ICT for Visualising Thinking Western Region Stevenson P S 1 May 2008 Paula Christophersen

What has 3 main pillars, 16 components and 39 divisions?

Disciplinary/Interdisciplinary? Declarative knowledge Knowing about : - concepts - relationships - properties - causality - patterns of meaning Declarative knowledge Knowing about : - concepts - relationships - properties - causality - patterns of meaning DISCIPLINES INTERDISCIPLINARY & PPS Procedural knowledge Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills. INTERDISCIPLINARY & PPS Procedural knowledge Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.

Interdisciplinary learning is about … Developing competencies such as: Organising Personal Learning Using ICT to solve problems, represent ideas, communicate knowledge ICT Designing and thinking creatively D,C,T Thinking critically Thinking Processes

Knowing how to conduct authentic research (mathematical inquiry; historical reasoning, scientific inquiry) Interdisciplinary learning is about Locating, accessing and filtering information to build knowledge Verifying new knowledge through argument, evidence and reflection

ICT domain focuses on tools to: change how students learn enrich their learning environment

ICT for visualising thinking ICT for creatingICT for communicating

ICT perceptions Visualise your perceptions of ICT How can this be used?

Questioning and investigating Observing and describing Comparing and connecting Reasoning Exploring viewpoints Finding complexity Artful thinking palette

I see (list, itemise, deconstruct) I think What’s the purpose? How does it work? What are the reasons? Who would use/like it? I wonder What if …? What would happen if..? What would change if? Project Zero, Harvard University

Think What do you know about this? Puzzle What questions do you have? Explore What does this topic make you want to explore? Project Zero, Harvard University

ICT for visualising thinking ICT tools that facilitate visual thinking are ones that allow ideas and information for all areas of learning to be easily and quickly: drafted filtered reorganised refined systematically assessed in order to make meaning for students. Students use text and image representations, such as graphic organisers, ICT-generated simulations and models to help structure their thinking processes and assist in constructing knowledge.

Visualising thinking tools: help represent abstract information in concrete forms depict relationships between facts and concepts depict relationships between new information and prior knowledge are construction tools for the mind

Concept organisers Brain does not store information in lines or columns Brain stores information by patterns and association Brain does not store information in lines or columns Brain stores information by patterns and association

Focus of dimension:  assist thinking processes  reflect on the thinking strategies used to develop understanding.

SIMILARITIESDIFFERENCES Double Bubble Template

visualthesaurus.com

~axon2000/

A dog is/is a … Generic classifications of concept and qualities A dog has … Attributes of concept/term Dog examples … Specific examples/instances A dog can … Dynamic aspects of concepts CONCEPT FRAME: level 1

A dog is/is a … a mammal loyal A dog has … a tail four legs Examples of a dog … spaniel poodle A dog can … catch a ball swim

A dog is/is a … SequenceAttribute 1a mammal 3loyal Xmeat eater 2pet A dog has … SequenceAttribute 2a tail 3four legs 1fur A dog can … SequenceAttribute 4catch a ball 3swim 1lead people 2save people Examples of a dog … SequenceAttribute 1spaniel 2poodle 3dingoes 4foxes Add new examples Identify redundant examples Sequence/order for importance

Dogs are man’s best friend By Kim Tran Grade 5P