Deep Thinking the development

of aPowerful LearningProcess

...a glimpse of one school’s Journey

Curriculum Connections July 09

There are no easy answers

to future problems.

Art Costa

One of the core functions of

21st century education is

learning to learn in preparation

for a lifetime of change.

David Miliband, 2003

The test of successful education is

not the amount of knowledge that

pupils take away from school, but

their appetite to think, know and their

capacity to learn.

Sir Richard Livingstone, 1941

We need to produce people who know how to act

when they are faced with situations for which they

were not specifically prepared.

Seymour Papert, 1998

Pedagogy should at its best be about

what teachers do that not only helps

students to learn but actively

strengthens their capacity

to think and learn

David Hargreaves, 2004

To survive, thrive and learn

successfully in the predicted

future one needs to be able to

think!

Take a minute to share with the

people sitting next to you what tools,

strategies, techniques you use in the

classroom to promote thinking.

Let’s Share

Thinking – What’s out there?Caring, Critical,

Creative

Michael PohlEmotional

Intelligence

Coleman

Habits of Mind

Art Costa

Learning

muscles

Guy Claxton

Thinking Maps

David Heryle

Organisers

Venn

Double Bubble

T-chart

Matrix

Define square

Part-whole

Analysis

Sequence

Association

Thinking Hats

De BonoMultiple

Intelligences

GardenerWhole Brain

Thinking

Hermann

Learning to

Learn

Thinkers Keys

Tony Ryan

Questioning Toolkit

Jamie MacKenzie

Creative Thinking

Scamper

BAR

SCORT

Attribute

Modification

Bloom’s

Taxonomy

3 story Intellect

Solo

Taxonomy

Anderson’s

Revised Bloom’s

Wiederhold’s

Questions

Matrix (1991)Inspiration

Kidspiration

Strategies

KWHL

Think Pair Share

Donut

5 senses

PMI

SWOT

Y chart

Brainstorming

Extended

brainstorming

Short, long term

memory

Brain Theory

How the brain

learns

Sensory,

auditory,

kinestheticMapping

Memorising

Visualising

Philosophy

for kids

What should one cling on to?

Where to start?

Thinking Big Picture for a moment

Imagine the learners world like this

So What – to make a difference

It– has lots of knowledge,

understandings and concepts to explore

We – situated in a community

I – learner sits at the centre

The thinking required in such a world?

So What – design, problem solve, innovate and create the unknown

It – Thinking with, in and about knowledge

and understandings

We – Caring thinking, emotional intelligence

I – Metacognition, thinking about my thinking

Red Beach School Vision

Bringing such ideas back to your owncontext

Change Fundamental – Creating a vision

Ensuring the vision lives

3Keys to Change - Keeping it Simple

Vision - Collective direction and purpose

Student Profile- What will the

student leave the school being able to

do as a result of the vision principles

Teaching Practice – What

pedagogical practices are required to

ensure that each student will leave

after 6 years as the profile outlines

Align Practice with Belief

Powerful Learning where in the big

picture does it fit?

RBS Vision

Powerful Learning

Developed to helps learners deal

with the ‘IT’ thinking - that is to

make sense of and deal with a

multitude of knowledge and

understandings.

Our Powerful Learning Process

Unpacked LLL

Embed/Abandon

Vision

What does the teaching

practice look like?

05

05

Interviewing

students

Strategic direction

Student profile

clarity

Using images

Collective

AFL Context PL

lead teachers 07

Power of student

voice

Inquiry team06

08Lead teachers

continued with PL

Science

Split screen thinking

One process

not linear

Being selective –

thinking tools

Thinking embedded

Based on Solo same as

NCEA

More than inquiry

Cross curricular

Creating a shared

language

09

PL school wide

focus

Change influences

Change fundamentals

Our steps

Ahas

Going deep –

using the hub

Our Audience

PL Pedagogical

understanding

Shared language

Kid friendly

Not Linear

Cross Curricular

More than inquiry

Pedagogical Understanding

Gather it, find it, observe it,

describe it, experience it

Make sense of it,

organise it, analyse it,

classify it, compare it

Apply it, make use of it,

generalise

What does it look like in Practice?

