Arrange Investigate Investigate Sift Sift Research Research Calculate Calculate Criticize Criticize Compare Contrast Survey Detect Group Order Sequence Test Debate Analyse Diagram Relate Dissect Categorise Discriminate Breaking information down into its component elements Products include : Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report Slide 28 Classroom Roles for Analysing Teacher roles Probes Probes Guides Guides Observes Observes Evaluates Evaluates Acts as a resource Acts as a resource Questions Questions Organises Organises Dissects Dissects Student roles Discusses Discusses Uncovers Uncovers Argues Argues Debates Debates Thinks deeply Thinks deeply Tests Tests Examines Examines Questions Questions Calculates Calculates Investigates Investigates Inquires Inquires Active participant Active participant Slide 29 Questions for Analysing Which events could not have happened? Which events could not have happened? If...happened, what might the ending have been? If...happened, what might the ending have been? How is...similar to...? How is...similar to...? What do you see as other possible outcomes? What do you see as other possible outcomes? Why did...changes occur? Why did...changes occur? Can you explain what must have happened when...? Can you explain what must have happened when...? What are some or the problems of...? What are some or the problems of...? Can you distinguish between...? Can you distinguish between...? What were some of the motives behind..? What were some of the motives behind..? What was the turning point? What was the turning point? What was the problem with...? What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13) Slide 30 Analysing: Potential Activities and Products Design a questionnaire to gather information. Design a questionnaire to gather information. Write a commercial to sell a new product Write a commercial to sell a new product Make a flow chart to show the critical stages. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Construct a graph to illustrate selected information. Make a family tree showing relationships. Make a family tree showing relationships. Devise a play about the study area. Devise a play about the study area. Write a biography of a person studied. Write a biography of a person studied. Prepare a report about the area of study. Prepare a report about the area of study. Conduct an investigation to produce information to support a view. Conduct an investigation to produce information to support a view. Review a work of art in terms of form, colour and texture. Review a work of art in terms of form, colour and texture. Slide 31 Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Checking Checking Hypothesising Hypothesising Critiquing Critiquing Experimenting Experimenting Judging Judging Testing Testing Detecting Detecting Monitoring Monitoring Can you justify a decision or course of action? Can you justify a decision or course of action? Slide 32 Evaluating cont Judge Judge Rate Rate Validate Validate Predict Predict Assess Assess Score Score Revise Revise Infer Infer Determine Determine Prioritise Prioritise Tell why Tell why Compare Compare Evaluate Evaluate Defend Defend Select Select Measure Measure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticise Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include : Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech Slide 33 Classroom Roles for Evaluating Teacher roles Clarifies Clarifies Accepts Accepts Guides Guides Student roles Judges Judges Disputes Disputes Compares Compares Critiques Critiques Questions Questions Argues Argues Assesses Assesses Decides Decides Selects Selects Justifies Justifies Active participant Active participant Slide 34 Questions for Evaluating Is there a better solution to...? Is there a better solution to...? Judge the value of... What do you think about...? Judge the value of... What do you think about...? Can you defend your position about...? Can you defend your position about...? Do you think...is a good or bad thing? Do you think...is a good or bad thing? How would you have handled...? How would you have handled...? What changes to.. would you recommend? What changes to.. would you recommend? Do you believe...? How would you feel if...? Do you believe...? How would you feel if...? How effective are...? How effective are...? What are the consequences..? What are the consequences..? What influence will....have on our lives? What influence will....have on our lives? What are the pros and cons of....? What are the pros and cons of....? Why is....of value? Why is....of value? What are the alternatives? What are the alternatives? Who will gain & who will loose? Who will gain & who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14) Slide 35 Evaluating: Potential Activities and Products Prepare a list of criteria to judge Prepare a list of criteria to judge Conduct a debate about an issue of special interest. Conduct a debate about an issue of special interest. Make a booklet about five rules you see as important. Convince others. Make a booklet about five rules you see as important. Convince others. Form a panel to discuss views. Form a panel to discuss views. Write a letter to...advising on changes needed. Write a letter to...advising on changes needed. Write a half-yearly report. Write a half-yearly report. Prepare a case to present your view about... Prepare a case to present your view about... Slide 36 Creating The learner creates new ideas and information using what has been previously learned. Designing Designing Constructing Constructing Planning Planning Producing Producing Inventing Inventing Devising Devising Making Making Can you generate new products, ideas, or ways of viewing things? Can you generate new products, ideas, or ways of viewing things? Slide 37 Creating cont Compose Compose Assemble Assemble Organise Organise Invent Invent Compile Compile Forecast Forecast Devise Devise Propose Propose Construct Construct Plan Plan Prepare Prepare Develop Develop Originate Originate Imagine Imagine Generate Generate Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Putting together ideas or elements to develop an original idea or engage in creative thinking. Products include : Film Story Project Plan New game Song Newspaper Media product Advertisement Painting Slide 38 Classroom Roles for Creating Teacher roles Facilitates Facilitates Extends Extends Reflects Reflects Analyses Analyses Evaluates Evaluates Student roles Designs Designs Formulates Formulates Plans Plans Takes risks Takes risks Modifies Modifies Creates Creates Proposes Proposes Makes Makes Active participant Active participant Slide 39 Questions for Creating Can you design a...to...? Can you design a...to...? Can you see a possible solution to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? Why don't you devise your own way to...? What would happen if...? What would happen if...? How many ways can you...? How many ways can you...? Can you create new and unusual uses for...? Can you create new and unusual uses for...? Can you develop a proposal which would...? Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14) Slide 40 Creating: Potential Activities and Products Invent a machine to do a specific task. Invent a machine to do a specific task. Design a building to house your study. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about.. Write a TV show play, puppet show, role play, song or pantomime about.. Design a record, book or magazine cover for... Design a record, book or magazine cover for... Sell an idea Sell an idea Devise a way to... Devise a way to... Make up a new language and use it in an example. Make up a new language and use it in an example. Slide 41 Explicit Teaching of the Thinking Process: Help students understand the process. Help students understand the process. Give students a model for the process, and create opportunities for them to practice using the process. Give students a model for the process, and create opportunities for them to practice using the process. As students study and use the process, help them focus on critical steps and difficult aspects of the process. As students study and use the process, help them focus on critical steps and difficult aspects of the process. Provide students with graphic organisers or representations of the model to help them understand and use the process. Provide students with graphic organisers or representations of the model to help them understand and use the process. Use teacher-structured and student structured tasks. Use teacher-structured and student structured tasks. Slide 42 We believe: Higher-order thinking skills and strategies can be applied: Higher-order thinking skills and strategies can be applied: Across all year levels Across all year levels Within and across all KLAs Within and across all KLAs Throughout all aspects of life, during school and beyond Throughout all aspects of life, during school and beyond Form the basis of Life Long Learning Form the basis of Life Long Learning Slide 43 Sample Unit : Space Remembering Cut out space pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey. Understanding Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets. Applying Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut. Analysing Make an application form for a person applying for the job of an astronaut. Compare Galileos telescope to a modern telescope. Distinguish between the Russian and American space programs. Evaluating Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why. Creating Write a newspaper report for the following headline: Spaceship out of control. Design a space suit. Create a game called Space Snap. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon. Slide 44 Sample Unit : Travel Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect transport pictures from magazines- make a poster with info. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about The Little Red Engine and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph. Analysing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Compare boats to planes. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rank transport from slow to fast etc. Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport. Slide 45 Remembering Understanding Applying Analysing Evaluating Creating Slide 46 Good teaching is more a giving of right questions than a giving of right answers. ~Josef Albers~ ~Josef Albers~ Slide 47 Creating Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key Evaluating Brick Wall Key, Decision Making Matrix, PMI, Prioritising. Analysing Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key. Applying Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart. Understanding Graphic Organisers, Variations Key, Reverse Listing, PMI, Webs (Inspiration). Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key. Slide 48 A good teacher makes you think even when you dont want to. (Fisher, 1998, Teaching Thinking) Slide 49 What our staff has to say Impact on planning: Planning has become easier and more organised Planning has become easier and more organised Helps to give a unit flow Helps to give a unit flow Blooms and MI tasks integrate well with outcomes and provide better quality assessment tasks and ideas for future planning Blooms and MI tasks integrate well with outcomes and provide better quality assessment tasks and ideas for future planning More aware of planning for individual needs More aware of planning for individual needs Provides different ways to approach planning Provides different ways to approach planning Easier to create groupings of various kinds Easier to create groupings of various kinds Made planning more relevant to class needs Made planning more relevant to class needs It has made planning more detailed as to the final outcome I wish to achieve with each student It has made planning more detailed as to the final outcome I wish to achieve with each student Slide 50 What our staff has to say Impact on the Classroom: The classroom seems more active and vibrant when children are involved in many of these activities The classroom seems more active and vibrant when children are involved in many of these activities More varied and interesting activities More varied and interesting activities Students are presenting work with greater thought and creativity evident Students are presenting work with greater thought and creativity evident Students are more motivated to complete tasks Students are more motivated to complete tasks Using Multiple Intelligences has enhanced our classroom because it forces us to cater for different learning styles and interests Using Multiple Intelligences has enhanced our classroom because it forces us to cater for different learning styles and interests Kids have a keen attitude [and] more imaginative thoughts Kids have a keen attitude [and] more imaginative thoughts Opened out activities