Thinking skills and creativity in Geography

Sharon Witt 9th October 2006

Aims

To reflect critically on geography’s distinctive contribution to thinking skills and creativity

To develop awareness of recent research findings about the teaching of thinking and creativity

To review progress with your assignment To explore the use of ICT for geographical

enquiry.

Brain theories about the optimum conditions for learning

high level of sensory stimulation high levels of challenge low levels of threat the learner is motivated and having fun immediate feedback ( adjusts its neurons) making choices the brain learns best in short chunks operates ALWAYS on 2 levels – conscious and

unconscious language and music are key processing mechanisms for

the brain which loves patterns and rhythms

My three point plan for the Next Education Secretary

“The battle to restore the true purpose of education based on the transmission of knowledge – is an uphill battle too. We reintroduce the traditional teaching of literacy and numeracy into primary schools and low and behold the Secretary of State opens the Pandora’s box of citizenship and welcomes “thinking skills” as the pedagogic discovery of the new millennium . They are not.”

Chris Woodhead, 2001.

The mind is not a vessel to be filled, but a fire to be ignited.

(Plutarch)

Thinking skills in the National curriculum

Information processing skillsReasoning SkillsEnquiry SkillsCreative thinking Skills Evaluation skills

How do they relate to geography?

Neuro- geography Geography appears well placed to promote

connectivity ( the neurological basis of learning) because it makes links with other subject areas

Learning is highly individualised, heavily influenced by the environment and previous experience

We remember things best when they are contextualised and have personal significance for us

Thinking skills focus on the practical, visual, graphical, social, verbal and numerical – all central to geography.

Good practice in geography teaching appears to be consistent with recent findings about the workings of the brain

Scoffham, S ( 2002) Neuro-geography in Primary Geographer April 2002 , number 47.

Poor critical thinkerHow would a poor critical thinker approach a problem?

Muddled, confused, disorganised, overly simplistic, complicated or vague solution, uncaring about getting facts, applies unreasonable data, ready to give up at first obstacle.

Thinking skills promote learning for life

inquisitive

open-minded

seeks truth judicious

analytical

systematic

reason confidently

What tools do you have in your tool box to promote thinking in geography?

Use of Photographs Use of drama

Blooms Taxonomy to promote higher order thinking

Multiple Intelligences –Howard Gardner

Mind- mapping – Tony Buzan

Thinking Hats- Edward de Bono

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Use of photographs

Why? Used to enliven and

customise units of work

Promotes visual literacy

Removes some of the barriers to information that text imposes

Ideas Pair photographs

and justify your decision

“ most likely… statements

Identify similarities and differences

“Most Likely…”( based on weather photographs)

In which photographs are you most likely to: Need wellingtons? Wear sun cream? Feel thirsty? Travel by boat? Repair your house? Feel uncomfortable? Relax? Use headlights on a car? Travel on skis? Need an umbrella? Wrap up warm? Put sandbags by your door? Wear light clothes and cover up? Get covered in dust?

Martin, F and Matthews (2002) Primary Geographer April 2002

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What connects What connects this picture this picture

with overwork, with overwork, the Gobi Desert the Gobi Desert

and a pint of and a pint of Guinness?Guinness?

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Yasu Ozeki cycled from Tokyo to Dublin in order to campaign for people who overwork.

He stopped by in a primary school to share his experiences.

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Where are these places?Where are these places?

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This isThis is Birmingham Birmingham

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Visual critical Visual critical literacyliteracy

Develops thinking skills: Creative Reasoning I nf ormation processing Enquiry Evaluative

I ncorporates a range of learning styles: Kinaesthetic I nterpersonal Linguistic

Requires: Co-operation Collaboration

Develops emotional intelligence: Social skills Self -confi dence

Develops speaking and listening skills.

Aids writing by providing: a purpose f or writing; the opportunity to orally

rehearse bef ore writing and

structures f or writing.

Teaches skills that are transferable across all curriculum areas.

KR Kingsfleet 2002

Develops inf erential comprehension skills.

Thinking Pictures

Questions I would like to

ask the tourists?

Freeze Frame

Hot Seating

A pupil takes the hot-seat in role to discuss geographical issue, place or problem.

( as a person in a photograph, in role as aplanning officer, local villager etc).

The rest of the class asks him/her questions

Empathy Glasses

What might this child be thinking?

What questions would I like to ask him?

BLOOMS REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingEvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging  AnalysingAnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding 

Mind Mapping

De Bono’s Thinking Hats

feelings

negative

facts

control

positive

creative

Directed task

Visit your chosen local area

Draw a sketch map/annotated diagram of the area

Undertake an audit for the area and mark in main features of interest (and possible trails) if applicable

Identify possible ideas and location for an enquiry

To report back at the next session

De Bono Evaluation

Red Hat: How do you feel about your assignment?

Yellow Hat: What has worked well? Why?

Black Hat: What is not going so well?

Green Hat: What new ideas have you got?

Assignment 1- Your teaching pack should contain: Planning sheet to provide an overview of enquiry activities,

identify programmes of study to be covered and key objectives for assessment

Accompanying notes/ relevant materials to communicate key information and ideas to the teacher e.g. Photos of the local area, outline map and notes about the locality identifying key geographical features.

Resources needed to support the enquiry e.g. An introductory motivating scenario for the children, data collection sheets, key vocabulary, information required by the children and task sheets for decision making activities, ideas for processing the data, ideas for presenting and sharing finding and evaluating the enquiry

Hand in assignment dates

Hand in for both assignments is week 12 - December 11th

Hand back will be week 1

Semester 2 2007 to be confirmed

Next week’s session- 16th October 2006

No formal session- Groups arrange to meet and develop enquiry teaching

pack for assignment 1 .

Room 110 is available .

Bibliography

Buzan, T.( 2003) Mind Maps for kids, Harper Collins, London,

Fleetham, M. ( 2003) How to…create and develop a thinking classroom, LDA, Wisbech.

http:www.teachingthinking.net/home.htm http://www.kurwongbss.qld.edu.au/thinking/Blo

om/bloompres:ppt Read,K.(2003) http://www.slamnet.org.uk/art