““Active learning - critical Active learning - critical thinking and creative methodsthinking and creative methods “ “

Leahu Diamanda – Toni, Leahu Diamanda – Toni, C.C.D. IASIC.C.D. IASI

09.02. – 13.02.201009.02. – 13.02.2010

ProtocolProtocol

- Be punctual!Be punctual!- Mutual respectMutual respect- Be an active listener! Do not interrupt the speaker?Be an active listener! Do not interrupt the speaker?- Respect the time for your intervention / task!Respect the time for your intervention / task!- Be tolerant!Be tolerant!- If you have a question, ask it!If you have a question, ask it!- Ask for an example if the task is not clear to you!Ask for an example if the task is not clear to you!- Be skeptical, do not accept everything you hear!Be skeptical, do not accept everything you hear!- Criticize the idea, not the speaker!Criticize the idea, not the speaker!- Argue when you disagree! Propose alternatives!Argue when you disagree! Propose alternatives!- Signs agreed: left hand - silence, right hand – ask Signs agreed: left hand - silence, right hand – ask

the permission to speak the permission to speak

CT (Bloom): involves - analysis, synthesis, evaluation CT (Bloom): involves - analysis, synthesis, evaluation based on criteria and values - assumed by individuals and based on criteria and values - assumed by individuals and practiced with skill and efficiency.practiced with skill and efficiency.

CT does not mean "attack the person”.CT does not mean "attack the person”.

CT is one way to address and solve problems based on CT is one way to address and solve problems based on convincing, coherent-logical, rational arguments.convincing, coherent-logical, rational arguments.

TTo think critically does not necessarily have a negative, o think critically does not necessarily have a negative, impractical, ineffective position!impractical, ineffective position!

Criticism can be:Criticism can be:- constructive, with the aim of substantiation and - constructive, with the aim of substantiation and foundation of opinion; of rational argumentation, of foundation of opinion; of rational argumentation, of acceptance acceptance

- destructive, with the purpose of demolition, an attempt - destructive, with the purpose of demolition, an attempt to justify what is difficult (or nearly impossible) to be to justify what is difficult (or nearly impossible) to be justified and accepted (by all). justified and accepted (by all).

Cooperative Learning RolesCooperative Learning Roles

The timer - ensures that the group focuses on the task and the work The timer - ensures that the group focuses on the task and the work to be conducted within the time setto be conducted within the time set

The active listener - gets ideas from all group members and repeats The active listener - gets ideas from all group members and repeats or reorders what the others have saidor reorders what the others have said

The person in charge with the materials –distributes and collects the The person in charge with the materials –distributes and collects the necessary materials necessary materials for the for the groupgroup

The reader -reads the materials for the groupThe reader -reads the materials for the group

The reporter - exhibits the conclusions in front of the classThe reporter - exhibits the conclusions in front of the class

NOTE: The NOTE: The students should change roles during every activitystudents should change roles during every activity

Framework for thinking and learningFramework for thinking and learning

Evocation Evocation

- It requires studentsIt requires students toto b brainstorm and compile lists ofrainstorm and compile lists of what what they know orthey know or believe thatbelieve that they know, as a starting pointthey know, as a starting point (individually, in pairs and / or(individually, in pairs and / or gr group).oup).

- - Someone writes the group ideas on the board, accepting them allSomeone writes the group ideas on the board, accepting them all

The role of the teacherThe role of the teacher is to guide, underline the main ideas, and is to guide, underline the main ideas, and listen carefully to the students.listen carefully to the students.

1. What is the subject? (identify)1. What is the subject? (identify)2. What you know about that? (write on the board)2. What you know about that? (write on the board)3. What do you want to know about that? 3. What do you want to know about that? ((write on the boardwrite on the board))4. Why do you find these informations?4. Why do you find these informations?

Making senseMaking sense

Learning PhaseLearning Phase

The student comes into contact with a newThe student comes into contact with a new contentcontent (reading of texts, watching a movie,(reading of texts, watching a movie, listening tolistening tolectures)lectures) Grasping meaning is done by each student Grasping meaning is done by each student aas theys theysearch for information that would confirmsearch for information that would confirm theirtheirpredictions.predictions.

