This PowerPoint is an adapted version of one from an unknown Geography teacher! Remembering Applying Evaluating Creating Analysing Understanding “Keep

This PowerPoint is an adapted version of one from an unknown Geography teacher! This PowerPoint is an adapted version of one from an unknown Geography teacher!

Remembering

Applying

Evaluating

Creating

Analysing

Understanding

“Keep your attitude POSITIVE – Keep your learning FOCUSED!”

What?Where?When?Who? Why?How?

What?Where?When?Who? Why?How?

Learning Skills for Science

PLTS PLTS


Know – Find out - LearnKnow – Find out - Learn


Ishikawa diagrams (also called fishbone diagrams, or herringbone diagrams , cause-and-effect diagrams, or Fishikawa) link causes and effects in a visual way.

Ishikawa diagrams (also called fishbone diagrams, or herringbone diagrams , cause-and-effect diagrams, or Fishikawa) link causes and effects in a visual way.

Link causes and effects….Link causes and effects….


Find Find the the

commcommon on

groungroundd

Find Find the the

commcommon on

groungroundd


Mind Map – link

ideas…

Mind Map – link

ideas…


Mind Map –

link ideas

Mind Map –

link ideas


The reasoning learner identifies distinctions,considers all the evidence, chooses the right problemsolving tool and reaches measured judgment

Identifies distinctions

Can value several different points of viewLooks for patterns in their workCompares and contrasts

Considers all the evidence

Collects and evaluates evidence from several sources Always pays attention to detailContinues to discuss the evidence using relevant information

Chooses the right learning

tool

Finds the right problem solving tool for the situation that they are inThinks things through themselvesChooses the right learning tool for their problem solving challenge

Reaches measured judgments

Always plans aheadTakes time to make a judgementCan arrive at reasoned and balanced conclusions


The resourceful learner shows initiative, is capable of learning in different ways, asks good questions and is prepared to take risks.

Shows Initiative

Offers help to others when it is neededComes up with solutions to problems in their learning

Is capable of learning in different

ways

Shows good awareness of how they learn bestKnows that learning is a process Remembers and selects appropriate information

Asks good questions

Asks relevant question to help solve problemsCan create high order questions to clarify their understandingCan connect information through the right questions

Is prepared to take risks

Challenged by the new and unfamiliarWelcomes changeShows great self belief


The resilient learner persists, remains positive throughout, stays involved with their learning, sets targets and practises.

PersistsNever gives upKnows actions have consequences

Remains positive

throughout

Enjoys a challengeUses setbacks to try something different Keeps a positive attitude

Stays involved with their learning

Is engaged in their learningGets started without being told toKeeps going throughout the challenge

Is prepared to take risks

Understands about actions and consequencesKeeps focussed on the outcome they want to achieve Practices regularly to achieve their targets


The reflective learner shows curiosity, is objective, can see things from different perspectives and learns from, and acts upon, experience.

Shows curiosity

Shows interest in all tasks setShows an interest in their surroundings and environmentShows they have many interests

Is objectiveCan see things from their own and others’ viewpointKeeps a balanced response to peer and teacher feedback

Can see things from different perspectives

Values differences and diversity Values othersShows empathy

Learns from and acts upon

experience(Metacognitio

n)

Can apply previous knowledge to current situations Can create their own success criteria Learns from mistakes

Thinks about thinking


The responsible learner makes moral choices, is self-managing, delays gratification and participates constructively.

Makes moral choices

Knows what is right and wrongCan influence others in their views and actionsActs according to their values

Is self-managing

Completes work and meets deadlines Always well prepared with correct equipment and resources Always engages with their learning

Delays gratification

Enjoys being engrossed in their learningCan see the big pictureTakes their time to work through tasks

Participates constructively

Participates in a positive manner in any group taskMakes an active contributionCan give feedback to others and receives feedback on their contribution


Black Hat Thinking

Problems

• Downsides

• Weaknesses

• Problems

• Negatives


Blue Hat Thinking

Thinking

• Planning

• Organising

• Reasoning


Green Hat Thinking

Suggestions

• Possibilities

• Alternatives

• Solutions

• New ideas


White Hat Thinking

Facts

• Figures

• Information

• Details

• Proof


Red Hat Thinking

Emotions

• Feelings

• Hunches

• Guesses

• Gut reactions


Yellow Hat Thinking

Benefits

• Advantages

• Improvements

• Optimism

• Positives


Remembering

• Name

• State

• Identify

• Describe

• Select

• Define

Can you recall

information?


