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2. 2:00 – 2:05 PMWelcome and Agenda 2:05 – 3:15 PMThinking skills 3:15 – 3:40 PMPrayer (together in the auditorium) 3:40 - 4:00 PMWiki space 4:00 – 4:30 PMSharing Activities 4:30 - 5:45 PM Micro teaching

4. What are Thinking Skills?  Logic Puzzles  1.CIRCLES:  Using six continuous straight lines, connect all of the sixteen circles shown below

6.  TEAPOTS:  If teapot A holds 500 ml of tea, about how many ml does teapot B hold?

8. ◦ TEAPOTS: ◦ 250 ml (about half of pot A). The amount of tea that can Be kept within each pot is determined by the height of the spout opening. ◦ The tea level cannot rise above the spout opening since any extra tea would merely spill out from the spout. ◦ A simple visual estimate would conclude that the ◦ spout of teapot B is approximately half the height of that ◦ of teapot A, therefore providing only half of the capacity, ◦ or 250 ml.

9.  Thinking Skill is:  conscious mental process that you use to do things like:  classify,  evaluate,  sort,  analyze,  sequence,  solve problems,  create,  explore

10.  Solve problems  Think creatively  Think critically  Make decisions  Generate new ideas  Analyse information  Plan for the future

11.  What strategies will your students need to improve their thinking skills?  Bloom’s Revised Taxonomy  Edward de Bono’s Six Hats  Friendly Thinker’s Keys.  Concept cartoons.  First word last word.

12. Concept Cartoon

13.  Concept cartoons.  cartoon drawing that visually depict children or as adults sharing their ideas about common, everyday phenomena.  Students decide which character in the cartoon they agree with most and why.  Cartoon characters’ comments about the situation presented in the cartoon include an idea that may be more scientifically accepted than the others as well as alternative ideas based on common misconceptions.. 13

14.  Engage and motivate students.  Uncover students’ thinking about their own ideas.  particularly effective as a thinking material with struggling readers or English-language learners because the ideas are set in visual context and contain limited text.  Teachers can use concept cartoons that are already published and available, create their own from scratch, Consider using students who like to draw. 14

15.  First word-Photosynthesis  P  H  O  T  O  S  Y  N  T  H  E  S  I  s

16.  In this FACT students construct statements about a concept or topic before and after instruction that begins with a designated letter of alphabet.  The acrostic format provides a structure for them to build their ideas statements off different starting letters that make up the topic word.

17.  First word is given to students before beginning a sequence of instructions.  Students write the word vertically down the page.  Students start with the first letter in the acrostic to begin thinking about statements related to the concept or topic.  Students are encouraged to think and write full sentences

18.  The first word work will be collected for analysis and saved for a final reflection.  After completing the lesson. The students repeat the process on a new sheet of paper called the last word.  The teacher pass back the saved First word and ask students examine them to compare their ideas at the beginning to their current thinking.  Students write a last word by repeating what they stated before, if their ideas has not changed; revising prior statements to include more details, complexity, and appropriate terminology, or correcting misunderstanding by completely rewriting statement to be scientifically correct.

19.  Question Key  Picture Key  Reverse Listing Key  Alternative Key  Prediction Key  Key  What If ? Key (developed by Tony Ryan)

20.  Easy to use and explain  Familiar object- “unlocking thinking”  Encourage children (and adults) to:  Look at things differently  Think divergently  Think creatively  Brainstorm ideas  Listen to others’ ideas  Share their ideas  Be organized

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