1. Creating a Culture of Powerful Thinking This way for the future

2. Collaborative Staff

4. What school and classroom conditions must exist to foster creative thinking and risk taking?

5. What are we trying to achieve? A classroom n that is safe to give opinions and take risks n where students’ thinking is accepted, encouraged and valued n where every student’s ideas are welcomed and considered equally important n where it is okay to piggy back on others’ ideas n where students are able to clearly state what they are learning n where collaboration and cooperation are fostered n where student’s individual strengths and interests are appreciated

6. A good teacher makes you A good teacher makes you even when you don’t want to. even when you don’t want to. (Fisher, 1998, Teaching Thinking)

7. What is thinking Intellectual processes: n memorizing n recalling facts and information n clarifying n analysing n generating ideas n making decisions n problem solving n planning n creating

9. What does Powerful Thinking look like in a classroom? n Many opportunities for: –complex problem solving –open-ended responses n Thinking skills are explicitly taught in an authentic and meaningful context. n Formative assessment is part of learning n Students are clear about what they are learning, and engage in reflective practice.

10. – –Bloom’s Revised Taxonomy – –Edward de Bono’s Six Thinking Hats – –Gardner’s Multiple Intelligences – –Tony Ryan’s Thinker’s Keys – –Habits of Mind – –Graphic Organisers – –Web Quests – –Focused feedback – –Rubrics – –Inquiry Learning – –Web 2 Tools Teaching Strategies to Support a Powerful Thinking Programme

11. Teaching For Thinking Teaching With Thinking Teaching About Thinking Teaching Of Thinking Retrieved and adapted from http://www.fhs.vic.edu.au/FrankstonFederation/thinking%20proformas/support_think.htm Explicit Instruction Explanations Modelling Guidance Coaching Scaffolding Learning Experiences Using ideas Problem Solving Personal Exploration Reflection Transfer Powerful Thinking Model

12. When students believe teachers are emphasising thinking and learning strategies they: n Become more motivated n Become more involved in productive cognitive strategies n Focus more firmly on the learning n Take more control over their own learning Focus on Thinking

13. Higher-order Thinking is:

14. Quality Learning Circles n Time for teachers to reflect on their practice, analyse achievement data. (moderation) n View videos - practice giving quality feedback. n Stepping Stones for question starters “Trying to learn without reflecting and reviewing is like trying to fill a bath without putting the plug in”. From Stepping Stones www.thelearningproject.co.nz

15. Thinking Matrix ORIGINALITY New and better ideas, expands ideas, unusual ideas, different directions. RISK TAKING Say why you think. Justify why; Which is better? Decide and explain IMAGINATION How would you feel if ? Pretend that.. Imagine yourself in.. Think of a time when.. Suppose that? What if? When might? Where could? COLLABORATING Working with others TRANSFERING Using strategies in other contexts. Assessing the value. Do I have evidence to support this conclusion?”

16. How? n Create a learning community in the classroom and school – we are here to n Talk about learning all the time n Brainstorm what it means to be a learner n Class definition to describe a learner n Create a learning slogan/acrostic

17. This is a “PUT-UP” Zone Welcome to Room 8

18. Slogans Can we learn this? Yes we can Lrn 2 lrn U2 can lrn

19. Research

20. Assessment helps us distinguish between teaching and learning. Formative Assessment

21. Clarity of Learning Intention is crucial

22. Teaching Practices to enhance learning n Constructivist n Real n Integrated n Interactive n In-depth n Explicit – HoTs n Cooperative n Diverse learning n Learner centred n Flexibility

23. Engaging Talented Students Talented students require high but specific expectations and depth with: –R–R–R–Real world problems and products –V–V–V–Variety of production requirements and alternatives –O–O–O–Open-ended product alternatives that encourage creative responses –A–A–A–A reason for sharing their findings –A–A–A–A real audience –R–R–R–Realistic corrective feedback http://www.austega.com/gifted/provisions/curdifferent.htm

24. Outrageous Statements Only 4% of teacher questions focus on thinking or ask students to think.

25. Thinking Tools n Thinkers Keys n Graphic organisers n The Six Hats n Problem Solving n Or a combination n Reflection n Habits of Mind n Excel – good mind tool n Webquests

26. THINK ALOUD PROBLEM SOLVING Pose challenging problems then: BEFORE: Invite students to describe their plans and strategies for solving the problem/making decisions. DURING: Share their thinking as they are implementing their plan. AFTER: Reflect on/evaluate the effectiveness of their strategy.

27. Advantages of Thinker’s Keys n Easy to use and explain n Everyday idea “unlocking something” n Encourage children (and adults) to: –Look at things differently –Think divergently –Think creatively –Brainstorm ideas –Listen to others’ ideas –Share their ideas –Be organised

28. Explicit teaching of thinking skills To help students understand the thinking process:

29. Using the Six Thinking Hats n Responding to texts n Problem solving n Brainstorming n Role-play and drama n Visual and creative arts n Thinking about behaviour

30. The First Mate decides that he should have better food and double the rum of the regulars on board. Curly Kid spent his free time playing poker for money. He bets his first share of plunder and loses it. Now he’d like to get reimbursed. While unloading treasure, Slippery Sam pockets an emerald. When it falls out, the Captain says he’s dropping Sam off at the next deserted island. Sam pleads to stay on board. With thanks from - The Not-So-Jolly Roger Time Warp Trio In the Classroom © 2005 WGBH Educational Foundation. www.timewarptrio.com

31. Creating Green Hat, Construction Key, SCAMPER, SCUMPS, Ridiculous Key, Combination Key, Invention Key Evaluating Brick Wall Key, Decision Making Matrix, PMI, Prioritising. Analysing Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key. Applying Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart. Understanding Graphic Organisers, Variations Key, Reverse Listing, PMI, Webs (Inspiration). Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key. Bringing it all together

32. Reflection Tools Tomorrow I want to get better at... Today I made the world a better place by... Thanks to Kate Grieve, St Gerards School and Grace Yarrow, Pukehina School

33. Examples Evaluating - Problem Solving One of your characters has landed on an alien planet. How can you help his time machine take off using:  A drink bottle  10 cans of baked beans  A watch Creating - Selling an idea Dogs have become the best readers in the world. Explain how this could have happened. Evaluating - Checking Books were once written on tablets of stone. What sort of problems would a student have if this still happened? Make a series of 4 cartoons explaining the problem. Available on http://www.kurwongbss.qld.edu.au

34. Powerful thinking is not expected to happen every minute, every hour and every day in classrooms. There is time for sheer enjoyment. http://www.britishcouncil.org/kids-songs-pirates-popup.htm

35. Rubrics What is a rubric? A rubric is a type of formative assessment which is an ongoing part of teaching and learning. Quality formative assessment blurs the line between teaching, learning, and assessment. (Process vs product)

36. Advertising Rubric Success Criteria Slogan No slogan Long sentence, not want to buy Short slogan, think about product Short, catches attention Visuals No pictures or photos Not related, too small Clear, easily seen Focus reader on product Logo No logo Not about product Uses ideas about product Near the company, clear Colour Untidy looking Cover words or visuals Complement dark/light Creative, suit visuals Information No product contact or information One of Contact or information Contact and product details Positive reasons to buy Thanks to Bronwyn Ward – Pukehina School

37. Just remember… it is all down to you, the classroom teacher and what you actually do with children in your class that really counts Critical Factor – the teacher No right way or template. No magical answer

38. Reflection Time “As I anticipate the remainder of this school year, I am most excited about …. As you reflect on this workshop n n What 3 important main ideas/concepts can you recall? n n What 3 strategies will you use back at school?