Understanding

• Interpret

• Summarise

• Clarify

• Infer

• Suggest

• Discuss

Can you explain your

ideas or concepts?


Analysing

• Examine

• Investigate

• Consider

• Explore

Can you SCRUTINISE

information ?


Applying

• Implement

• Transfer

• Use

Can you USE the knowledge in

another situation?


Evaluating

• Assessing

• Appraising

• Judging

• Weighing Up

• Hypothesising

Can you JUSTIFY a decision or an

action?


Creating

• Designing

• Originating

• Initiating

• Conceiving

Can you GENERATE new products, ideas

or ways of viewing things?


Thinking Hats


Personal Learning Thinking Skills

Imaginative Thinker Enquiring Learner Team Player Self Manager Participating Member Reflective Learner


Imaginative Thinker

• Generates ideas and explores possibilities• Asks questions to extend thinking• Try out alternatives or other solutions• Adapt ideas as circumstances change


Enquiring Learner

• Identify questions to answer and problems to solve

• Plan and carry out research• Analyse and evaluate information• Support conclusion with argument and

evidence


Team Player

• Collaborate with others towards a common goal

• Reach agreements together• Show fairness and consideration to

others• Take responsibility and show

confidence


Self Managers

• Show initiative• Organise yourself and your resources • Deal well with pressures• Respond positively to change, seeking

advice and support when needed

ac

bd


Participating Member

• Present a persuasive case• Discuss issues and seek resolutions• Identify practical ways forward• Identify improvements that would benefit

themselves and others


Reflective Learners

• Assess themselves and others• Set goals with success criteria• Review praise• Invite feedback, deal positively with praise

and setbacks


Low Order - Remembering

• What do you know about…?• What can you remember…?• Can you describe…?• Can you define…?• Can you repeat…?• Do you know when…?• Can you tell me: who, which, where, what?• Can you identify…?

Knowledge & retaining…


Levels of Questioning

Remembering

Applying

Evaluating

Creating

Analysing

Understanding


What, where, when, who, why & how?

Question prompts… Question

prompts…

Questions forresearch…

Questions forresearch…



Collect

What do I already know about this?

Collect and collate everything I know about this and assemble it together…

Collect

What do I already know about this?

Collect and collate everything I know about this and assemble it together…

Questions for research… Questions for research…

What Iknow

What Iknow



Develop

Connect my new information withwhat I already know about this topic…

Cluster my new information around what I already know…

Develop

Connect my new information withwhat I already know about this topic…

Cluster my new information around what I already know…

Questions for research…Questions for research…

What Iknow

What Iknow




Select

Pick out information that is really relevant for my enquiry…

Put it in the centre of your diagram and any irrelevant material on the outside…

Select

Pick out information that is really relevant for my enquiry…

Put it in the centre of your diagram and any irrelevant material on the outside…




Organise

What is the best way arrange my information?

What is the most useful way to categorise the different parts of my information?

Organise

What is the best way arrange my information?

What is the most useful way to categorise the different parts of my information?




Sequence

What is the best way to order my material?

Create a logical order for the categories to go into…

Sequence

What is the best way to order my material?

Create a logical order for the categories to go into…


Question Prompts…

Remembering

Applying

Evaluating

Creating

Analysing

Understanding


Middle Order - Understand

• Can you write in your own words…?• Write a brief outline of…? • What do you think…?• What was the main idea of…?• Can you distinguish between…?• Can you provide a definition for…?

Interpreting & understanding…


High Order - Analysing

• How would you group/categorise these…?

• What order would you put these in?• What are the causes of…?• Why did this happen?• What are the problems?• What are the solutions?• How would you solve these problems?• What are the consequences?

Taking apart…


Middle Order - Applying

• How would you use this?• Where does that lead you?• Can you show me what you mean?• Would it be the same if…?• Can you use what you know to solve

this (new) problem?• How could you apply what you learned

there to this?

