Catherine Mar November , 2015

 Have you ever wondered why you may not have seen a course in school called “Thinking 101”? “ Creativity 101” ?  Why or why not?.....Raphael did….

Was Raphael ahead of his time, by bringing artists, scientists and philosophers together in one school of thought? Art and science balance one another.. Problem….separations…? This painting represents the great thinkers of Greece and the Renaissance. they were experts in one thing, asking questions

 At Princeton, Einstein once asked a famous poet, “How does the idea of a poem come?” The poet spoke of the role played by intuition and imagination.  “It is the same for a man of science, “ Einstein responded with delight.” It is a sudden illumination, almost a rapture. Later, to be sure intelligence analyzes and experiments confirm or invalidate the intuition. But initially there is a great forward leap of the imagination.” (Isaacson 544)

Framing Questions…what is out there ? What kind of questioning skills do you have in your teacher’s toolbox to invite and provoke not only critical thinking, but also creative thinking…(design thinking, systems thinking, …?) Is there More? We will look at 4 models: Bloom, UBD, Six Thinking Hats, and Perceptual Attention Directing Tools Then we will play with OCED’s The Nature of Learning

 One of the most powerful predictors of student success, is the teacher…..…  If we accept this premise, and as we consider our role as educators, then what are the defining attributes of an effective teacher?  Paper, graffiti, 2 minutes

 We are able to merge a constructivist and behavioral approach to the teaching and learning process….in other words, weave content knowledge with instructional intelligence to create effective learning environments..pedagogy  We use the learning sciences to transform content knowledge into the art of teaching

 How can the learning sciences(?) inform the design of the 21 st century learning environments?  Fundamentals of Learning  Seven Principles of Learning  Key Shifts in the 21 st century  Building Blocks for Innovative Learning Environments….questions

 Let’s consider the humble question mark… To Pose a question...Latin : Pausare..meaning to PAUSE In effect, we are creating a space or a pause for thought Humble and yet very powerful…

 Questioning involves:  Safety that increases with Wait Time  Levels of Thinking such as taxonomies of thinking (Bloom’s 7 levels)  Framing Questions ◦ Providing social parameters of the question, such as Wait time? How students will be selected to respond, building accountability, who their partners are for TPS.. ◦ Wording? Embedded biases? Clarity? ◦ The requested action, response, and thinking is clear. Assessment?  Our Response to Process…..How we monitor and build understandings and trust. What are the implications? ◦ No response, correct, incorrect ◦ Paraphrase, build on the answer to promote further elaboration, “tell me more”, work the ladder from cognition to metacognition/others?

 Asking the Right Questions  Asking intriguing, open-ended questions is an effective way to encourage students to think deeply and to provide them with a meaningful context for learning. We can help our students become more motivated and self-directed by asking the right questions. But what are the right questions?  From Wiggins, G. and McTighe, J. (2001). Understanding by design. New Jersey: Prentice-Hall, Inc.

 Essential Questions:  Introduce big, enduring ideas that cross all subjects, providing a bridge between many units.  Have many answers typically not found in a book. They are often life’s big questions.  Capture students’ attention and require higher-order thinking; they challenge students to dissect their thinking, apply their values, and interpret their experiences.  Unit Questions:  Are open-ended and invite exploration of ideas that are specific to a topic, subject, or unit of study. Pose problems or serve as discussion starters that support the Essential Question.  Encourage exploration, provoke and sustain interest, and allow for unique responses and creative approaches, inviting students to interpret the facts themselves.  Content Questions:  Typically have clear-cut or specific answers and are categorized as “closed” questions.  Align with content standards and learning objectives and support the Essential and Unit Questions.  Test students’ ability to recall fact based information and address the 5W’s  Require knowledge and comprehension skills to answer.

 New Studies in Declarative and Procedural Knowledge…..Cognitive Sciences and Psychology, and Robotics  Bloom’s Taxonomy..The way we construct knowledge  New version of Bloom’s Taxonomy, includes creativity …  What are attention directing devices and tools?  Design Thinking is how to marry Critical thinking with Creative thinking….

 There are 3 basic types of information: ◦ What you know ◦ What you know you do not know ◦ What you do not know that you do not know.

Edward de Bono…………

 Lateral Thinking Tools – for deliberate Creativity  Six Hats-focuses group thinking, used in business meetings  DATT- Direct Attention Thinking Tools for perceptual thinking  Simplicity – used for simplifying operations  Six Value Medals- methods for carrying out value scans

First Ideas Blue - what is the thinking task? White - what do we know about..? Green – what ideas can we think of? Quick AssessmentYellow – what are the good points? Blue - can we summarize the good points? EvaluationYellow - what are the good points? Black -what are the difficulties and dangers? ImprovementBlack - what are the weaknesses? Green-how can we overcome them? Explanation White - what do we know about..? Green -what are the possible explanations? Direct Action Red - what do we feel like doing? Black - what are the difficulties and dangers? Emotions Red - how do we feel? White - what do we know about the situation? Green - What are the alternatives? Blue -What is the conclusion?

CautionWhite - what do we know about? Black -what are the dangers? DesignBlue - what is the design task? Green -what are the possibilities? Red -how do we feel about each design? PossibilitiesGreen -what are the possibilities? Blue -can we summarize the possibilities? Usable Alternatives Green -what are the possibilities? Yellow – why will they work ? Black -what are the weak points? ChoiceYellow - what are the positive/good points? Black -what are the difficulties and dangers? Red - now, how do we feel about…? or you could use the Attention Directing Perceptual Tools……..

 These may be used as is, or transformed into your own teaching language ….instructions, discussions, assessment, framing questions..? Blend with other tactics, and strategies…? Your Choice!

 Consequences and Sequels Look ahead to see the consequences of an action, plan, decision, or rule. Time scales?  Plus, Minus, Interesting Ensure that all sides of a matter have been considered before a decision or commitment is made. The result is a quick assessment scan.  Recognize, Analyze, Divide Break a larger concept into smaller, more manageable parts. Deconstruction..  Consider All Factors Explore all factors related to an action, decision, plan, judgment, or conclusion. 6H?  Aims, Goals, Objectives Focus directly and deliberately on the intentions behind actions.  Alternatives, Possibilities, Choices Deliberately try to find other ways; create new alternatives and choices. What if?  Other People’s Views Put yourself in others’ shoes. Perspectives?  Key Values Involved Ensure that your thinking serves your values. (may segue with OPV)  First Important Priorities Select the most important ideas, factors, objectives, consequences..prioritize  Design/Decision, Outcome, Channels, Action Direct attention to the outcome of the thinking and action that follows.

 How can the learning sciences(?) inform the design of the 21 st century learning environments?  Fundamentals of Learning  Seven Principles of Learning  Key Shifts in the 21 st century  Building Blocks for Innovative Learning Environments

 “Educating the mind without educating the heart is no education at all.” Aristotle “Ago, ergo erigo” …I act, therefore I construct Edward de Bono