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Deep Thinking the development
of aPowerful LearningProcess
...a glimpse of one school’s Journey
Curriculum Connections July 09
There are no easy answers
to future problems.
Art Costa
One of the core functions of
21st century education is
learning to learn in preparation
for a lifetime of change.
David Miliband, 2003
The test of successful education is
not the amount of knowledge that
pupils take away from school, but
their appetite to think, know and their
capacity to learn.
Sir Richard Livingstone, 1941
We need to produce people who know how to act
when they are faced with situations for which they
were not specifically prepared.
Seymour Papert, 1998
Pedagogy should at its best be about
what teachers do that not only helps
students to learn but actively
strengthens their capacity
to think and learn
David Hargreaves, 2004
To survive, thrive and learn
successfully in the predicted
future one needs to be able to
think!
Take a minute to share with the
people sitting next to you what tools,
strategies, techniques you use in the
classroom to promote thinking.
Let’s Share
Thinking – What’s out there?Caring, Critical,
Creative
Michael PohlEmotional
Intelligence
Coleman
Habits of Mind
Art Costa
Learning
muscles
Guy Claxton
Thinking Maps
David Heryle
Organisers
Venn
Double Bubble
T-chart
Matrix
Define square
Part-whole
Analysis
Sequence
Association
Thinking Hats
De BonoMultiple
Intelligences
GardenerWhole Brain
Thinking
Hermann
Learning to
Learn
Thinkers Keys
Tony Ryan
Questioning Toolkit
Jamie MacKenzie
Creative Thinking
Scamper
BAR
SCORT
Attribute
Modification
Bloom’s
Taxonomy
3 story Intellect
Solo
Taxonomy
Anderson’s
Revised Bloom’s
Wiederhold’s
Questions
Matrix (1991)Inspiration
Kidspiration
Strategies
KWHL
Think Pair Share
Donut
5 senses
PMI
SWOT
Y chart
Brainstorming
Extended
brainstorming
Short, long term
memory
Brain Theory
How the brain
learns
Sensory,
auditory,
kinestheticMapping
Memorising
Visualising
Philosophy
for kids
What should one cling on to?
Where to start?
Thinking Big Picture for a moment
Imagine the learners world like this
So What – to make a difference
It– has lots of knowledge,
understandings and concepts to explore
We – situated in a community
I – learner sits at the centre
The thinking required in such a world?
So What – design, problem solve, innovate and create the unknown
It – Thinking with, in and about knowledge
and understandings
We – Caring thinking, emotional intelligence
I – Metacognition, thinking about my thinking
Red Beach School Vision
Bringing such ideas back to your owncontext
Change Fundamental – Creating a vision
Ensuring the vision lives
3Keys to Change - Keeping it Simple
Vision - Collective direction and purpose
Student Profile- What will the
student leave the school being able to
do as a result of the vision principles
Teaching Practice – What
pedagogical practices are required to
ensure that each student will leave
after 6 years as the profile outlines
Align Practice with Belief
Powerful Learning where in the big
picture does it fit?
RBS Vision
Powerful Learning
Developed to helps learners deal
with the ‘IT’ thinking - that is to
make sense of and deal with a
multitude of knowledge and
understandings.
Our Powerful Learning Process
Unpacked LLL
Embed/Abandon
Vision
What does the teaching
practice look like?
05
05
Interviewing
students
Strategic direction
Student profile
clarity
Using images
Collective
AFL Context PL
lead teachers 07
Power of student
voice
Inquiry team06
08Lead teachers
continued with PL
Science
Split screen thinking
One process
not linear
Being selective –
thinking tools
Thinking embedded
Based on Solo same as
NCEA
More than inquiry
Cross curricular
Creating a shared
language
09
PL school wide
focus
Change influences
Change fundamentals
Our steps
Ahas
Going deep –
using the hub
Our Audience
PL Pedagogical
understanding
Shared language
Kid friendly
Not Linear
Cross Curricular
More than inquiry
Pedagogical Understanding
Gather it, find it, observe it,
describe it, experience it
Make sense of it,
organise it, analyse it,
classify it, compare it
Apply it, make use of it,
generalise
What does it look like in Practice?