Making use of…


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High Order - Evaluating

• Does this work?• Is it successful and why?• Will it work?• Is this effective?• How could this be improved?• How else could this be done?

Judging and assessing…


High Order - Creating

• How might this be different if…?• How else might this have turned out?• How could you create your own way

of…?

Putting together…


Low Order - Remembering

• What do you know about…?• What can you remember…?• Can you describe…?• Can you define…?• Can you repeat…?• Do you know when…?• Can you tell me: who, which, where, what?• Can you identify…?

Knowledge & retaining…


Middle Order - Understand

• Can you write in your own words…?• Write a brief outline of…? • What do you think…?• What was the main idea of…?• Can you distinguish between…?• Can you provide a definition for…?

Interpreting & understanding…


Middle Order - Applying

• How would you use this?• Where does that lead you?• Can you show me what you mean?• Would it be the same if…?• Can you use what you know to solve

this (new) problem?• How could you apply what you learned

there to this?

Making use of…


High Order - Analysing

• How would you group/categorise these…?

• What order would you put these in?• What are the causes of…?• Why did this happen?• What are the problems?• What are the solutions?• How would you solve these problems?• What are the consequences?

Taking apart…


High Order - Evaluating

• Does this work?• Is it successful and why?• Will it work?• Is this effective?• How could this be improved?• How else could this be done?

Judging and assessing…


High Order - Creating

• How might this be different if…?• How else might this have turned out?• How could you create your own way

of…?

Putting together…


I could do with a bit more practice to make sure I feel confident.


Ok, I am getting better, my skills/attributes are developing.


Great, I have really developed my skills/attributes.



With guidance you can think before you act. You are practicing to get better at this.

When you are reminded you take your group role seriously. You respond to others and work in a positive way.

With help you can see the right or wrong way to act. You are still swayed by others but you recognise this is happening when it is pointed out to you.

You have most of what you need in lessons. Your work is of a satisfactory standard. You need reminding about deadlines.

Take time to

consideractions

Work well with others

Know right fromwrong

Take responsibili

tyfor ownlearning


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Take time to

consideractions



Take responsibili

tyfor ownlearning

You usually think before you act. You are aware that your consequences have actions. You review your actions.

You are a responsible group member. You usually play an active part in your group. You are sensitive to the needs of others and help others if you can.You have a sense of right and wrong, usually making the right choice of how to act. You usually make choices yourself and are not often swayed by others.

You usually arrive in the right state of mind to learn, with the correct equipment. You get yourself started and produce work of a good standard.


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Take time to

consideractions



Take responsibili

tyfor ownlearning

You always think before you act. You know your actions have consequences for yourself and others. You think about this before you act.

You are aware of our responsibility to your group. You are a positive asset to your group, never letting your group down. You actively help others. You have a strong sense of right and wrong. You always make the right choice even when its difficult. You are your own boss and are not swayed by anyone else.

You always turn up ready to learn with everything you need. You get started immediately and complete work on time to a high standard. If you do not understand you go and find out for yourself.


You listen to information and instructions. You ask for help when you are stuck.

You listen to ideas from others in your group. Sometimes you ask questions about the work.

You make reasonable use of learning materials to help you in your work.

You know your own learning style and can talk about how you learn best.

Make good use of the teacher

Make gooduse of other

people

Make gooduse of learning

materials

Use a range of learning styles


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You listen carefully to information and instruction from your teacher. You check your understanding by asking the right questions.

You often share ideas in your group and will listen and take ideas on board. You often ask questions in your group.

You make full use of the learning materials from your teacher and use your own materials as well.

You know your own learning style and you are beginning to practice learning in different ways.



people


materials



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You recognise your teacher as an important source of information. You think about the questions you ask to make most of the teacher.

You recognise that peers and other adults are great sources of information. You think carefully about your questions.

You independently search out and use a wide range of learning materials. You make reference to several sources and judge this information.

You can learn in a number of different ways and you choose the most effective way depending on the task.



people


materials



You can see some interest in what you are learning. You show some interest in things outside school.

You use success criteria to talk about your success in lessons with the teacher.