Teacher:Teacher:- - doesn’t influence studentsdoesn’t influence students

- - supports the efforts of the students in monitoring supports the efforts of the students in monitoring their understanding their understanding

Reflection

Students:- are reinforcing their knowledge actively and restructure the scheme to include their new information;-by acquiring the real knowledge, sustainable learning takes place

1. What did you learn? (largest possible answers)

2. Ask questions to extract important information not mentioned in the evocation stage.

3. In response to their answers, ask: "Why do you think that?"

Evocation (for the next segment of content)Evocation (for the next segment of content)

What else do you think you will find out?What else do you think you will find out?

What haven’t you find out from what you would like to What haven’t you find out from what you would like to know?know?

Why is this important?Why is this important?

Why do you think that?Why do you think that?

(Boost discussion and add information to the ones(Boost discussion and add information to the onesalready writtenalready written on the blackboard.) on the blackboard.)

Brainstorming Brainstorming (a creative way of thinking)(a creative way of thinking)

Generates ideasGenerates ideas

No evaluationNo evaluation

Time limitedTime limited

Read ideas / keywords aloudRead ideas / keywords aloud

Clarify ideasClarify ideas

Repeat the processRepeat the process

Evaluate the ideas (select the best)Evaluate the ideas (select the best)

SINELGSINELG - - Interactive Grading System for Interactive Grading System for Streamlining Reading and Streamlining Reading and ThinkingThinking

MMethodethod steps steps : :

Write everything Write everything youyou know/ you think you know about ... (3-5 min) know/ you think you know about ... (3-5 min)Say Say what youwhat you know about ... (write down ideas) know about ... (write down ideas)

Read theRead the text text and and put signs on the article:put signs on the article:

“√”“√” - if you read something that confirms what - if you read something that confirms what youyou knew / knew / youyou thought you knowthought you know

“ “-”-” - if you read - if you read aa piece of piece of informainformationtion that contradicts / differs from that contradicts / differs from what what youyou knew / knew / youyou thought you know thought you know

““+” +” - if a read piece of informa- if a read piece of informationtion is new to you is new to you

““?”?” - if you - if you find find informainformation tion that seem confusing to you or if you that seem confusing to you or if you want to know more about want to know more about ththis is

Short break (think 2-3 minutes)

Resume the list of what you already know, discuss in pairs about knowledge confirmed and dispelled

Draw up a table SINELG individually, then in pairs (15 min)

Ideas in class discussion on questions (10 min)

The need to indicate other sources of information

√√ ++ -- ??

I KNOW/I KNOW/ I WANT TO KNOW/I WANT TO KNOW/ I’VE LEARNTI’VE LEARNT(Ogle, 1986)(Ogle, 1986)

Evocation (Evocation (Brain storm infoBrain storm info))The students work in pairs and make a list with everything they know about The students work in pairs and make a list with everything they know about the new subjectthe new subject Make up on the board/Make up on the board/ notebonoteboook a chart and you fill in column 1k a chart and you fill in column 1

They make up questions to which the answers are going to be given in the They make up questions to which the answers are going to be given in the lesson (column 2)lesson (column 2)

Comprehension techniquesComprehension techniquesThey read the text/ attend a lecture/ a didactic movieThey read the text/ attend a lecture/ a didactic movie

ReflectionReflectionThe Ogle pattern is being repeated and the students decide what they have The Ogle pattern is being repeated and the students decide what they have learnt by filling in column 3learnt by filling in column 3Some questions can have no answer or there may appear new onesSome questions can have no answer or there may appear new onesThe students who know answer, the teacher or information sources are The students who know answer, the teacher or information sources are being givenbeing given

I knowI know

What do I think I know?What do I think I know?

I want to know I want to know

What do I want to know? What do I want to know?

