2. Inten8ons
of
this
workshop
To
explore:
E-‐Learning
tools
for
WHY
&
WHAT?
thinking
– The
concept
of
“thinking”
– Characteris=cs,
a?tudes
and
skills
of
effec=ve
thinkers
HOW?
– Thinking
Skills
– Thinking
Tools
– Co-‐opera=ve
learning
structures
– Rich
learning
tasks
– Environments
for
thinking
WHAT
ELSE?
– Placing
all
this
into
our
own
contexts.
3. Informa=on
from
today
can
be
accessed
on…
www.inspired.ac.nz
Log
in:
(
top
right
hand
corner)
Username:
mary-‐anne@inspired.ac.nz
Password:
prt1
4. Before
we
begin…
Our
learning
style
profile
Within
your
handout
notes,
you
will
find
a
Learning
Profile
qeus=onnaire.
Take
ten
minutes
to
complete
it.
Reflect
upon
what
you
found
with
the
person
next
to
you.
Consider
throughout
today,
how
you
would
“capture”
the
different
learning
styles
within
your
classes.
7. How
is
21st
century
learning
different/
similar
to
that
of
the
20th
Century?
Draw
a
venn
diagram
to
map
your
thinking…
8. 20th
vs
21st
century
learning
Differences
Differences
20th
21st
Century
Similari8es
century
learning
learning
9. Why
Thinking?
Thinking
is
the
founda8on
of
all
learning.
Learning
is
to
modify
or
strengthen…
Thinking
is
a
response
and
change
to
a
range
of
s=muli,
that
modifies,
strengthens
or
affirms…
World
View
Beliefs
Values
AGtudes
Behaviour
Skills
Opinions
Understandings
Knowledge
10.
11. What
is
“thinking”?
Task:
1. We
are
going
to
Mind
Map
some
ideas
on
the
sheets
on
your
table.
Use
your
reading
to
assist
you.
2. Aber
that
you
will
create
a
group
defini=on
of
“thinking”
Before
we
do,
let’s
have
a
look
at
this
how
Mind
Map
thinking
tools
work…
13. Digital
mind
maps
you
could
use
instead…
• Inspira=on
–
purchase
–
let’s
have
a
look
• Kidspira=on
–
purchase
• Bubbl.Us
-‐
free
• Mindmeister
-‐
free
• Gliffy
–
bit
more
technical
-‐
free
14. Go
ahead
and
create
your
defini=on
of
“thinking”
within
your
group.
Along
the
way,
we
will
view
other
ideas
and
defini=ons,
so
you
can
add
any
of
these
thoughts
to
your
ideas.
15. Thinking:
a
Key
Competency
Thinking
is
about
using
crea8ve,
cri8cal
and
metacogni8ve
processes
to
make
sense
of
informa-on,
experiences,
and
ideas.
These
processes
can
be
applied
to
purposes
such
as
developing
understanding,
making
decisions,
shaping
ac=ons,
or
construc=ng
knowledge.
Intellectual
curiosity
is
at
the
heart
of
this
competency.
Students
who
are
competent
thinkers
and
problem
solvers
ac-vely
seek,
use
and
create
knowledge.
They
reflect
on
their
own
learning,
draw
on
personal
knowledge
and
intui-ons,
ask
ques-ons,
and
challenge
the
basis
of
assump-ons
and
percep-ons.
Pg
12
NZC
23. Major
parts
of
the
brain.
Cortex:
Upper
part
of
brain.
Thinking,
logic,
reasoning,
cause
and
effect.
Limbic
System:
Primi;ve
brain.
Source
of
emo;ons
and
mo;va;ons
such
as
fear,
anger,
pleasure
and
sexuality.
Brainstem:
Connects
brain
and
spinal
cord.
Basic
func;ons
such
as
heart-‐
rate,
ea;ng,
breathing
and
sleeping
Cerebellum:
Back
of
brain.
Balance,
posture,
movement.
27. What
does
an
effec8ve
thinker
look,
sound
and
behave
like
within
your
class?
28. Characteris=cs
and
a?tudes
of
an
effec=ve
thinker
Characteristics of an effective thinker
Name: Date:
Look
Characteris8cs
So e
un hav
d Be
29.
30.
