Creating thinkers in the Ethnic School Language Classroom

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Presentation transcript:

Creating thinkers in the Ethnic School Language Classroom Dr. Teresa De Fazio School of Education Victoria University

Dr. Teresa De Fazio, Victoria University, 2007 Why create thinkers? Don’t our students think already? Do you present activities that engage their thinking? Make the thinking process explicit so that students can deal with complex issues/ make decisions/ step outside a problem or issue to assess it and resolve it. What is sold in your tuckshop? Do you feel it is a good menu? What is on it that is not healthy/ nice? What is on it that is healthy/nice? How could it be reorganised to be both healthy and nice? Organise the process of putting together a new tuckshop list Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007

Six ‘metaphorical’ hats What is sold in your tuckshop? White hat Do you feel it is a good menu? Red hat What is on it that is not healthy/ nice? Black hat What is on it that is healthy/nice? Yellow hat How could it be reorganised to be both healthy and nice? Green hat Put together an improved tuckshop list Blue hat What did you think of the story? How did it make you feel? Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 Let’s get thinking … Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 White hat thinking Tell me a story… Recount as a: Cloze activity Oral retelling Ordering and sequencing of facts etc. Gather data What are the facts Locate the information Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 Red hat thinking Feeling/reaction chart Express your feelings (emotions – cards) What are your emotional reactions to the story? What did you think of the story? How did it make you feel? Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 Black hat thinking Story flashcards Deeper level work with the cloze Identify the problems/issues? What events/issues came up in the story that were not dealt with constructively/appropriately? Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 Yellow hat thinking Story flashcards Deeper level work with the cloze Identify the positives What events/issues came up in the story that were dealt with constructively and appropriately? Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 Green hat thinking Draw a solution Mind map a set of solutions Flow chart a solution Plan a solution Describe a solution Create a solution What could be a more appropriate alternative to the problem? How could the situation be changed to be more positive/resolved? Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 Blue Hat thinking Students take on a metacognitive approach to their learning – they look at and lead their own learning putting on their own hats as needed. Conduct/lead the thinking Consider the thinking process Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 Start easy to become familiar with the process, then have fun with real-life issues Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 Global warming White hat What are the facts about global warming? Red hat How does the issue make you feel? Black hat What are the negatives about the issue? Yellow hat What are the positives? Green hat What can be done to address the issue? Blue hat Have you covered the thinking process carefully Dr. Teresa De Fazio, Victoria University, 2007

The value of language learning to you? Dr. Teresa De Fazio, Victoria University, 2007

Dr. Teresa De Fazio, Victoria University, 2007 Which hat should our students wear at the end of their language learning experience? Dr. Teresa De Fazio, Victoria University, 2007