I’ve learnt I’ve learnt

What have I learnt?What have I learnt?

The method: „TThe method: „THE GRAPEHE GRAPE””

Write a word or a key sentence in the middle of a pageWrite a word or a key sentence in the middle of a page Start to write words/expressions that come to your mind related to Start to write words/expressions that come to your mind related to the given subjectthe given subjectStart to draw lines between the connecting ideasStart to draw lines between the connecting ideasWrite as many ideas as come to your mind until time is off or you Write as many ideas as come to your mind until time is off or you have nothing else to sayhave nothing else to say

Basic ruleBasic ruless Write everything that comes to your mindWrite everything that comes to your mind Don’t evaluate your ideas, just write them downDon’t evaluate your ideas, just write them down Don’t bother about punctuation,spelling or other rules of the Don’t bother about punctuation,spelling or other rules of the written textwritten text Don’t stop writing until enoDon’t stop writing until enouugh time has passedgh time has passed If the ideas refuse o come, insist upon the paper and in the end If the ideas refuse o come, insist upon the paper and in the end they’ll show upthey’ll show up Allow several connections to come up. Don’t limit the number of Allow several connections to come up. Don’t limit the number of ideas and connexions.ideas and connexions.

The method: „The Venn Diagram”The method: „The Venn Diagram”

It is made up of two large circles partially juxtaposedIt is made up of two large circles partially juxtaposed

It is used to show the resemblances and the It is used to show the resemblances and the ddifferences ifferences between two ideas, concepts or charactersbetween two ideas, concepts or characters

If the students compare the journey of Columbus with that of If the students compare the journey of Columbus with that of Marco Polo, the diagram allows to point out the differences Marco Polo, the diagram allows to point out the differences between the two events, showing at the same time the common between the two events, showing at the same time the common elementselements

The students working in pairs fill in just one circle, which refers The students working in pairs fill in just one circle, which refers to one of the two explorersto one of the two explorers

They can come in groups of four to compare their circles, filling They can come in groups of four to compare their circles, filling in the common area of the circles.in the common area of the circles.

The method: „ The gallery tour’The method: „ The gallery tour’

In groups of three or four, the students first work on a In groups of three or four, the students first work on a problem that can become a final product (a diagram, a problem that can become a final product (a diagram, a chart, a grape)chart, a grape)The products are being exhibited on the walls of the The products are being exhibited on the walls of the classroomclassroomAt the teacher’s sign, the groups go round the At the teacher’s sign, the groups go round the classroom to examine and discuss each product classroom to examine and discuss each product (10 minutes)(10 minutes)They can take notes and write comments on the They can take notes and write comments on the exhibited papersexhibited papersAfter the gallery tour, the groups reexamine their own After the gallery tour, the groups reexamine their own products by comparison with the others and read the products by comparison with the others and read the comments written on their product (10 minutes)comments written on their product (10 minutes)

The method: „The quintet”The method: „The quintet”

The aimThe aim: to shape the ability of resuming the information, to grasp the : to shape the ability of resuming the information, to grasp the complexity of ideas, feeling and convictions.complexity of ideas, feeling and convictions.A five verse poem, with a clear presentation of the ideas which express A five verse poem, with a clear presentation of the ideas which express opinions upon the given subjectopinions upon the given subject

Time:Time: 5 5 -- 7 minutes7 minutes

The students work first on the individual draft, then in pairs, they The students work first on the individual draft, then in pairs, they rewrite a final quintet which they read in the classrewrite a final quintet which they read in the class

InstructionsInstructionsLine 1:one word-the title (describes the subject)Line 1:one word-the title (describes the subject)Line 2: two adjectives ( description)Line 2: two adjectives ( description)Line 3: three gerund verbs which express actions ( action)Line 3: three gerund verbs which express actions ( action)Line 4 : four words which express the feelings towards the subjectLine 4 : four words which express the feelings towards the subjectLine 5: a word which expresses the essence of the subjectLine 5: a word which expresses the essence of the subject