31. A?tudes
Humility Confidence
Co u rage
Integ
rity
en-‐mindedness
Op
32. What
are
the
aGtudes
of
an
effec8ve
thinker?
AGtude:
a
se=led
way
of
thinking
or
feeling,
typically
reflected
in
a
person’s
behaviour.
33. Characteris=cs
and
a?tudes
of
an
effec=ve
thinker
Characteristics of an effective thinker
Name: Date:
Look
Characteris=cs
So e
un hav
d Be
AGtudes
AGtudes
49. Compare/contrast Evaluate
SOLO TAXONOMY
Explain causes Theorise
(after Biggs and Collis 1982)
Sequence Generalise
Classify Predict
Analyse Create
Define
Part/whole Imagine
Describe
Define Relate Hypothesise
List
Identify Analogy Reflect
Do algorithm
Do simple Apply
Combine
procedure Formulate questions
Prestructural Unistructural Multistructural Relational Extended abstract
50. SOLO and NCEA
Compare/contrast Evaluate
Explain causes Theorise
SOLO TAXONOMY Sequence Generalise
(after Biggs and Collis 1982) Classify Predict
Define Analyse Create
Describe Part/whole Imagine
Define
List Relate Hypothesise
Identify
Do algorithm Analogy Reflect
Do simple
Combine Apply
procedure
Formulate questions
Prestructural Unistructural Multistructural Relational Extended abstract
Achieved with Achieved with
Not Achieved Achieved
Merit Excellence
51. What does it mean?
Really there’s not much there.
For example:
What do
you know
about Err…..
Tennis? What??
Prestructural
52. What does it mean?
There’s one idea there.
Define
Identify
Do simple For example:
procedure What do
you know Err…..
about You
Tennis? need a
racket
Unistructural
53. What does it mean?
Define There are a number of ideas. It’s a game
Describe played between
List two people
Do algorithm For example: where you hit a
Combine ball over a net,
What do keeping it
you know within certain
about boundaries
Tennis?
Multistructural
54. Compare/contrast
Explain causes
Sequence
Classify What does it mean?
Analyse There are a number of ideas and links are be made between these ideas
Part/whole
Relate It’s a game of skill played
Analogy For example: between two people. The
Apply idea is to out manoeuvre
Formulate questions your opponent by hitting the
What do ball over the net in such a
you way as to force them to
know make a mistake. Whether it
about is their failure to return the
shot or they miss the ball.
Tennis?
Relational
55. Evaluate
Theorise
What does it mean?
Generalise
Predict
Create There is a range of ideas which are linked together plus some knew or extended
thinking is added.
Imagine
Hypothesise
Reflect It’s a game of skill played
For example: between two people. The
idea is to out manoeuvre
your opponent by hitting the
What do ball over the net in such a
you way as to force them to
make a mistake. Whether it
know
is their failure to return the
about shot or they miss the ball.
Tennis?
If you knew each
players skill level
with regard to
putting spin on the
ball, accuracy and
speed of their
serve, you could
predict the
Extended abstract outcome of each
match
56. Instruc-ons:
Select
one
LO
from
the
list
below.
U-lize
SOLO
Taxonomy
to
create
LIs
that
represent
each
level
of
the
taxonomy.
– Iden=fy
how
health
care
and
physical
ac=vity
prac=ces
are
influenced
by
community
and
environmental
factors.
HPE
– Form
and
solve
linear
equa=ons
in
Maths.
MAT
Example
on
next
slide
– Begin
to
group
plants,
animals
and
other
living
things
into
science-‐
based
classifica=ons.
SCI
– Understand
how
early
Polynesian
and
Bri=sh
migra=ons
to
NZ
have
con=nuing
significance
for
tangata
whenua
and
Communi=es.
SOS
– Inves=gate
the
water
cycle
and
its
effect
on
climate
landforms,
and
life.
SCI
– Ini=ate
and
refine
ideas
with
others
to
plan
and
develop
drama.
DRA
57. Eg:
Form
and
Solve
linear
equa=ons
in
Maths
Unistructural:
Define
linear
equa-ons
Follow
a
procedure
to
solve
a
simple
linear
equa-on
Mul;structural:
Describe
the
a=ributes
of
a
simple
linear
equa-on
Explain
how
to
solve
a
simple
linear
equa-on
Create
one-‐dimensional
linear
equa-ons
Rela;onal:
Illustrate
how
to
solve
more
complex
linear
equa-ons
by
applying
similar
processes.
