makingthinkingvisibleEL.pdf
Are you getting MYST-y?
I just returned from Memphis, Tennessee presenting at the Harvard Project Zero Perspectives conference where I delivered two hands-on and interactive arts integration workshops that incorporated concepts like “teaching for understanding” and “thinking routines” to help make learning visible. Along the way, I heard some great keynote addresses from Harvard researchers. Thinking routines are designed to bring how and why we think into the foreground. For example, when a students answers a math problem, we should investigate his or her process on how they arrived at the answer. So, even if an answer is incorrect, both student and teacher can learn a lot from exploring and articulating the thought process behind the answer. This is kind of a radical idea: the thinking, in some ways, is more important or as equally important as the correct answer. Me: How do I make my own thinking visible? Look around your classroom. You: How do I make my students’ thinking visible?
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Primary matters October 2017
In this issue of Primary Matters, we explore the Critical and Creative Thinking general capability; look at how Springfield Anglican College teachers are developing problem-based STEAM units; introduce our new Curriculum Specialist, Digital Technologies – Kim Vernon; and showcase our recently updated Australian Curriculum website. We hope you enjoy reading this newsletter. In this issue of Primary Matters, we look at the Critical and Creative Thinking capability, which is one of the seven general capabilities described within the Australian Curriculum. This capability and its associated learning continuum detail the skills students require to become creative, innovative and analytical citizens of the future. The explicit teaching and embedding of Critical and Creative Thinking throughout the learning areas encourages students to engage in higher order thinking. Critical and Creative Thinking is organised into four elements: Critical and Creative Thinking project By Laura Bain A simple idea
[ #msief ]: John West-Burnham's Seven Questions for Leaders of Learning
John West-Burnham ended the Partners in Excellence Worldwide Innovative Education Forum with a set of conversations. What would your conversations be around these questions? Are we just about Improvement or are we truly trying to move to transformation in learning?Are we becoming immune to improvement, in that there's a limit to how much we can approve? If that's the case then what we really need is innovation that transforms where we are, that moves what we're doing into a new space where we can further improve. "We cannot restructure a structure that is splintered at its roots. But why move off into new ground? It comes with its challenges. What is the reason for our change and evolving projects? "The high quality and performance of Finland's education system cannot be divorced from the clarity, characteristics of, and broad consensus about the country's broader social vision. And what future is it leading us to? "We don't come fully former into the world. Trust?
Visible Thinking & Teaching for Understanding in a Distance Learning Environment
Constructivism as a Paradigm for Teaching and Learning
What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview What is the history of constructivism, and how has it changed over time? What are some critical perspectives? What are the benefits of constructivism? What is the history of constructivism, and how has it changed over time? The concept of constructivism has roots in classical antiquity, going back to Socrates's dialogues with his followers, in which he asked directed questions that led his students to realize for themselves the weaknesses in their thinking. In this century, Jean Piaget 1 and John Dewey 2 developed theories of childhood development and education, what we now call Progressive Education, that led to the evolution of constructivism. Piaget believed that humans learn through the construction of one logical structure after another. Dewey called for education to be grounded in real experience.
PZ's Thinking Routines Toolbox | Project Zero
Welcome to Project Zero’s Thinking Routines Toolbox. This toolbox highlights thinking routines developed across a number of research projects at PZ. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. PZ researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts. A vast array of PZ's work has explored the development of thinking, the concept of thinking dispositions, and the many ways routines can be used to support student learning and thinking across age groups, disciplines, ideals, competencies, and populations. To learn more about PZ Thinking Routines and their background, watch this video introduction. Background on PZ’s Visible Thinking
Motivation
Broadly speaking, motivation is either intrinsic/expressive (doing something for its own sake) or extrinsic/ instrumental (doing something for some other reason). A useful, slightly more detailed, categorisation is: Also look at the useful categorisation suggested by Morgan (1983). Levels of Motivation Maslow is the classic model here. Abraham H Maslow (1908-1970) was a humanistic psychologist who rejected the prevalent paradigm of exploring psychology either from experimentation with animals (behaviourism) or from the experience of mixed-up people (principally psycho-analysis), and concentrated on human potential for self-actualisation. Click here for more on Maslow and other theories of motivation (primarily in a business context) The essence of the hierarchy is the notion of “pre-potency”, which means that you are not going to be motivated by any higher-level needs until your lower-level ones have been satisfied.
The Power of Making Thinking Visible: Practices to Engage and Empower All Learners: Ritchhart, Ron, Church, Mark: Amazon.com.au: Books
"The authors offer a powerful vision of learning wedded to a clear and actionable framework. But, best of all, they bring the nuts and bolts of teaching to life with dozens of pictures of practices drawn from teachers and learners around the world." —David Perkins, Professor Emeritus, Harvard Graduate School of Education "It is a rare thing to find a book so beautifully accessible to the classroom teacher while simultaneously engaging the reader in discussions of the theoretical and research basis behind the practice. I can’t wait to share this powerful resource with teachers - it is a must have in the professional library of the contemporary educator." —Kath Murdoch, International Education Consultant, Author of The Power of Inquiry. "In The Power of Making Thinking Visible, Ron Ritchhart and Mark Church illuminate how teachers can deepen learning by igniting student curiosity and engagement. "The authors offer a powerful vision of learning wedded to a clear and actionable framework.
