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

2. 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

3. Plan of attack

4. 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?

5. "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

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

7. 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?

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

9. 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.

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

13. 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.

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

15. 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

16. Attribute Listing

17. 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.

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

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

20. PE Example
Prior Learning
Literacy Strategies
Lists
Grouping
KWL

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

22. PE Example
Softball Explanations
Mix and Matches
Question Dice

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

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

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

26. PE Example
Breakdown a game
Prioritise
Negotiation Task

27. 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?

28. PE Example
Success Criteria
SOWT analysis
PMI

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

30. PE Example
Create a game

31. 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??

33. INTELLIGENT
CRITICAL THINKING STRENGTHS
STRONG IN DECISION MAKING AREA

34. ANALYTICAL THINKERS WANTS TO SEE ALL SIDES
STRENGTHS – DEFERRING JUDGEMENT

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

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

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

39. 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

40. LEARNING TO THINK

41. THINKING TO LEARN

42. THINKING TOGETHER

43. THINKING ABOUT THINKING

44. Thinking
big
THINKING BIG

45. Anne’s PPTA document

46. 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

47. Acknowledgements
Louise Addison Team Solutions

48. References