Student voice
Thinking – What do you choose?Caring, Critical,
Creative
Michael PohlEmotional
Intelligence
Coleman
Habits of Mind
Art Costa
Learning
muscles
Guy Claxton
Thinking Maps
David Heryle
Organisers
Venn
Double Bubble
T-chart
Matrix
Define square
Part-whole
Analysis
Sequence
Association
Thinking Hats
De BonoMultiple
Intelligences
GardenerWhole Brain
Thinking
Hermann
Learning to
Learn
Thinkers Keys
Tony Ryan
Questioning Toolkit
Jamie MacKenzie
Creative Thinking
Scamper
BAR
SCORT
Attribute
Modification
Bloom’s
Taxonomy
3 story Intellect
Solo
Taxonomy
Anderson’s
Revised Bloom’s
Wiederhold’s
Questions
Matrix (1991)Inspiration
Kidspiration
Strategies
KWHL
Think Pair Share
Donut
5 senses
PMI
SWOT
Y chart
Brainstorming
Extended
brainstorming
Short, long term
memory
Brain Theory
How the brain
learns
Sensory,
auditory,
kinestheticMapping
Memorising
Visualising
Philosophy
for kids
Hub
Reflect
Dialogue
Question
Imagine
Get It
Define
Describe
Identify
Observe
Recall
Scan
Select
List
Find
Record
Check source
Get It
Find
Define
Describe
Observe
Use It
Create
Debate
Design/make/evaluate
Evaluate
Find a better solution
Generalise
Imagine
Apply
Predict
Problem solve
Synthesize
“What if?”
Use It
Debate
Generalise
Imagine
Predict
Justify
“What if?”
Evaluate
Find a better
solution
Synthesize
Sort It
Analyse
Classify
Compare
Contrast
Pull apart
Explain (why)
Understand
Order
Solve
Summarise
Connect
Collaborate
Sort It
Order (sequence)
Organise
Classify
Compare
Contrast
Pull Apart (Part-
whole)
Solve
Summarise
Connect
Analyse
(Cause and effect)
(Analogy)
Being selective
Solo embedded
Where does the thinking fit?
Beingselective
•Thinking skills
•Thinking tools
•Thinking strategies
Developing Resource
Moving knowing to understanding
The hub
The hub is central to deepening
knowledge
As much time should be spent
reflecting, imagining, questioning and
dialoguing about a learning
experience as was spent doing the
actual learning experience
We must move away from a hoop
hopping mentality of doing a whole lot
of activities one after the other.
Progressions
Shallow
Deep
Profound
John West Burnham
Deepening thinking
My matrix identifies several relevant
comparisons or contrasts, explains why
these are relevant and makes a
generalisation about the comparison
My matrix identifies several relevant
comparisons or contrasts and explains why
these are relevant
My Matrix
identifies several
relevant
comparisons or
contrasts
My timeline has several ideas sequenced
correctly I can explain why they are linked in
this order, and predict what might happen
next.
My timeline has several ideas sequenced
correctly and I can explain why they are
linked in this order
My timeline has
several ideas
sequenced correctly
My timeline has two
sequenced idea
My definition has several relevant ideas and
links these to the whole and looks at the idea
in a new way
My definition has several relevant ideas and
links these to the whole
My definition
identifies several
relevant ideas
My definition has
one relevant idea
My brainstorm has several relevant ideas, I
can explain why they are linked to the main
idea
My brainstorm has several relevant ideas
and I can explain why they are linked to the
main idea
My brainstorm has
several relevant
ideas
My brainstorm has
one relevant idea
Using Solo
I can use the thinking
verbs at the use it stage
to explain my new
learning and I think
beyond what I know and
create new ideas and
understandings
{generalise, predict,
Evaluate etc}
I can use the thinking
verbs at the use it stage
to explain my new
learning.
I cannot ‘use it’ on my own. I need support, prompts or scaffolds.Use itApply it
I can sort information
using a variety of thinking
tools and explain why I
have chosen a particular
tool and reflect upon/
evaluate my choice of
tool
I can sort information
using a variety of thinking
tools and can explain why
I have chosen a particular
tool
I can sort information
using a range of thinking
tools e.g matrix, venn,
part-whole
I can sort information
using a thinking tool e.g a
matrix or venn
I cannot ‘sort it’
information on my ownSort itCompare and contrast
findings.
