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Lemony Snicket and Lisa Brown’s Charming Illustrated Allegory about Curiosity, the Imagination, and the Subjectivity of Observation. By Maria Popova What children’s imaginations reveal about our relationship with reality.

Lemony Snicket and Lisa Brown’s Charming Illustrated Allegory about Curiosity, the Imagination, and the Subjectivity of Observation

Few children’s book writers today could compare in humor, sensitivity, and sheer creative irreverence to Lemony Snicket, the young-readers pen name of grown-up author Daniel Handler, under which he has penned such magnificent creative collaborations as 13 Words, illustrated by the great Maira Kalman, “Who Could That Be at This Hour?

,” illustrated by celebrated cartoonist Seth, and The Dark, one of the best picture books of 2013, illustrated by Jon Klassen. Now comes 29 Myths on the Swinster Pharmacy (public library), illustrated by the inimitable Lisa Brown — a project all the more charming for the heartening fact that Handler and Brown are married and a living echelon of a romantic relationship that’s also a creative collaboration. Rumors around town say there are four secrets about the Swinster Pharmacy, but no one knows what any of them are. The pharmacy begins to haunt the children’s dreams: Making thinking visible. Hi my name's Karin Morrison, I'm from Melbourne Australia, and my job is the Director of the Development centre at Independent Schools Victoria.

Making thinking visible

A major part of my role is coordinating the professional learning of teachers across the state, principals also, leadership programmes, and also looking at innovation, innovation education and supporting schools in bringing innovation into their schools. I'm also a faculty member of Harvard Graduate School of Education summer institutes, the Project Zero classroom - the future of learning, and an instructor for their wide online course - making thinking visible.

I'm really focusing on the ideas developed by Project Zero of Harvard Graduate School of Education - visible thinking. What visible thinking is and why, and developing and sustaining a culture of thinking. Either in your school or actually in your organisation too. So the structures and strategies of visible thinking, there's a whole series called thinking routines. SOLO Hexagon Generator ? HookED. Changing student thinking with SOLO. I'm Kate Le Fever from St Andrews College in Christchurch and I'm head of biology and SOLO coordinator at the school.

Changing student thinking with SOLO

SOLO taxonomy stands for structured overview of learning outcomes and it's a way of giving students an understanding of the learning process to ensure they are able to gauge where they're at with their learning and what their next steps will be. It's got five different levels of understanding where a student can be at prestructural where they know nothing, moving through to unistructural and multistructural and then finally relational and extended abstract which means they can take their knowledge and apply it to a new situation.

As SOLO coordinator I have been overseeing the roll out of SOLO at school. We started two years ago where all year nines in core science, social studies, English, and maths were exposed to SOLO using the hotmaps and self assessment rubrics. And then last year it rolled into year ten where we also introduced PE and maths. What’s deep learning & how do you do it? So, deep learning.

What’s deep learning & how do you do it?

What’s all that about then? I’ve just been dipping into Evidence Based Teaching by Geoff Petty and then cross referencing his advice with Why Don’t Students Like School? By Daniel Willingham. How sad is that? Fairly sad for a Tuesday evening when I’ve got a cold and my wife’s already gone to bed. Geoff, in his wisdom, has decided that deep learning is better than what, for want of a better term, we shall call shallow learning. If knowledge pools on the surface of our brains and fails to seep through what can, especially on a Friday afternoon, seem like an impermeable membrane then we won’t really understand how stuff links together. It is, therefore, fairly self-evident to suggest that deep learning or knowledge, or whatever you want to call it, is desirable. Hang on, I hear you cry, doesn’t Prof Hattie say on page 204 of Visible Learning, Why should this be? So, our minds assume that what we read (or hear) will be directly related to what we’ve just read (or heard).