Thinking A key competency.

Slides:

Advertisements

Similar presentations

How People Learn: Brain, Mind, Experience and School John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors.

Advertisements

Developing Higher Order Thinking

Being explicit about learning Focusing feedback on improvement Gathering evidence of learning Handing on responsibility for learning Participation Dialogue.

Personal, Social, Health and Economic education How PSHE education contributes to meeting the requirements of the Secondary National Curriculum.

Revisiting Information Literacy at AGGS

Jan-Marie Kellow. “When designing and reviewing their curriculum, schools will need to consider how to encourage and monitor the development of the key.

Universal Design for Learning (UDL). UD in Architecture a movement of designing structures with all potential users in mind incorporated access features.

Jan-Marie Kellow. “We only think when we are confronted with problems.” John Dewey “Wisdom begins in wonder.” Socrates.

KIT ORIENTATIONS ANNA MURKOWSKA, Warsaw University.

Arts and Literacy Projects and theories that contributes to the importance of dance literacy.

Understanding the Core Proficiencies Units Implementing the CCSS with Fidelity EngageNY.org.

DEVELOPING ACADEMIC LANGUAGE AND TEACHING LEARNING STRATEGIES Anna Uhl Chamot Jill Robbins George Washington University.

Big Ideas and Problem Solving in Junior Math Instruction

MODULE 7 PRESENTATION Understanding the New Zealand Curriculum.

The Highland Council Learning and Teaching Reflection Framework Embedding Formative Assessment Making Thinking Explicit Section B Unit 2.

Teaching Learning Strategies and Academic Language

HABITS OF MIND By Arthur L. Costa, Ed. D. and Bena Kallick, Ph. D. Presentation by Libby, Lloyd and Campbell.

Also referred to as: Self-directed learning Autonomous learning

What does THINKING look like?. Thinking Skills and VCAL Students Cam Woolcock.

Differentiated Instruction: One Size Doesn’t Fit All... Differentiation.

Ch. 3 StudyCast SarahBeth Walker. NETS-T Standard 1  Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate.

Guided Inquiry By Jo, Lisa and Brian. Philosophy Guided Inquiry is carefully planned, closely supervised by teachers to guide students through curriculum.

Seminar 3 Year 2 Schools Leadership and Assessment Contract.

CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL.

Three Way Learning Conversations Information Session Friday 7th 2.30pm in School Hall Please join us for a coffee and informal presentation.

Teaching and learning in the IB grows from an understanding of education that celebrates the many ways people work together to construct meaning and make.

R Hipkins Rosemary Hipkins New Zealand Council for Educational Research Key competencies in the curriculum: reflecting on implementation and assessment.

Christchurch New Zealand October 2009 Integrating new technologies to empower learning and transform leadership.

Title page. Vision Where we’ve come from From draft to final.

TEACHING TIPS: FOSTERING CRITICAL THINKING THE WORLD TODAY NEEDS PEOPLE WHO HAVE THE ABILITY TO SOLVE PROBLEMS Richmond.

Key Competencies.

Relating to others taking different roles in different situations interacting with diverse others in a range of learning contexts knowing when it is appropriate.

The Rationale for Change: The Past The Rationale for Change: The Present.

A Vision. Connected Confident Lifelong Learners Actively Involved our young people will be …

C RITICAL T HINKING Alison Wurtz, Kathleen Womelsdorf, Kimberlee.

 managing self managing self  relating to others relating to others  participating and contributing participating and contributing  thinking thinking.

Guided Reading. The Reading Diet Children working individually, in groups or as a whole class to use and apply their reading skills to complete a range.

Christchurch New Zealand October 2009 Integrating new technologies to empower learning and transform leadership.

Learning How To Learn Preparation Phase – Getting Started.

Special Education/Learning Support Title: The New Zealand Curriculum and the IEP Author: Rosemary Mirams address:

Real time, real person, real help with your homework  AnyQuestions.co.nz I te wā tūturu, te tangata tūturu, te āwhina tūturu me ō mahi kāinga  UiaNgāPātai.co.nz.

Inquiry into an inquiry model What is inquiry learning? Inquiry implies a need to want to know premise. Inquiry implies a need to want to know premise.

Mrs. Hyland’s Honors U.S. History

Understanding the New Zealand Curriculum

Middle School ELA-Curriculum and Assessment

Using Cognitive Science To Inform Instructional Design

CAPABILITIES WHAT IS A “CAPABILITY?”

Prince George Planning Templates

The Learning Experience Plan

Reading Procedures: MODELLED READING

Learning and Teaching Principles

K-3 Student Reflection and Self-Assessment

Thinking Master Student Map

Core Competencies: Moving forward with Self-Assessment

Making Meaning Through Art

Information for students prior to working on self-assessments

Start with the familiar

We show these as we learn.

Common Core State Standards

Why we use this as a strategy for developing creative thinkers

FWISD Learning Model: The Early Learning Classroom in Action

Information for students prior to working on self-assessments

Peer and Self Assessment: Help others help you!!

Thinking Master Student Map

Thinking Master Student Map

Mindset in Education Resilience

DEVELOPING ACADEMIC LANGUAGE AND TEACHING LEARNING STRATEGIES

Framework for Enhancing Student Learning

The Marshmallow Challenge

Presentation transcript:

Thinking A key competency

New Zealand Curriculum – 5 key competencies Thinking Using language, symbols and texts Managing self Relating to others Participating and contributing

Thinking: using creative, critical, metacognitive and reflective processes to make sense of and question information, experiences, and ideas Students who are well-developed thinkers can reflect on their own learning, ask questions and challenge assumptions and perceptions.

Thinking strategies must be: Easy to use Able to be modelled in normal classroom environment

It is important that teachers do not end up doing all the thinking for students. Students need to have opportunities and need to be able to make and learn from mistakes.

It is important for all students to have opportunities to develop thinking ability if they are to function in an increasingly complex world.

“Intelligence is, to some degree, learnable”

By Bethany and Alice