Make sense of it
I can locate and gather
relevant information from
a range of sources and
show how it links to the
topic. I reflect, dialogue
and question the
information
I can locate and gather
relevant information from
a range of sources and
show how it links to the
topic by starting to use
the hub
I can locate and get
information from a range
of sources
I can get relevant
information from a single
source
I cannot gather
information on my ownGet itGather information
together
Extended AbstractRelationalMultistructuralUnistructuralPrestructural
ProfoundDeepShallow 2Shallow 1Emergent
Student Self Assessment
I make more links and
connections between
pieces of knowledge to
create new ideas or
deeper understandings
and look at these
connections in a new
way. – generalise predict
evaluate
I make more links and
connections between
pieces of knowledge to
create new ideas or
deeper understandings.
I sometimes have an
‘aha’ and I see a link or
connection.
I can sometimes make
connections with support
or modelling.
I am unable to make
connections or linksConnect
I can imagine many ideas
about what might be
(fluency) from many
different perspectives
(flexibility), I can
elaborate these ideas
(elaboration) and come
up with an original idea
(originality)
I can imagine many ideas
about what might be
(fluency) from many
different perspectives
(flexibility) and I can
elaborate these ideas
(elaboration)
I can imagine many ideas
about what might be
(fluency) from many
different perspectives
(flexibility)
I can imagine many ideas
about what might be
(fluency)
I am not sure what it
means to imagineImagine
I can talk about lots of
things I found out and
listen to what others say
in response and explain
how these responses will
or will not change my
thinking and generalise
about what I have found
out from dialogue with
others
I can talk about lots of
things I found out and
listen to what others say
in response and explain
how these responses will
or will not change my
thinking
I can talk about lots of
things I found out and
listen to what others say
in response
I can talk about I few
things I found out
I cannot share what I
have found outDialogue
I can use a wide range of
questions, ‘skinny’ and
‘deep’ to get and connect
information. I reflect
upon evaluate the
effectiveness of the
questions I use
I can use a wide range of
questions, ‘skinny’ and
‘deep’ to get and connect
information.
I can ask a ‘skinny’
question to ‘get’
information
I can ask a ‘skinny’
question
I cannot ask a question
on my ownQuestion
Understands reflection
will help learning. Uses it
continuously across a
range of situations to
advance understandings
and learning
I know reflection is an
important and helpful part
of the learning process. I
can talk about when,
what and how I reflect.
I am starting to reflect on my learning with support or
prompts e.g. question starters
What am I learning?
How am I going?
I cannot reflect and am
unsure of what it means.Reflect
The HUB –
Moving ‘knowing something to understanding it’I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts
Where to from here?
•Deepen depth of thinking for all
•Further develop student self assessment in PL
•Exemplify use of process out of school context
•Parent education
•Expand Teacher and Student resource on KN
Everyone has a Story to share
...thanks for taking time to share in ours
Email: [email protected]
Blog:[email protected]
Website: www.redbeach.school.nz
Powerful LearningProcess
Key competencies?
So What – applying key competencies meaningfully
It– Using symbols, language and texts
Thinking
We – relating to others
Participating and contributing
I – Managing self
I have little content knowledge in a learning area
I build my knowledge in an area of need.
I am at the get it stage of PL
My knowledge of a learning area moves from knowledge to understanding.
I understand the big ideas, concepts principles behind the area of learning
I apply knowledge and understandings flexibly in facilitating learning.
I am responsive to individuals needs to promote future learning.
I consciously move learners thinking from knowing to understanding to
internalising.
Progressions
Dale Zimmerman – “Self Regulated Learning”• Observation – the learner gains the “image of the skill by watching others model what to do
• Imitation – the learner emulates the model and is given feedback about their efforts.
• Self Control – the learner no longer has to rely directly on the model and is becoming proficient at the task
• Self Regulation – the learner is able to draw on what they already know and can do to adapt the task to a changing environment