and made the classroom more student based Opened out activities and made the classroom more student based Students are happy to work in any given group- the focus is on Students are happy to work in any given group- the focus is on the task and not the group dynamics More cooperation between some students More cooperation between some students Slide 51 What our staff has to say Impact on students: Students are more able to respond to questioning at a higher level Students are more able to respond to questioning at a higher level The depth of their thinking is becoming more obvious the more the program is used The depth of their thinking is becoming more obvious the more the program is used It makes learning more accessible to a variety of children via catering for learning styles It makes learning more accessible to a variety of children via catering for learning styles Individual needs/ interests being catered for Individual needs/ interests being catered for Students have been helped to identify their strengths Students have been helped to identify their strengths Its got to be a positive that students are aware of these skills and can verbalise the different approaches Its got to be a positive that students are aware of these skills and can verbalise the different approaches Productive work, on-task Productive work, on-task Everyone gets an opportunity to become special or good at something Everyone gets an opportunity to become special or good at something FUN being the favoured word FUN being the favoured word Loads of positive encouragement Loads of positive encouragement Enjoyable and rewarding experience Enjoyable and rewarding experience Slide 52 TRY THIS While sitting at your desk, lift your right foot off the floor and make clockwise circles (That's to the right.... :-) Now, while doing this, draw the number "6" in the air with your right hand. Slide 53 Dimensions of Learning Framework Slide 54 Dimensions of Learning: is about thinking strategies Slide 55 Dimensions of Learning: is a model/framework that provides a common understanding and language related to learning. Slide 56 Dimensions of Learning is a comprehensive model that uses what researchers and theorists know about learning to define the learning process. Dimensions of Learning is a comprehensive model that uses what researchers and theorists know about learning to define the learning process. Its premise is that five types of thinking- called the five dimensions of learning, are essential to successful learning. Its premise is that five types of thinking- called the five dimensions of learning, are essential to successful learning. The Dimensions framework helps teachers to: maintain a focus on learning maintain a focus on learning study the learning process study the learning process plan curriculum, instruction and assessment that takes into account the five critical aspects of learning. plan curriculum, instruction and assessment that takes into account the five critical aspects of learning. Slide 57 Implicit in the Dimensions of Learning model, or framework, are five basic assumptions: 1. Instruction must reflect the best of what we know about how learning occurs. 2. Learning involves a complex system of interactive processes that include various types of thinking- represented by the five dimensions. 3. Curriculum programs should include the explicit teaching of attitudes, perceptions and mental habits that facilitate learning. 4. A comprehensive approach to instruction includes both teacher directed and student directed instruction. 5. Assessment should focus on students' use of knowledge and complex reasoning processes rather than on their recall of information. Slide 58 Explicit teaching of thinking skills: Help students understand the thinking process. Help students understand the thinking process. Give students a model for the process, and create opportunities for them to practice using the process. Give students a model for the process, and create opportunities for them to practice using the process. As students study and use the process, help them focus on critical steps and difficult aspects of the process. As students study and use the process, help them focus on critical steps and difficult aspects of the process. Provide students with graphic organisers or representations of the model to help them understand and use the process. Provide students with graphic organisers or representations of the model to help them understand and use the process. Use teacher-structured and student-structured tasks. Use teacher-structured and student-structured tasks. Slide 59 Making Decisions with the Decision Making Matrix Decisions, decisions Slide 60 Attitudes and Perceptions Habits of Mind Acquire and Integrate Knowledge Extend and Refine Knowledge Use Knowledge Meaningfully Dimension 4 Slide 61 Activity A local coffee shop has decided to serve customers complimentary chocolate chip biscuits when they order coffee Assist the manager in selecting the best biscuit from the packets in front of you. Slide 62 Whats going on here? You are being asked to make a decision You are being asked to make a decision What is a decision? What is a decision? According to the Compact Oxford English Dictionary a decision is: According to the Compact Oxford English Dictionary a decision is: A conclusion or resolution reached after consideration A conclusion or resolution reached after consideration The action or process of deciding (p. 280). The action or process of deciding (p. 280). According to Dimensions of Learning it is a Complex Reasoning Process. According to Dimensions of Learning it is a Complex Reasoning Process. Slide 63 Decision Making The process of generating and applying criteria to select from among seemingly equal alternatives. 1.Identify a decision you wish to make and the alternatives you are considering. 2.Identify the criteria you consider important. 3.Assign each criterion an importance score. 4.Determine the extent to which each alternative possesses each criterion. 5.Multiply the criterion scores by the alternative scores to determine which alternative has the highest total points. 6.Based on your reaction to the selected alternative, determine if you want to change importance scores or add or drop criteria. Slide 64 Alternatives Criteria TOTALS The Decision Making Matrix Slide 65 CriteriaPanoramaHillcrestSeaview Close to shops (Weighting 3) Self contained (Weighting 3) View of water (Weighting 2) Cost