Create
two-‐dimensional
linear
equa-ons
Extended
Abstract:
Devise
formula
for
solving
complex
linear
equa-ons.
Create
complex
linear
equa-ons.
Have
a
go
with
one
of
your
own
learning
inten8ons.
82. Thinking
Map
examples
Circle
Map
Mul=
Flow
Map
Bubble
Map
Tree
Map
Double
Bubble
Map
Brace
Map
Flow
Map
Bridge
Map
Consider
each
of
these
maps
in
rela=on
to
the
teaching
unit
you
have
begun
redesigning.
How
might
you
include
some
of
these
tools
into
your
teaching
programme?
Share
your
plans
with
a
person
at
your
table.
85. Let’s
put
these
two
thinking
tools
together
in
an
exercise…This
is
how
we
will
do
it
today…
1.
At
your
tables,
delegate
a
thinking
hat
to
each
person
(don’t
worry
about
double-‐ups).
2.
Now
combine
with
one
other
table,
so
that
all
similar
coloured
thinking
hats
are
si?ng
together.
3.
View
the
videos.
4.
Co-‐construct
your
informa=on,
then
go
back
to
your
tables
and
share
your
informa=on
with
your
group.
92. Why
co-‐opera8ve
learning?
The
primary
architects
of
knowledge
and
learning
are
the
knowers
and
learners
themselves.
Stephen
Downes
“Designing
Learning
Objects”
2003
93. Linking
to
the
Key
Competencies
“Opportuni8es
to
develop
the
competencies
occur
in
social
contexts”.
Pg
12
NZC
• Thinking
• Using
Language,
symbols
and
texts
• Managing
Self
• Rela=ng
to
others
• Par=cipa=ng
and
Contribu=ng
94. At
your
tables,
each
person
chooses
a
co-‐opera8ve
learning
structure
to
explain
back
to
your
group
how
it
works
and
providing
an
example
of
its
use.
• Timed
pair-‐share
• Numbered
Heads
• Nego=a=on
(Silent)
• Talking
chips
• Jot
thoughts
• Two
stay-‐one
stray
95. A
couple
of
online
tools
that
promote
collabora=on
and
facilitate
thinking
• Wallwisher
• Etherpad
99. Rich
learning
tasks
Have
a
chat
at
your
tables…
What
makes
a
learning
task
“rich”
as
opposed
to
“poor”?
100. An
Inquiry
approach
to
thinking
Organic
Authen=c
contexts
Informa=on
Literacy
Skills
Communica=on
skills
Thinking
skills
and
tools
Crea=ng
Communica=ng
Collabora=ng
Cross
contextual
Making
links
with
other
learning
Deep
ques=oning
101. Turning
a
learning
task
into
a
rich
learning
task
• Look
at
one
of
your
learning
inten=ons
and
related
ac=vi=es
within
your
Year
9
or
10
unit.
• Have
a
go
at
transforming
it
into
a
rich
learning
task.
102. What
will
you
need
for
this
to
be
achievable?
Eg:
Cross
curricular
planning/connec=ons
103. Let’s
take
it
a
step
further
and
put
all
this
together
in
our
planning…
• Using
the
NCEA
unit
you
wish
to
teach,
iden=fy
the
following:
– Thinking
skills
required
– A
thinking
framework
you
could
use
to
scaffold
the
learning.
– Where
you
could
u=lise
thinking
tools
incl.
online
tools
– Co-‐opera=ve
learning
structures
you
could
u=lise
– Thinking
rich
learning
tasks
(inquiry-‐based)
Always
consider…
who’s
doing
the
thinking?
105. Thinking
‘Rich’
Learning
Environments
What
does
a
‘rich’
learning
environment
look,
sound
and
feel
like?
Eg:
collabora=ve
learning
What
is
your
current
situa=on
within
your
learning
environment?
Eg:
desk-‐based
learning
with
some
pair-‐share
What
are
two
things
you
can
do
to
create
your
vision?
Eg:
explore
collabora=ve
learning
structures,
move
furniture.
