Critical thinking in Health and Physical education Activating students thinking 7 May 2009 Natasha Hemara & Anne McKay

Workshop objectives To meet new people! To investigate ways of challenging our students to think and look at the reasons why we would do this. To investigate different tools to use to activate student thinking To apply a critical thinking/thinking tools to your own teaching practice

Plan of attack

Find your mate………. When you find your “mate” you need to find out the following information to share back Find out something that most people don’t know about them Find out what similarities they may have in common with their character/object on their card If there is one other job other than teaching that they would like to do, what would it be?

"Every day thinking, or basic thinking, like ordinary walking, is a natural performance we all pick up….. but good thinking, like running the l00-yard dash, is a technical performance... Sprinters have to be taught how to run the 100-yard dash; Good thinking is the result of good teaching, which includes much practise." David Perkins, Howard University

What is thinking for you? Like? Not Like? Activity here around what thinking is for teacher/student/in the classroom.

Who is doing the thinking in your classroom? Who identifies key information? Who plans the learning? Who makes connections? Who explains key ideas? Who assesses understanding? Who makes decisions? Who answers questions? Who asks questions? Who looks at the big picture? Complete a worksheet from Smart Thinking page 19 This will help teachers with next steps?

Within a culture of thinking students will…… Plan……. Activate …… Transfer their thinking. Isn’t this ultimately what we are wanting of our students

Transferring Thinking… Evidence is beyond not just in the classroom transfer of skills, concepts between contexts and units But outside the classroom: Into the playground Out of school As a tool for life-long learning.

Students as Questioners "What mattered more than the answers were the questions..." -- Nobel Laureate-Francois Jacob

Students as Questioners If we are serious about encouraging student engagement and student ownership of their own learning, then opportunities for students to be involved in the planning stages of developing learning activities can only serve to encourage such an outcome.  

Activity Sometimes we ask a question of students and don’t receive a high level thinking response…

Making connections… Write down a key word from your subject area in the START box… Six degrees of separation to a can someone else explain another persons thinking? Some students need help learning how to think skillfully

Attribute Listing

The cognitive domain ( This is the domain of learning that Blooms focuses on) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.

Three Storey Intellect How this relates to NCEA Health & Physical Education

Knowledge Recognise….. List….. Describe Identify Retrieve Name …. Can the student RECALL information?

PE Example Prior Learning Literacy Strategies Lists Grouping KWL

Comprehension Interpret…. Exemplify…. Summarise in own words…. Infer…. Paraphrase ….. Can the student EXPLAIN ideas or concepts?

PE Example Softball Explanations Mix and Matches Question Dice

Application Implement… Carry out Translate… Can the student USE the new knowledge in a familiar way or familiar situation?

PE Example Venn Diagrams Develop questions that you will ask your students?

Analysis Can the student DIFFERENTIATE between constituent parts ? Compare / Contrast… Attributes of … Organise… Deconstruct Can the student DIFFERENTIATE between constituent parts ?

PE Example Breakdown a game Prioritise Negotiation Task

EVALUATE Can the student JUSTIFY a decision or course of action? Check… Critique… Judge… Hypothesise ... Can the student JUSTIFY a decision or course of action?

PE Example Success Criteria SOWT analysis PMI

Synthesis Design… Construct… Plan… Produce ... Can the student GENERATE new products, ideas or ways of viewing things ?

PE Example Create a game

WHAT ARE YOUR THINKING STRENGTHS? European research has linked responses to visual images to thinking strengths. Do you feel you are better at : Analysing? ….. Creative Thinking? …. or Critical Thinking??

INTELLIGENT CRITICAL THINKING STRENGTHS STRONG IN DECISION MAKING AREA

ANALYTICAL THINKERS WANTS TO SEE ALL SIDES STRENGTHS – DEFERRING JUDGEMENT

VISIONARY & LEADERSHIP STRENGTHS CREATIVE THINKERS STRONG IMAGINATION VISIONARY & LEADERSHIP STRENGTHS

Its amazing they are even on the planet! Thinking with their heads in the clouds Its amazing they are even on the planet!

Effective Pedagogy Go through the unpacking of the NZC pages and the pedagogy Where does Blooms fit in?

A thought filled curriculum Art Costa Thinking big Reading - Expert jigsaw of the reading - note down any keypoints on the sheet These themes provide through .which we can shape, organise, and evaluate curriculums. lenses

LEARNING TO THINK

THINKING TO LEARN

THINKING TOGETHER

THINKING ABOUT THINKING

Thinking big THINKING BIG

Anne’s PPTA document

Hungry Nation Design a task that include the 5 aspects of a thought-filled curriculum:  Design a task that includes a/some aspects of Blooms taxonomies Thinking big

Acknowledgements Louise Addison Team Solutions

References