Student voice

Thinking – What do you choose?Caring, Critical,

Creative

Michael PohlEmotional

Intelligence

Coleman

Habits of Mind

Art Costa

Learning

muscles

Guy Claxton

Thinking Maps

David Heryle

Organisers

Venn

Double Bubble

T-chart

Matrix

Define square

Part-whole

Analysis

Sequence

Association

Thinking Hats

De BonoMultiple

Intelligences

GardenerWhole Brain

Thinking

Hermann

Learning to

Learn

Thinkers Keys

Tony Ryan

Questioning Toolkit

Jamie MacKenzie

Creative Thinking

Scamper

BAR

SCORT

Attribute

Modification

Bloom’s

Taxonomy

3 story Intellect

Solo

Taxonomy

Anderson’s

Revised Bloom’s

Wiederhold’s

Questions

Matrix (1991)Inspiration

Kidspiration

Strategies

KWHL

Think Pair Share

Donut

5 senses

PMI

SWOT

Y chart

Brainstorming

Extended

brainstorming

Short, long term

memory

Brain Theory

How the brain

learns

Sensory,

auditory,

kinestheticMapping

Memorising

Visualising

Philosophy

for kids

Hub

Reflect

Dialogue

Question

Imagine

Get It

Define

Describe

Identify

Observe

Recall

Scan

Select

List

Find

Record

Check source

Get It

Find

Define

Describe

Observe

Use It

Create

Debate

Design/make/evaluate

Evaluate

Find a better solution

Generalise

Imagine

Apply

Predict

Problem solve

Synthesize

“What if?”

Use It

Debate

Generalise

Imagine

Predict

Justify

“What if?”

Evaluate

Find a better

solution

Synthesize

Sort It

Analyse

Classify

Compare

Contrast

Pull apart

Explain (why)

Understand

Order

Solve

Summarise

Connect

Collaborate

Sort It

Order (sequence)

Organise

Classify

Compare

Contrast

Pull Apart (Part-

whole)

Solve

Summarise

Connect

Analyse

(Cause and effect)

(Analogy)

Being selective

Solo embedded

Where does the thinking fit?

Beingselective

•Thinking skills

•Thinking tools

•Thinking strategies

Developing Resource

Moving knowing to understanding

The hub

The hub is central to deepening

knowledge

As much time should be spent

reflecting, imagining, questioning and

dialoguing about a learning

experience as was spent doing the

actual learning experience

We must move away from a hoop

hopping mentality of doing a whole lot

of activities one after the other.

Progressions

Shallow

Deep

Profound

John West Burnham

Deepening thinking

My matrix identifies several relevant

comparisons or contrasts, explains why

these are relevant and makes a

generalisation about the comparison

My matrix identifies several relevant

comparisons or contrasts and explains why

these are relevant

My Matrix

identifies several

relevant

comparisons or

contrasts

My timeline has several ideas sequenced

correctly I can explain why they are linked in

this order, and predict what might happen

next.

My timeline has several ideas sequenced

correctly and I can explain why they are

linked in this order

My timeline has

several ideas

sequenced correctly

My timeline has two

sequenced idea

My definition has several relevant ideas and

links these to the whole and looks at the idea

in a new way

My definition has several relevant ideas and

links these to the whole

My definition

identifies several

relevant ideas

My definition has

one relevant idea

My brainstorm has several relevant ideas, I

can explain why they are linked to the main

idea

My brainstorm has several relevant ideas

and I can explain why they are linked to the

main idea

My brainstorm has

several relevant

ideas

My brainstorm has

one relevant idea

Using Solo

I can use the thinking

verbs at the use it stage

to explain my new

learning and I think

beyond what I know and

create new ideas and

understandings

{generalise, predict,

Evaluate etc}

I can use the thinking

verbs at the use it stage

to explain my new

learning.

I cannot ‘use it’ on my own. I need support, prompts or scaffolds.Use itApply it

I can sort information

using a variety of thinking

tools and explain why I

have chosen a particular

tool and reflect upon/

evaluate my choice of

tool

I can sort information

using a variety of thinking

tools and can explain why

I have chosen a particular

tool

I can sort information

using a range of thinking

tools e.g matrix, venn,

part-whole

I can sort information

using a thinking tool e.g a

matrix or venn

I cannot ‘sort it’

information on my ownSort itCompare and contrast

findings.

