Some cognitive, creative and affective models Deb Simpson, ETA Annual conference, 6 August 2011 Critical thinking in the English classroom:

The interesting thing will be to see whether individuals who are traditionally oriented, whether scholars or lay people, and who like the goal of a traditional orientation, will be drawn to the notion of deep uncovering, rather than covering superficially, and of being very imaginative and flexible in how you present such a curriculum to a very diverse population. That's what the issue is going to hang on. Truth, Beauty, and Goodness: Education for All Human Beings A Talk With Howard Gardner [ ] Autonomy  Mastery  Purpose = Self-efficacy

NSW Quality Teaching framework Bloom’s taxonomy Williams’ cognitive- affective interaction model Krathwohl’s taxonomy The Torrance test for creative thinking SCAMPER Gardner’s 5 minds for the future Intellectual quality: Problematic understanding Deep knowledge Deep understanding Higher order thinking Metalanguage Substantial communication Remember Understand Apply Analyse Evaluate Create Paradox Attribute listing Analogy Discrepancy Provocative question Evaluate situations Fluency (visual and verbal) Elaboration (visual) Flexibility (verbal) Originality (visual and verbal) Abstractness of titles (visual) Substitute Combine Adapt Modify / distort Put to other purposes Eliminate Rearrange / reverse Disciplined Synthesising Creative Significance: Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative Examples of change Examples of habit Organised random search Search skills Study creative development Responding Valuing Resistance to premature closure (visual) Quality learning environment: Explicit quality criteria Engagement High expectations Social support Student self-regulation Student direction Tolerance of ambiguity Intuitive expression Adjustment to development Creative reading skill Creative listening skill Creative writing skill Visualisation Receiving Organization Characterising by value or value set Respectful Ethical Cognitive, creative and affective models in the English classroom

Should be familiar with Important to know Enduring understanding Understanding by design

DOMAINCognitiveAffectiveSensorimotorSocialUnified ExplanationInterpretationApplicationPerspectiveEmpathySelf-knowledge Process Content Purpose Goal Thinking Intellectual Expanding thinking Gaining knowledge Feeling Emotional Enhancing feeling Developing self- understanding Sensing and moving Physical Cultivating senses and movement Nurturing self- expression Interacting Socio-cultural Enriching relationships Fostering socialization Doing Holistic Optimizing potential Realizing self- fulfilment BASIC LEARNING: Essential Acquisition Unified Cognizant 1. Know 2. Comprehend Sentient 1. Receive 2. Respond Conscious 1. Observe 2. React Aware 1. Relate 2. Communicate Viable 1. Perceive 2. Understand APPLIED LEARNING: Developmental Utilization Pragmatism 3. Apply 4. Analyse 5. Evaluate 3. Value 4. Organise 5. Internalise 3. Act 4. Adapt 5. Authenticate 3. Participate 4. Negotiate 5. Adjudicate 3. Use 4. Differentiate 5. Validate IDEATIONAL LEARNING: Generative Innovative Idealism 6. Synthesise 7. Imagine 8. Create 6. Characterise 7. Wonder 8. Aspire 6. Harmonise 7. Improvise 8. Innovate 6. Collaborate 7. Initiate 8. Convert 6. Integrate 7. Venture 8. Originate Dettmer, P. (2006). New Blooms. In Establishing Fields: Four Domains of Learning and Doing. Roeper Review, Vol 2 (2) 70 – 78 Wiggins, G. and McTighe, J. (1998). Rubric for the six facets of learning. In Understanding by Design. Prentice Hall Inc: New Jersey

Applying the models using higher order thinking Angela Carter’s ‘The Werewolf’ and the Williams cognitive- affective interactive model Any fairytale or Shakespearean play and the SCAMPER model (creative) To Kill a Mockingbird and the Krathwohl model (affective) or texts and models of your own choosing