Selfevaluation Selfevaluation in using the activity directed by reading in using the activity directed by reading

and thoughtand thought

Always Always S Sometimes ometimes NeverNever

1.1. I make predictions based on the I make predictions based on the titles and photostitles and photos

2.2. I guess what’s going to happen I guess what’s going to happen based on the type of the storybased on the type of the story3. 3. When I read I think at my predictions When I read I think at my predictions4. 4. I pay attention to the details that can I pay attention to the details that can

help me to make new predictionshelp me to make new predictions5. 5. Even when I read something else Even when I read something else

I stop and wonder if I already know I stop and wonder if I already know what’s going on nextwhat’s going on next

Group self-monitoringGroup self-monitoring

Group self-evaluation for discussionsGroup self-evaluation for discussions

Almost always Sometimes Almost always Sometimes NeverNever

1. We check if we have understood1. We check if we have understood very well what we have to dovery well what we have to do2. 2. We follow our tasksWe follow our tasks3. 3. Each of us contributes with opinionsEach of us contributes with opinions4. Each of us listens to the end before 4. Each of us listens to the end before answeringanswering5. 5. We express several opinions before We express several opinions before reaching conclusionsreaching conclusions6. In the end we round up our conclusions6. In the end we round up our conclusions7. 7. One of us takes detailed notes of our discussion.One of us takes detailed notes of our discussion.

The Portfolio

*A “pact” between the student and the teacher which should help the student in the process of self-evaluation* At the beginning of the period we discuss what the student must know/ must do during the whole process of learning* We diagnose the learning needs of the students in order to establish the evaluation objectives and their criteria; we discuss with the students involved in the evaluation process.*The presentation/introductory one: the selection of the most valued products*The progress/working one : all the elements on display in activity*The evaluation one: the objectives, the strategies and the instruments of evaluation, the result charts.

The Structure of the Student’s Portfolio

The summaryThe argument (the works included and their importance)Summaries of the studied literary worksEssays on different topics suggested by the teacher, adapted to the age and the student’s interestsArticles, commentaries on different books/articles of criticismIndividual worksheetsIndividual/group projectsCurrent home assignmentsTerm testsDrawings which illustrate scenes from literature or just possible illustrations ( for students with visual abilities)Charts/graphic representations for connections between genres ,literary species, current works/literary movements, narrative processes (for students with logical-mathematical intelligence)Recordings, photos from individual/group activities (museum visits, memorial houses, trips, movies after famous books, shows)Definitions of the operational concepts of the national programmesInterviews with different personalities of the cultural/literary lifeSupplementary commentaries/evaluations of the teacher or group colleagues.

The Portfolio Evaluation Evaluation criteria items Yes Partially No Observations1. Presentation

- a clear evolution in comparison with the previous presentation- completeness- general layout

2. Summaries- the quality of the paperwork- the coordination with the given subject- the quantity of the final products

3. Practical workshops-adequate target-the efficiency of the working method- individual/group work

4. The student’s opinions on different parts of the portfolio- reflections upon his own work- reflections upon group work- reflections upon group w- the student’s expectations from the ongoing activity.

5)Chronology- ordering the materials according to their chronological status

6) Self-evaluation- self-evaluation of the performed activities- the coordination between target and result- the registered progress- the grade he thinks he is entitled to

7) Other materials- their quality- their relevance to the proposed theme- their importance to raising appraisal

The Group Portfolio The Cover ( it reflects in a creative way the group’s personality)

The contentsThe introduction of the group and its membersThe introduction and the argumentation of the chosen samplesSamples which have required the joint effort of the group membersObservations of the group members according to the way they interacted during common activitiesSelf-evaluation of the members and their own group evaluationIndividual samples changed upon the received feed-back from the group ( essays, final products)Self-evaluation of the members regarding the qualities and weak points of the social interactionThe way they have raised group awareness and helped other colleagues to learnThe list of the future learning targets and social behavior which the group members establishCommentaries and feed-back from the teachers, Methodists and other study groups.

GOOD LUCK!