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Thinking kc pres
1. Thinking
A Key Competency
Thinking is the hardest work there is, which is
the probable reason so few engage in it.
Henry Ford
2. What is a
KEY COMPETENCY?
• Habit, tendency, inclination ...
something you DO
• “Ready, Willing and Able”
Key' competencies are 'the things all people need to
know and be able to do in order to live meaningfully
in, and contribute to, a well functioning
society' (Hipkins, 2006, p4).
3. Why teach
THINKING?
Consider your values and
beliefs about thinking and
those reflected in the NZ
curriculum document.
“
4. “Our vision is for young people who will
be... confident, connected, actively
involved, and life long learners.”
(MoE, 2007, p8)
In a world that is constantly changing,
there is no one subject or set of subjects
that will serve you for the foreseeable
future, let alone for the rest of your life.
The most important skill to acquire now is
learning how to learn.
John Naisbitt
5. Current Practice
Tools-based, knowledge driven
Out of context ʻactivitiesʼ
Blackline Masters
CONSIDER:
Do the actions align with the expressed
values and beliefs?
6.
7.
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9.
10.
11. Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
12.
13. What is THINKING?
NOT related to intelligence
'Many highly intelligent people are poor
thinkers. Many people of average
intelligence are skilled thinkers. The power
of the car is separate from the way the car is
driven. Intelligence is something we are
born with. Thinking is a skill that must be
14. Defining THINKING
Consider a person you
know to be a skilled
thinker.
How do you know that
this person is a skilled
15. What is THINKING?
‘A range of behaviours, or things we do... There
are certain things a good thinker does that a
poor thinker does not.’
(Golding, 2005, p10)
Dimensions of thinking - Golding
16. What Happens When
You Think?
An internal dialogue
When the mind is thinking it is talking to
17. How is a Key Competency
Taught/Learnt?
We can teach students what good thinkers do and say and
we can even make them do and say these things in class.
However, they are not good thinkers until they value them
enough to use them as a matter of habit.’ (Golding, 2006, p4).
18. CULTURE
(The shared beliefs and actions of a
group)
The decisive mistake of teachers is that they think
students learn what they teach. Teachers teach content;
but the students learn primarily from the pattern of
instruction the teachers use and from the messages
inherent in it.’ (Silberman, 1971, p181, in Harpaz, 2007, p19).
People adopt and adapt practices that they see used and
valued by those closest to them.’ (MoE, 2007, p12).
Consider:
Environment
Teacher - Student Interactions
Deliberate, explicit teaching
19. Deliberate Teaching
In context
Across ALL learning areas
Needs-based
‘Competencies are taught, not caught...teacher
planning, modeling, and scaffolding of emergent and
developing competencies is critical to success.’ (Hipkins,
2006, p60).
20. What Does That
Look Like?
Learning Intention
Model / Exemplar
Criteria
Practice
Reflection
21. Example
Learning Intention
WALT make informed decisions
Model / Exemplar
I Wish That I Had Duck Feet, Dr Seuss
Criteria - What does it sound like when we
think this way?
-
-
Practice - IN CONTEXT
22. Assessment
Should We? Could We?
Key competencies are not standalone
subjects and should not be assessed as
such
BUT
What are the implications of key
competencies for ALL assessment?
23. Reflect
What will you remember?
What did you hear /find out today that
was new? old? Like something else?
What issues / challenges were raised that
need further investigation or thought?
When will you use this learning? What (if
anything) will you change?
Notes de l'éditeur
Intro, my background, our story in thinking...\n\nAims/goals for today: Defining Thinking, KC, critical evaluation of current approaches, assessment - if time.\n
Exercise Analogy\nRecord Key points somewhere\n
your attendance in the workshop indicates you value thinking...why? What is it about thinking that you believe that makes you give it the time of day in the busy life of a teacher?\n
\n
name game!\nKnowledge.\nas I flick consider...\nApply back to the Key points about KC’s - will this have an impact?\n
\n
Blackline Masters\n
\n
\n
\n
\n
+ Habits of Mind, graphic organisers, scamper, scumps....\n
Importance of thinking for lower achievers\n
\n
Reading handout\n
\n
Two key points to address: CULTURE, EXPLICIT TEACHING\n
“What we do around here”\nStaff PD ... walking the talk\nEnvironment\n
\n
Elements of good formative practice\n
Practice context - staying for drinks??\n
What is the purpose of assessment? FOR learning ... YES\n\nKC’s - doing, demonstrated in performance. Learning experiences - performance tasks.\n
