Science Curriculum Standards Proficient Level Secondary “Thinking Skills “ Workshop7: 3/5/2011 1
Feb 13, 2016
1
Science Curriculum Standards
Proficient Level
Secondary
“Thinking Skills “Workshop7: 3/5/2011
4:00 – 4:05 PM Welcome
4:05 - 4: 20 PM Starter Activity
4: 20 - 6:00PM Types of thinking& infusing thinking
6:00 - 6:15PM Prayer Break
6:15- 7:15 PM Thinking Diagrams activity
7:15- 7: 30 PM Survey and Feed back
AGENDA
2
Starter ActivityUse symbols of elements in periodic
table to make sentences.
3
4
5
In groups using brain storming map. Answer the following question.
What strategies can we use in the classroom to develop and improve
students’ thinking skills?
Activity1:
BRAINSTORMING IN ORDER TO GENERATE POSSIBILITIES
PURPOSE
POSSIBILITIES
KINDS OF POSSIBILITIES
UNUSUAL POSSIBILITIES
From Swartz and Parks (1994)
Thinking Diagram: Generating Possibilities
6
Watch the video, rethink about thinking strategies
in the classrooms.
7
Thinking skills
8
Thinking skills
9
Thinking skills
Information processing Reasoning Enquiry Creative thinking Evaluation
10
Types of thinking
Met cognitive Analytical Logical Lateral
Metacognition
Metacognition is defined as “thinking about thinking.”
Slogan :Metacognition
Thinking about thinking11
Sequencing, ordering, ranking Sorting, grouping, classifying Analysing, identifying parts & wholes. Noting similarities & differences. Finding patterns & relationships. Comparing & contrasting.
Making predictions & formulating hypotheses. Drawing conclusions, giving reasons. Distinguishing fact from opinion. Determining bias, reliability of evidence. Relating causes & effects, designing a fair test.
What Kinds of Thinking?
Generating ideas & possibilities. Building & combining ideas. Formulating own points of view. Taking multiple perspectives & seeing other points of view.
Identifying & clarifying situations
Generating alternative solutions
Selecting & implementing a solution strategy. Evaluating & checking how well a solution solves problem.
Identifying why a decision is necessary. Generating options.Predicting the likely consequences. Weighing up the pros and cons. Deciding on a course of action. Reviewing the consequences.
PlanningMonitorin
gRedirectin
gEvaluating
12
Analytical
Is thinking about the parts to understand the
whole .
Slogan :Analytical
Look at the parts ;remember the whole
13
Logical thinking
Is step by step thinking. Logical thinking is a learned
mental process, which is often used in maths.
It’s thinking that everything is done for a reason.
Slogan :Logical
Step by step.14
Lateral
Is thinking outside the box .Lateral thinking is a term,
to help students think about a problem in creative
ways. Slogan :Lateral
Thinking outside the box
15
16
Tools for effective thinking
Background knowledge Critical concepts and vocabulary Criteria for judgement Strategies Habits of mind Thinking skills include information
processing, enquiry, reasoning, creativity, evaluating
17
Developing thinking skills
Classifying, selecting and sorting objects, ideas and concepts
Development of organising and memorising skills
Mind maps, aide memoirs, signs, symbols and information grouping
Expose students to extended work and so allow thinking skill development
Infusion throughout the curriculum?
To infuse
“to introduce into one thing a second thing which gives it extra life, vigour and a new significance”
ContentThinking SkillDesigning a Lesson
18
Designing an Infusion Lesson
Lesson Introduction◦Purpose – topic and skill (a thinking
issue) Thinking Actively
◦Challenging task◦Being explicit the thinking (thinking
diagram)◦Managing dialogue and questioning ◦Pair/group work
Meta-thinking Making Connections –transfer
19
20
Work in groups according to the subjects( Two groups from each subject) .
Choose four standards and using thinking diagrams, plan how to use them in your lesson.
Each group present their plan.
Thinking diagrams activity
BRAINSTORMING IN ORDER TO GENERATE POSSIBILITIES
PURPOSE
POSSIBILITIES
KINDS OF POSSIBILITIES
UNUSUAL POSSIBILITIES
From Swartz and Parks (1994)
Thinking Diagram Generating Possibilities
21
YOUR OPTION
CHOOSINGOPTIONS
CHOICE
RESULTS
PRO CON
THINK ABOUT THE PROS AND CONS
From Swartz and Parks (1994)
Thinking DiagramChoosing
22
HOW ALIKE?
HOW DIFFERENT?
WITH REGARD TO
PATTERNS OF SIGNIFICANT SIMILARITIES AND DIFFERENCES:
CONCLUSION OR INTERPRETATION:
OPEN COMPARE AND CONTRAST
From Swartz and Parks (1994)
Thinking DiagramCompare & Contrast
23
REASONS AND CONCLUSIONS
CONCLUSION
REASON REASONREASON
From Swartz and Parks (1994)
Thinking DiagramReasons &
Conclusions
24
25
Thinking DiagramDetermining parts-whole relationship
Examples of Lessons
Compare and Contrast◦Properties of materials
Decision Making◦A bullying story
Generating Possibilities◦Measuring the assembly hall
26
Examples of Lessons (contd)
Whole/Parts Relationships◦Parts of a Plant◦Ourselves (parts of the body)
Classification◦Picture Classification
Problem Solving◦Attaching a round tower
Reliability of evidence◦Measuring wind speed with a wind stick
27
Sustained dialogueThinking dispositions
Questioning Time to think
Thinking aloud Reflecting
Evaluating
Teacher prompting Feedback Scaffolding
Making connections
Developing a thinking vocabularyModelling thinking
Pedagogy for Thinking Classrooms
Infusion across the curriculum
Designing infusion lessons
Beliefs about learning and thinking
Making thinking explicit
Using thinking diagrams
28
29
Secondary Proficient in Wikisapce
http://secondaryproficient2011.wikispaces.com/