Make sense of it

I can locate and gather

relevant information from

a range of sources and

show how it links to the

topic. I reflect, dialogue

and question the

information

I can locate and gather

relevant information from

a range of sources and

show how it links to the

topic by starting to use

the hub

I can locate and get

information from a range

of sources

I can get relevant

information from a single

source

I cannot gather

information on my ownGet itGather information

together

Extended AbstractRelationalMultistructuralUnistructuralPrestructural

ProfoundDeepShallow 2Shallow 1Emergent

Student Self Assessment

I make more links and

connections between

pieces of knowledge to

create new ideas or

deeper understandings

and look at these

connections in a new

way. – generalise predict

evaluate

I make more links and

connections between

pieces of knowledge to

create new ideas or

deeper understandings.

I sometimes have an

‘aha’ and I see a link or

connection.

I can sometimes make

connections with support

or modelling.

I am unable to make

connections or linksConnect

I can imagine many ideas

about what might be

(fluency) from many

different perspectives

(flexibility), I can

elaborate these ideas

(elaboration) and come

up with an original idea

(originality)

I can imagine many ideas

about what might be

(fluency) from many

different perspectives

(flexibility) and I can

elaborate these ideas

(elaboration)

I can imagine many ideas

about what might be

(fluency) from many

different perspectives

(flexibility)

I can imagine many ideas

about what might be

(fluency)

I am not sure what it

means to imagineImagine

I can talk about lots of

things I found out and

listen to what others say

in response and explain

how these responses will

or will not change my

thinking and generalise

about what I have found

out from dialogue with

others

I can talk about lots of

things I found out and

listen to what others say

in response and explain

how these responses will

or will not change my

thinking

I can talk about lots of

things I found out and

listen to what others say

in response

I can talk about I few

things I found out

I cannot share what I

have found outDialogue

I can use a wide range of

questions, ‘skinny’ and

‘deep’ to get and connect

information. I reflect

upon evaluate the

effectiveness of the

questions I use

I can use a wide range of

questions, ‘skinny’ and

‘deep’ to get and connect

information.

I can ask a ‘skinny’

question to ‘get’

information

I can ask a ‘skinny’

question

I cannot ask a question

on my ownQuestion

Understands reflection

will help learning. Uses it

continuously across a

range of situations to

advance understandings

and learning

I know reflection is an

important and helpful part

of the learning process. I

can talk about when,

what and how I reflect.

I am starting to reflect on my learning with support or

prompts e.g. question starters

What am I learning?

How am I going?

I cannot reflect and am

unsure of what it means.Reflect

The HUB –

Moving ‘knowing something to understanding it’I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts

Where to from here?

•Deepen depth of thinking for all

•Further develop student self assessment in PL

•Exemplify use of process out of school context

•Parent education

•Expand Teacher and Student resource on KN

Everyone has a Story to share

...thanks for taking time to share in ours

Email: sarahm@redbeach.school.nz

Blog:sarahmartin74@blogspot.com

Website: www.redbeach.school.nz

Powerful LearningProcess

Key competencies?

So What – applying key competencies meaningfully

It– Using symbols, language and texts

Thinking

We – relating to others

Participating and contributing

I – Managing self

I have little content knowledge in a learning area

I build my knowledge in an area of need.

I am at the get it stage of PL

My knowledge of a learning area moves from knowledge to understanding.

I understand the big ideas, concepts principles behind the area of learning

I apply knowledge and understandings flexibly in facilitating learning.

I am responsive to individuals needs to promote future learning.

I consciously move learners thinking from knowing to understanding to

internalising.

Progressions

Dale Zimmerman – “Self Regulated Learning”• Observation – the learner gains the “image of the skill by watching others model what to do

• Imitation – the learner emulates the model and is given feedback about their efforts.

• Self Control – the learner no longer has to rely directly on the model and is becoming proficient at the task

• Self Regulation – the learner is able to draw on what they already know and can do to adapt the task to a changing environment