You listen to feedback and with support you are beginning to change what you do.

You can describe what went well and what did not go so well. You are beginning to learn from what did not go well.

Are curious

Talk aboutsuccess

Listen to andlearn fromfeedback

Learns from

mistakes


A lot of what happens in school interests you. You take part in lots of things outside school.

You can say whether you have been successful based on assessment criteria.

You respond positively to feedback from teachers and your peers, and you make changes to your work.

You can reflect on what went well and what did not go so well. You can make suggestions about what to do next time.

Are curious

Talk aboutsuccess


Learns from

mistakes


You are interested in most things in school. You can make things interesting. You have a wide range of interests outside of school.

You can talk about your success. You can generate your own success criteria for tasks to measure yourself against.

You always respond positively to feedback. You always act on what you are told to make future improvements.

You reflect, independently, and ask yourself what went well. You know what you need to change for next time.

Are curious

Talk aboutsuccess


Learns from

mistakes


You sometimes rush into things, but you are beginning to see the value of planning.

You use the advice of teachers. You can use a few graphic organisers to help you.

With help you can find some evidence to support your argument.

You can use 2 pieces of evidence at once. You can list pros and cons of an argument.

Think things

through and plan carefully Choose the

best method or learning tool

Consider allthe evidence

Says which is better and why


You are beginning to take time to plan things through. You can use planning sheets and planning tools to help you.

You can see a number of ways to approach a task. You can use a range of graphic organisers. You make use of thinking tools and thinking hats.

You make use of many types of evidence. You can decide on and use information that is relevant and discard that which is not.

You can describe several pieces of evidence. You listen to different points of view and list the pros and cons of each.

Think things






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You choose to spend time planning your work and collecting the information you need. You regularly review your work and amend your plans in the light of your progress.You know there are many ways to approach a task. You choose the best method to solve a problem. You can justify your decisions. You independently use the thinking tools.You collect evidence form many sources of information. You can judge the value of evidence and decide on its relevance.

You make choices about different pieces of evidence. You can see the value in different points of view. You are good at evaluating opposing views in an argument.

Think things






You stick at things for a short time only. You ask for help and then have another go.

With encouragement you give things a go. You find setbacks frustrating. You are learning to find positives in some of the things you do.

You can be easily distracted but you are aware of this. You need help to get started and you need someone to check on you.

You are beginning to set targets and work towards them. You focus on what you are told to do. You realise that practice is important.

Stick at it

Have a positive attitude

Find and sustain interest

Set targets and

practice


You stick at most things and have a go even when its difficult. You usually finish what you start.

You enjoy a challenge when you think its worthwhile. You tend to be positive about most setbacks. You usually approach challenges with a smile.You use strategies to get back on track if you get distracted. After initial support you can get on with things by yourself.

You set yourself targets and you plan to meet them. You focus on what you need to do. You usually decide when to practice in order to meet your targets.

Stick at it



Set targets and

practice


You stick at it until you have succeeded. If things are difficult you look for another way to approach it. you always finish what you start.

You always enjoy a challenge. You cope well with setbacks and always find ways forward. You always stay positive.

You find interest in whatever you are doing and can be completely absorbed. You are a self starter and get stuck into all tasks.

You set yourself challenging targets and plan in detailed steps to achieve them. You focus on where you want to get to. You practice regularly to meet your targets.

Stick at it



Set targets and

practice


Black Hat Question Prompts

What is wrong with this?

Why won’t this work?

What do we need to be careful of?


Blue Hat Question Prompts

What is our planning?

How can we organise this?

How can we summarise this?

What are the next steps?


Green Hat Question Prompts

What are our suggestions?

Are there any alternatives?

Are there any other ideas?

Could we do this differently?


Yellow Hat Question Prompts

What are the good points?

Why is this idea preferable?

How can we make this work?


Red Hat Question Prompts

How do we feel about this?

What are our hunches?

What is our gut reaction?


White Hat Question Prompts

What information do we have?

What information is missing?

What information do we need?

Documents

This PowerPoint is an adapted version of one from an unknown Geography teacher! Remembering Applying Evaluating Creating Analysing Understanding “Keep