1. Deep Thinking the development
of a Powerful Learning
Process
...a glimpse of one school’s Journey
Curriculum Connections July 09
2. There are no easy answers
to future problems.
Art Costa
3. One of the core functions of
21st century education is
learning to learn in preparation
for a lifetime of change.
David Miliband, 2003
4. 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
5. 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
6. 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
7. Tosurvive, thrive and learn
successfully in the predicted
future one needs to be able to
think!
8. Take a minute to share with the
people sitting next to you what tools,
strategies, techniques you use in the
classroom to promote thinking.
10. Thinking – What’s out there?
Caring, Critical, Organisers
Creative Learning Strategies Creative Thinking
Emotional muscles KWHL Scamper Venn
Michael Pohl
Intelligence
Guy Claxton Think Pair Share BAR Double Bubble
Coleman
Donut SCORT T-chart
Habits of Mind
5 senses Attribute Matrix
Art Costa
Thinking Hats Modification Define square
PMI
De Bono Part-whole
Multiple SWOT
Intelligences Philosophy Thinking Maps Analysis
Y chart for kids
Gardener David Heryle Sequence
Whole Brain
Thinking Learning to Association
Learn How the brain
Hermann learns
Memorising
Sensory,
Short, long term Brain Theory auditory, Visualising
memory kinesthetic
Anderson’s Mapping
Revised Bloom’s
Solo Thinkers Keys Brainstorming
Taxonomy Extended
Tony Ryan Wiederhold’s
3 story Intellect brainstorming
Questions
Questioning Toolkit Matrix (1991)
Bloom’s Inspiration
Taxonomy Jamie MacKenzie Kidspiration
13. Imagine the learners world like this
I – learner sits at the centre
We – situated in a community
It–has lots of knowledge,
understandings and concepts to explore
So What – to make a difference
14. The thinking required in such a world?
I – Metacognition, thinking about my thinking
We – Caring thinking, emotional intelligence
It – Thinking with, in and about knowledge
and understandings
So What – design, problem solve, innovate
and create the unknown
15. Red Beach School Vision
Bringing such ideas back to your own context
17. 3 Keys to Change - Keeping it Simple
Vision - Collective direction and purpose
Student Profile- What will the Teaching Practice – What
student leave the school being able to pedagogical practices are required to
do as a result of the vision principles ensure that each student will leave
after 6 years as the profile outlines
20. RBS Vision
Developed to helps learners deal
with the ‘IT’ thinking - that is to
make sense of and deal with a
multitude of knowledge and
understandings. Powerful Learning
22. Change influences
More than inquiry
Change fundamentals Cross curricular
Our steps
Ahas AFL Context PL
07 lead teachers One process
Strategic direction not linear
Lead teachers
08
continued with PL
Collective
Our Audience Interviewing
Embed/Abandon students
Vision 05 Science
Student profile
clarity PL Pedagogical
understanding
Unpacked LLL 05 06 Inquiry team
Power of student
Split screen thinking voice What does the teaching
practice look like?
Going deep –
using the hub
Using images
Being selective –
09 thinking tools
Creating a shared
language Thinking embedded PL school wide
Based on Solo same as focus
NCEA
25. What does it look like in Practice?
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
Student voice
26. Thinking – What do you choose?
Caring, Critical, Organisers
Creative Learning Strategies Creative Thinking
Emotional muscles KWHL Scamper Venn
Michael Pohl
Intelligence
Guy Claxton Think Pair Share BAR Double Bubble
Coleman
Donut SCORT T-chart
Habits of Mind
5 senses Attribute Matrix
Art Costa
Thinking Hats Modification Define square
PMI
De Bono Part-whole
Multiple SWOT
Intelligences Philosophy Thinking Maps Analysis
Y chart for kids
Gardener David Heryle Sequence
Whole Brain
Thinking Learning to Association
Learn How the brain
Hermann learns
Memorising
Sensory,
Short, long term Brain Theory auditory, Visualising
memory kinesthetic
Anderson’s Mapping
Revised Bloom’s
Solo Thinkers Keys Brainstorming
Taxonomy Extended
Tony Ryan Wiederhold’s
3 story Intellect brainstorming
Questions
Questioning Toolkit Matrix (1991)
Bloom’s Inspiration
Taxonomy Jamie MacKenzie Kidspiration
27. Get It
Define
Where does the thinking fit?
Hub
Reflect Describe
Dialogue Identify
Question Observe
Imagine Recall
Scan
Select
Use It List
Create Find
Debate Record
Design/make/evaluate Check source
Evaluate
Find a better solution
Get It
Generalise
Find
Imagine
Define
Apply
Describe
Predict
Observe
Problem solve
Synthesize
“What if?”
