LLGF4 ppt

Handing it over to the class: A focus on learning Leading Learning Group 4

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Objectives: Participants will be able to  Consider how to develop the skill of independent learning in their pupils  Review a range of techniques to promote thinking and critical skills in lessons  Plan to use a new technique in an upcoming lesson or scheme of work

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What do we mean by ‘Thinking Skills’? Personal (enterprise) learning and thinking skills (PLTS / PELTS) Learning to learn The 5 Rs - Readiness, Resourcefulness, Resilience, Responsibility, Reflection  Multiple Intelligence  VAK (Visual Auditory Kinaesthetic)  Creative Curriculum  Emotional Intelligence  Metacognition  Critical Skills  Habits of the mind  Accelerated Learning   

What do you think the pupils you teach need to learn and develop in terms of (thinking) skills, attributes and mindsets? 3

One definition: Thinking Skills Thinking skills are not mysterious entities existing somewhere in the mind. Nor are they like mental muscles that have a physical presence in the brain. What the term refers to is the human capacity to think in conscious ways to achieve certain purposes. Such processes include remembering, questioning, forming concepts, planning, reasoning, imagining, solving problems, making decisions and judgements, translating thoughts into words and so on….. They are the habits of intelligent behaviour learned through practice, for example children can become better at giving reasons or asking questions the more they practice doing so. Fisher, published in Arthur J, Grainger T & Wray D, Learning to teach in primary school

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Outcomes:  You

will discuss and share experiences and ideas around ‘skill development’  You will review and consider the pros and cons of different activities  You will experience some activities and reflect on their effectiveness and application in your practice  You will plan to use a new strategy in an upcoming lesson

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Improving Classrooms Classroom improvement which enhances learning requires two consecutive shifts:  from teacher-centred towards learner-centred  and then towards learning centred classrooms The shift from teacher-centred to learner centred has been described along 3 dimensions:  more active learning  more collaborative learning  more learner-driven learning When these are present, it becomes possible to address a 4th dimension - learning about learning (Summarised from) Watkins, Research Matters: Learning, Performance and Improvement, 2010

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Creating the right climate for learning Discuss and then diamond rank the cards to show which aspects of classroom ‘climate’ are more or less important in an improving classroom

Most important

Least important

Reviewing the practice of others 

Whilst watching the short films, make notes on handout 1.

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Key stage 3 Geography (0 – 7.29)

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Key stage 2 speaking and listening

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Discuss on your table:  Which (if any) of these activities or variation of them, have you tried or seen, how did it go?  Which other activities or strategies to promote thinking skill development have you tried, how did it go? – make some additional notes about new strategies you hear about from your peers.

(5 mins)

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Some new ideas… 

Living Graphs – Information processing, reasoning, creative thinking, evaluation

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Relational diagrams – Information processing, evaluation, reasoning, creative thinking

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DeBonos hats – Exploring different points of view and using alternative ways of thinking, information processing, problem solving

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Graphic organisers – Useful for organising thinking at a deeper level

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Activities to encourage creativity (particularly primary focussed)

Use handout 1 to make some brief notes to evaluate these activities

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Planning to use a new activity  Take

some time to review the activities or strategies you have seen or used today.

 Start to  You

plan how and when you will use a new idea. may want to start with one class / year group / lesson  Are there resources in your school (including people) who can support this new approach?  Plan how and when you will evaluate the new activity or approach  How will you continue to create a learner and learning focussed classroom? 10

Plenary Discuss with the person next to you….  What

if you try a new activity and is doesn’t work as you had planned….  What if you try a new activity and it works really well….  What if you don’t do anything new as a consequence of this session….  What if you wait until year 2 to start focussing on the learner and learning….  What if you are already focussing on the learner and learning…. 11

‘Thinking has to be learning in the way dancing has to be learned’ Neitzsche (1888)

Evaluations please Email address of facilitator

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References and further reading  Watkins, 2010, Research Matters: Learning, Performance and          

Improvement, Watkins, Carnell and Lodge, 2007, Effective Learning in Classrooms, Dweck, 2006, Mindset, The New Psychology of Success Hattie, 2009, Visible Learning Costa, 2008, Learning and Leading with Habits of the Mind DFES, 2005, Leading in Learning: Developing thinking skills at Key Stage 3 The Sutton Trust (Higgins et al), 2011, Toolkit of Strategies to Improve Learning de Bono, Edward, 1992, Teach Your Child How to Think http://www.enchantedlearning.com/graphicorganizers/ http://freeology.com/ http://www.teachingthinking.net/thinking/pages/robert_fisher_webresou rces.htm many useful articles including:  Fischer, 2006, Expanding Minds: Developing Creative Thinking in Young Learners  Fischer, 1998, Thinking about Thinking: Developing Metacognition in Children http://www.teachersmedia.co.uk/videos/ks3-geography-thinking-skills-1 http://www.teachersmedia.co.uk/videos/extending-speaking-andlistening 13