1. Intel ® Teach to the Future Thinking with Technology © 2005 Intel Corporation. All Rights Reserved.

3. Thomas Gradgrind’s Philosophy “Facts alone are wanted in life” “Facts alone are wanted in life” Head knowledge, not lived experience Head knowledge, not lived experience Exercise of power leads to fear Exercise of power leads to fear Non-relational Non-relational

4. Thinking in the Classroom Work in pairs. Work in pairs. Open the Vignettes on Thinking in the Classroom (CD Module: Questions and thinking, Challenging Thinking – Activity 1.2) or (Page A-19 to A-21) Open the Vignettes on Thinking in the Classroom (CD Module: Questions and thinking, Challenging Thinking – Activity 1.2) or (Page A-19 to A-21) Read the example of your choice (5 min.). Read the example of your choice (5 min.). Discuss the questions with a partner (15min.). Discuss the questions with a partner (15min.). Class discussion (10 min.). Class discussion (10 min.).

5. 3 th Grade Maths Exercise Mrs Chen: Thinking promoted Thinking promoted Exploration encouraged Exploration encouraged Mr Mollo: Mr Mollo: Quick answers Quick answers Pre-determined structure Pre-determined structure

6. 7 th Grade Nutrition Exercise Mrs Chetty: Engaging activities Engaging activities But not linked to learners own experiences But not linked to learners own experiences Mr Horton: Mr Horton: Open-ended question Open-ended question Authentic problem Authentic problem

7. 21 st Century Skills 21 st Century Skills  Accountability & Adaptability  Communication Skills  Creativity & Intellectual Curiosity  Critical Thinking, Systems Thinking  Information & Media Literacy  Interpersonal and Collaborative Skills  Problem Solving  Self-Direction  Social Responsibilit  www.21stcenturyskills.org www.21stcenturyskills.org

8. Critical Outcomes  Problem Solving, Decision Making  Collaboration  Self-organisation  Collect, analyse, organise & critically evaluate information  Communication  Effective, safe use of Science & Technology  See the world as inter-related systems

9. Marzano (Page A-17) Dimensions of Learning 1Positive Attitudes and Perceptions about Learning 2Acquisition and Integration of Knowledge Facts and procedures 3Extension and Refinement of Knowledge Comparing, classifying, common reasoning processes, analysing 4Meaningful use of Knowledge Decision Making, Investigation, Experimental Inquiry, Problem solving, Invention 5Productive Habits of Mind Critical thinking, Creative thinking, Self-regulation

10. © 2005 Intel Corporation. All Rights Reserved. Marzano’s Model of Thinking At a Glance: Marzano’s Dimensions of Learning Categories do not build upon each other Each cognitive category is just as important as the others All categories are worthy of focus and inclusion within a unit of study

11. Activity: Visual Ranking Reflect on a recent lesson or unit of work Reflect on a recent lesson or unit of work Rank the aspects of Marzano’s Dimensions of Learning according to what you prioritised in a recent lesson or unit Rank the aspects of Marzano’s Dimensions of Learning according to what you prioritised in a recent lesson or unit Go to this page to log in: http://www97.intel.com/workspace/student/login.aspx?LID=en Go to this page to log in: http://www97.intel.com/workspace/student/login.aspx?LID=en http://www97.intel.com/workspace/student/login.aspx?LID=en (Use PowerPoint Outline or Visual Ranking)

12. Costa & Kallick: Habits of Mind PersistingThinking and Communicating with Clarity and Precision Managing ImpulsivityGathering Data through all Senses Listening to Others with Understanding and Empathy Creating, Imagining, and Innovating Thinking FlexiblyResponding with Wonderment and Awe Thinking about our ThinkingTaking Responsible Risks Striving for Accuracy & PrecisionFinding Humour Questioning and Posing ProblemsThinking Interdependently Applying Past Knowledge to New Situations Learning Continuously

13. © 2005 Intel Corporation. All Rights Reserved. Costa & Kallick At a Glance: Costa and Kallick’s 16 Habits of Mind Definition of habits that are required to meet “challenging conditions” To resolve a complex problem, students need Strategic reasoning Insightfulness Perseverance Creativity Craftsmanship

14. © 2005 Intel Corporation. All Rights Reserved. Bloom At a Glance: Bloom’s Taxonomy Bloom’s TaxonomyBloom’s Taxonomy Categorizes thinking skills from the simplest learning behavior to the most complex Hierarchical system of thinking skills The higher thinking levels include all of the cognitive skills from the lower levels.

15. Seeing Reason Log onto the Thinking Tools website http://www97.intel.com/workspace/student/login.aspx?LID=en Log onto the Thinking Tools website http://www97.intel.com/workspace/student/login.aspx?LID=en http://www97.intel.com/workspace/student/login.aspx?LID=en Bearing in mind all that we have looked at, make a “Seeing Reason” diagram that shows some of the impacts on Higher Order Thinking, positive and negative. Bearing in mind all that we have looked at, make a “Seeing Reason” diagram that shows some of the impacts on Higher Order Thinking, positive and negative. Create links between various factors. Create links between various factors. Use colour to categorise your ideas Use colour to categorise your ideas

16. Toulmin Claim Universities should have affirmative action admissions policies. Support Affirmative action provides equal access to education for all ethnic groups. Warrant Equality of access is a Basic value. Rebuttal: Affirmative action policies do not result in "reverse discrimination" because they are only part of a process that attempts to ensure fairness in admissions and overcome past inequities. Qualifier …if they do not have a demographically representative population Backing: Equality before the law is a fundamental right

17. What makes Higher Order Thinking happen? Understanding multiple perspectives. Understanding multiple perspectives. Encouraging discussion and grappling with complex ideas. Encouraging discussion and grappling with complex ideas. Dynamic visual representation of thinking. Dynamic visual representation of thinking. Development of verbal argumentation skills. Development of verbal argumentation skills. Working with criteria for judgement Working with criteria for judgement Making a choice and having to justify ones ideas. Making a choice and having to justify ones ideas.