Lynne Hinton The Thoughtful School The Thoughtful School or or
Lynne Hinton
The Thoughtful SchoolThe Thoughtful School
oror
The discussion
Procedural skills Intellectual process
Exploring concepts
Seeking understanding and meaning
• Inquiry skills
listening
giving reasons
seeking alternatives
questioning
building on the ideas of
others
examples & counterexamples
making distinctions
seeking & giving clarification
summarising
paraphrasing
metaphor & analogy
uncovering assumptions
identifying faulty reasoning
hypothesising
inferring
reflecting
Prep listeningquestions/statementsreasonshypothetical reasoningreflecting (reporting)
Year Onegiving examplesbuilding on ideas of others open/closed questionslisting criteriaexploring disagreementsummarizingReflection (responding)Year Twogrouping questionsquestion quadrantseeking and giving clarificationmaking connectionssimilarities and differencesquality of reasonsreflecting (relating)
Year Threedifferent points of viewdefinitionscounter-examplesdrawing conclusionsreflecting (relating)
Year Fouralternative possibilitiesdistinctionsanalogiesinferencesassumptionsreflecting (reasoning)
Year Fiveidentifying faulty reasoningtesting analogiestesting counterexamplesrelevancereflection (reasoning)Year Six and Sevenevaluating progress of discussion formal deductive reasoninggeneralisationshypothesesplausibility of evidenceInferencestesting hypothetical claimsreasoning diagramsreflection (reconstruction)It is expected that these skills will be explicitly and comprehensively taught at the year level indicated. They would then be revisited each successive year.t
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Yr 1/2
I prefer … …box because you can sit on it. …box because you can put apples in it. …box because it can be a foot rest or a bus for toys. …basket because it is bigger and
it can fit more stuff. …basket because it has a handle.
Prep listeningquestions/statementsreasonshypothetical reasoningreflecting (reporting)
Year Onegiving examplesbuilding on ideas of others open/closed questionslisting criteriaexploring disagreementsummarizingreflecting (responding)
Year Twogrouping questionsquestion quadrantseeking and giving clarificationmaking connectionssimilarities and differencesquality of reasonsreflecting (relating)
Year Threedifferent points of viewdefinitionscounter-examplesdrawing conclusionsreflecting (relating)
Year Fouralternative possibilitiesdistinctionsanalogiesinferencesassumptionsreflecting (reasoning)
Year Fiveidentifying faulty reasoningtesting analogiestesting counterexamplesrelevancereflecting (reasoning)Year Six and Sevenevaluating progress of discussion formal deductive reasoninggeneralizationshypothesesplausibility of evidenceInferencestesting hypothetical claimsreasoning diagramsreflecting (reconstruction)It is expected that these skills will be explicitly and comprehensively taught at the year level indicated. They would then be revisited each successive year.
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Buranda State School
Inquiry skills… making Inquiry skills… making distinctionsdistinctions
In which ways are the following pairs the same and in which ways are they different?
• an apple and a pear
• a fort and a prison
• a caterpillar and a butterfly
• watermelon and salami
• sunrise and sunset
• me now and me in 10 years
• a reason and an excuse
• imagination and thoughts
• imagination and knowing
• imagination and believing
Inquiry skills… making Inquiry skills… making distinctionsdistinctions
Wisdom is distinct from knowledge because…
knowledge is gained from learning and wisdom is gained
through experiences
knowledge is knowing something but wisdom is how to use
that knowledge correctly
knowledge is the core and wisdom is the dispenser
wisdom comes with age but you always have knowledge
not everyone has wisdom but everyone has knowledge
you can’t have wisdom and no knowledge but you can have
knowledge but no wisdom.
Inquiry skills… making Inquiry skills… making distinctions distinctions
Yr 6/7Yr 6/7
Prep listeningquestions/statementsreasonshypothetical reasoningreflecting (reporting)
Year Onegiving examplesbuilding on ideas of others open/closed questionslisting criteriaexploring disagreementsummarizingreflecting (responding)
Year Twogrouping questionsquestion quadrantseeking and giving clarificationmaking connectionssimilarities and differencesquality of reasonsreflecting (relating)
Year Threedifferent points of viewdefinitionscounter-examplesdrawing conclusionsreflecting (relating)
Year Fouralternative possibilitiesdistinctionsanalogiesinferencesassumptionsreflecting (reasoning)
Year Fiveidentifying faulty reasoningtesting analogiestesting counterexamplesrelevancereflecting (reasoning)Year Six and Sevenevaluating progress of discussion formal deductive reasoninggeneralizationshypothesesplausibility of evidenceInferencestesting hypothetical claimsreasoning diagramsreflecting (reconstruction)It is expected that these skills will be explicitly and comprehensively taught at the year level indicated. They would then be revisited each successive year.
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Buranda State School
Hypothetical reasoningPrep class
If…
then…
… I had four legs instead of two
… I would have to walk like a caterpillar (Gabriel)… I could climb better (Noah )…I would look like an elephant (Grace)
… I had ears as big as doors… I had feet as big as an ox
… I would stomp my feet and make the ground shiver (Grace)
Drawing conclusions Yr 3/4
Does this follow?
All dogs like to chew
Arthur is a dog
So…Arthur likes to chew
No friendly animals bite
Some big dogs are friendly
So some big dogs do not bite
No dogs can fly like birds
Arthur is a dog
So…Arthur cannot fly like a bird
Good reasoningGood reasoning
Yr 5/6
To test…
Good reasoningGood reasoning
If you eat all the time, then you’ll become overweight.
… search for counterexamples …
My sister, who’s an elite swimmer, eats all the time and she’s not overweight!
Your mind is like a crab because they both move quickly.
Year 2/3
Developing analogies
Your mind is like a computer because…
…they both have words in them.
…they both tell you information.
…they both have energy.
Loneliness is like a cloud because…
…they both hide the sun.
…they are both away from the world.
…they both make you feel a long way away.
…they can both be dark and frightening.
Year 4
The truth is like the air you can’t always see it but it is always there (Isabelle)
A lie is like a bottomless sea you have to keep lying and lying until it crushes you and you tell the truth
(Rosie)
Prep listeningquestions/statementsreasonshypothetical reasoningreflecting (reporting)
Year Onegiving examplesbuilding on ideas of others open/closed questionslisting criteriaexploring disagreementsummarizingreflecting (responding)
Year Twogrouping questionsquestion quadrantseeking and giving clarificationmaking connectionssimilarities and differencesquality of reasonsreflecting (relating)
Year Threedifferent points of viewdefinitionscounter-examplesdrawing conclusionsreflecting (relating)
Year Fouralternative possibilitiesdistinctionsanalogiesinferencesassumptionsreflecting (reasoning)
Year Fiveidentifying faulty reasoningtesting analogiestesting counterexamplesrelevancereflecting (reasoning)Year Six and Sevenevaluating progress of discussion formal deductive reasoninggeneralizationshypothesesplausibility of evidenceInferencestesting hypothetical claimsreasoning diagramsreflecting (reconstruction)It is expected that these skills will be explicitly and comprehensively taught at the year level indicated. They would then be revisited each successive year.
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Buranda State School
Reporting - saying what happened
Responding - saying something about what happened
Relating - saying how this relates to your experience
Reasoning - developing a reasoning process to show learning about a topic
Reconstructing - showing how that reasoning process has helped you to change your mind, uncover an assumption or self-correct a misconception so you can reconstruct the way you perceive a topic, issue, situation or yourself
Australian Curriculum Studies Association 2007
Activities to develop inquiry skills: see index pp 101,102