1. Thinking in and out of Geography – getting a feel for leading in learning LiL Complete caption Feedback at the end of the workshop

2. Getting you thinking From the list select 10 skills you think are important to Geography In pairs/threes compare lists Decide on 3 that you feel are the most important

3. The bigger question How do these skills link to the National Curriculum thinking skills? How are these taught through schemes of work? How is progression in thinking catered for?

4. What is LIL? Cross – curricular Focus on specific thinking abilities Transfer of thinking skills across subjects Is constructed around the 5 National curriculum thinking skills at the heart of personalised learning because it involves the systematic and explicit development of thinking and learning skills and strategies across the curriculum. It enables pupils to understand themselves better as learners and to apply a widening repertoire of learning approaches across the curriculum. (Handbook for teachers (DfES 0035-2005 G)

5. 5, 10, 3, 3, 3, 3 1Advance organisers 2Analogies 3Audience and purpose 4Classifying 5Collective memory 6Living graphs and fortune lines 7Mysteries 8Reading images 9Relational diagrams 10Summarising The Practice PlanningReviewPlanningReviewPlanningReview 1 st Lesson2 nd Lesson3 rd Lesson Observation, video, meeting, interviewing pupils, reading learning logs The 3-Lesson Model National Curriculum Thinking Skills The Strategies

6. Activities Look at all 4 tasks. a/ Which task would make students think the hardest ? Order the tasks according to how hard they would make students think. b/ What thinking and knowledge is required for each task ?

7. ActivityThinking Skills and knowledge required Rank 1/ Millennium Goals 2/ World a village 3/ What If 4/ Dangerous earthquake

8. National curriculum thinking skillsWhat Tony didWhat Gary did 1 2 3 4 Information processing Locate and collect relevant information Sort and classify Sequence Compare and contrast Analyse part/whole relationships Reasoning Give reasons for opinions and actions Draw inferences and make deductions Explain what they think Make informed judgements and decisions Enquiry Ask relevant questions Pose and define problems Plan what to do and how to research Predict outcomes and anticipate consequences Test conclusions and improve ideas Creative thinking Generate and extend ideas Suggest hypotheses Apply imagination Look for alternative innovative outcomes Evaluation Evaluate information Judge the value of what they read, hear and do Develop criteria for judging the value of work or ideas

9. ActivityThinking Skills and knowledge required Rank 1/ Millennium Goals Prioritise, justify, knowledge of terminology 3 2/ World a village Guess, prior knowledge of development and population issues 4 3/ What IfPrioritise, justify, prior knowledge of each issue, wide subject knowledge required, knowledge of how close these issues are to being achieved 1 4/ Dangerous earthquake Priortise, justify, knowledge of different earthquakes, understand that different earthquakes have differing impacts 2

10. National curriculum thinking skillsWhat Tony didWhat Gary did 1 2 3 4 Information processing Locate and collect relevant information Sort and classify Sequence Compare and contrast Analyse part/whole relationships Reasoning Give reasons for opinions and actions Draw inferences and make deductions Explain what they think Make informed judgements and decisions Enquiry Ask relevant questions Pose and define problems Plan what to do and how to research Predict outcomes and anticipate consequences Test conclusions and improve ideas Creative thinking Generate and extend ideas Suggest hypotheses Apply imagination Look for alternative innovative outcomes Evaluation Evaluate information Judge the value of what they read, hear and do Develop criteria for judging the value of work or ideas

11. Activities that encourage challenging thinking might include…….

12. Why are we doing this and what will it look like? I know I am thinking hard because……

13. I scratch my head. My Brain Hurts. My brain feels like its working like clockwork! I concentrate more. I ask more questions. Its fun! My brain feels like porridge! I work even harder!