Sort It
Analyse Sort It
Classify Order (sequence)
Use It Compare
Debate Organise
Contrast Classify
Generalise Pull apart
Imagine Explain (why)
Predict Compare
Understand Contrast
Justify Order
“What if?” Pull Apart (Part-
Solve whole)
Evaluate Summarise
Find a better Connect
solution Solve
Synthesize
Being selective Collaborate Summarise
Connect
Analyse
(Cause and effect)
Solo embedded (Analogy)
30. 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.
32. Deepening thinking
My brainstorm has My brainstorm has My brainstorm has several relevant ideas My brainstorm has several relevant ideas, I
one relevant idea several relevant and I can explain why they are linked to the can explain why they are linked to the main
ideas main idea idea
My definition has My definition My definition has several relevant ideas and My definition has several relevant ideas and
one relevant idea identifies several links these to the whole links these to the whole and looks at the idea
relevant ideas in a new way
My timeline has two My timeline has My timeline has several ideas sequenced My timeline has several ideas sequenced
sequenced idea several ideas correctly and I can explain why they are correctly I can explain why they are linked in
sequenced correctly linked in this order this order, and predict what might happen
next.
My Matrix My matrix identifies several relevant My matrix identifies several relevant
identifies several comparisons or contrasts and explains why comparisons or contrasts, explains why
relevant these are relevant these are relevant and makes a
comparisons or generalisation about the comparison
contrasts
34. Student Self Assessment
Emergent Shallow 1 Shallow 2 Deep Profound
Prestructural Unistructural Multistructural Relational Extended Abstract
Get it I cannot gather I can get relevant I can locate and get I can locate and gather I can locate and gather
Gather information information on my own information from a single information from a range relevant information from relevant information from
together source of sources a range of sources and a range of sources and
show how it links to the show how it links to the
topic by starting to use topic. I reflect, dialogue
the hub and question the
information
Sort it I cannot ‘sort it’ I can sort information I can sort information I can sort information I can sort information
Compare and contrast information on my own using a thinking tool e.g a using a range of thinking using a variety of thinking using a variety of thinking
findings. matrix or venn tools e.g matrix, venn, tools and can explain why tools and explain why I
Make sense of it part-whole I have chosen a particular have chosen a particular
tool tool and reflect upon/
evaluate my choice of
tool
Use it I cannot ‘use it’ on my own. I need support, prompts or scaffolds. I can use the thinking I can use the thinking
Apply it verbs at the use it stage verbs at the use it stage
to explain my new to explain my new
learning. learning and I think
beyond what I know and
create new ideas and
understandings
{generalise, predict,
Evaluate etc}
35. The HUB –
Moving ‘knowing something to understanding it’
I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts
Reflect I cannot reflect and am I am starting to reflect on my learning with support or I know reflection is an Understands reflection
unsure of what it means. prompts e.g. question starters important and helpful part will help learning. Uses it
What am I learning? of the learning process. I continuously across a
How am I going? can talk about when, range of situations to
what and how I reflect. advance understandings
and learning
Question I cannot ask a question I can ask a ‘skinny’ I can ask a ‘skinny’ I can use a wide range of I can use a wide range of
on my own question question to ‘get’ questions, ‘skinny’ and questions, ‘skinny’ and
information ‘deep’ to get and connect ‘deep’ to get and connect
information. information. I reflect
upon evaluate the
effectiveness of the
questions I use
Dialogue I cannot share what I I can talk about I few I can talk about lots of I can talk about lots of I can talk about lots of
have found out things I found out things I found out and things I found out and things I found out and
listen to what others say listen to what others say listen to what others say
in response in response and explain in response and explain
how these responses will how these responses will
or will not change my or will not change my
thinking thinking and generalise
about what I have found
out from dialogue with
others
Imagine I am not sure what it I can imagine many ideas I can imagine many ideas I can imagine many ideas I can imagine many ideas
means to imagine about what might be about what might be about what might be about what might be
(fluency) (fluency) from many (fluency) from many (fluency) from many
different perspectives different perspectives different perspectives
(flexibility) (flexibility) and I can (flexibility), I can
elaborate these ideas elaborate these ideas
(elaboration) (elaboration) and come
up with an original idea
(originality)
Connect I am unable to make I can sometimes make I sometimes have an I make more links and I make more links and
connections or links connections with support ‘aha’ and I see a link or connections between connections between
or modelling. connection. pieces of knowledge to pieces of knowledge to
create new ideas or create new ideas or
deeper understandings. deeper understandings
and look at these
connections in a new
way. – generalise predict
evaluate
36. 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
37. Everyone has a Story to share
...thanks for taking time to share in ours
39. Key competencies?
I – Managing self
We – relating to others
Participating and contributing
It– Using symbols, language and texts
Thinking
So What – applying key competencies
meaningfully
40. 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.
41. 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