D. Whitehead©20041 Literacy, Thinking and Reflection David Whitehead Literacy Consultant University of Waikato, Hamilton, New Zealand [email protected]

D. Whitehead©2004 1

Literacy, Thinking and Reflection David Whitehead

Literacy Consultant

University of Waikato, Hamilton,

New Zealand

[email protected]

This presentation is based on:

Whitehead, (2001). Top tools for literacy and learning. Auckland: Pearson Education.

Whitehead, (2004). Top tools for teaching thinking. Auckland: Pearson Education.

David Whitehead is a Literacy Consultant available to provide professional education in the areas of literacy and thinking. See end slides for details.


Literacy, Thinking and Reflection

Intelligence is 99% perspiration and 1% inspiration

Switch on your brain before engaging your jaw

THINK


The Thinking Domain: Scientific and Sociological perspectives

Scientific perspectives Cognitive science perspective Evolutionary psychology perspective Neuroscience perspective

Sociological perspectives Critical literacy perspective Socio-cultural perspective


The Thinking Domain: Classroom Culture

A classroom culture that provides students with:

Sufficient time to think (wait time, suspending decisions)

Reflect (Journals, lesson closures)

Opportunities to engage in sustained discussion, deliberation and inquiry, that challenges, stimulates, encourages and supports skilful and effective thinking.


‘Thinking competencies’ – Three Sets of Core Thinking Skills?VELS Levels 1

2

3

4

5

6

K-2 3-4 5-6 7-8 9-10 11-13

SKILLS SET 1: Predicting, questioning, summarizing, clarifying, imaging.

SKILL SET 2: (i) Comparing, (ii) listing (sequencing & defining), (iii) problem solving, (iv) classifying, (v) explaining

Linked to the use of Hyerle’s thinking maps…

(i) double bubble, (ii) circle, tree, (iii) bridge, brace, (iv) tree, (v) multi-flow.

SKILL SET 3: Describing, analyzing (generalize), evaluating (arguing), applying, creating (Anderson).


Thinking competencies - A Set of Core Thinking Tools?Levels

1

2

3

4

5

6

K-2 3-4 5-6 7-8 9-10 11-13

Narrative & Recount Thinking Tools: Excitement graph, meaning grid, (fiction), character and event sets, timeline, story map, visual imagery,

character socio-gram, event analysis.


A visual imagery tool Narrative & Recount Thinking Tools

R.I.S.E. (read, image, share and evaluate) Read to or with students.

Ask students to construct images representing objects, events, settings or people described in the text. [Note: Detail whether they might be still, moving or melting images]

Ask students to describe their images in pairs.

Ask students either to evaluate their images against: (1) the author's description as the text is re-read, and / or (2) the illustrations as they are revealed.



1

2

3

4

5

6

K-2 3-4 5-6 7-8 9-10 11-13

Narrative & Recount Thinking Tools: Excitement graph, meaning grid, (fiction), character and event sets, timeline, story map, visual imagery, character socio-gram, event analysis.

Description & Report Thinking Tools: Meaning grid, (non-fiction), concept frame, brainstorm, Bloom’s, visual imagery.

Explanation Thinking Tools: Flow diagrams, thoughts and feelings, visual

imagery.


Thoughts and Feelings Explanation Thinking Tools

1. Name of character: Stanley Yelnats in Holes 2. The situation: Digging his first hole

3. Character’s feelings: Determined, scared 4. Your feelings: Anger, determined

5. Evidence (why Stanley felt like this) 6. Evidence (why I would feel like this) Afraid of Warden and peers An inhuman punishment

7. Similar and different feelings: We both would have felt the pressure of not appearing weak, but I would have not felt scared because I would have been so angry.

8. Assumptions Person / character: I think in that situation Stanley was OK because he was not as

tough as me.

My feelings: I think in that situation I would be brave because I’m physically strong and because I would feel like an injustice was being

done.

9. Generalisation: Anger can overcome fear’.



1

2

3

4

5

6

K-2 3-4 5-6 7-8 9-10 11-13



Explanation Thinking Tools: Flow diagrams, thoughts and feelings, visual imagery.

Argument & Discussion Thinking Tools: Creative problem solving, T charts,

perspective, Socratic, Y charts, right and wrong, analysing behaviour.


T and double T tool Argument & Discussion Thinking Tools

Topic: George Bush What sort of man is George Bush?

Description One Description Two

Democratic perspective Republican perspective

Summary sentence

Conclusion sentence


T and double T tool Topic: MigrationReasons why people move from rural to urban areas include:

a. Lack of employment opportunities.

b. Mechanisation of rural jobs (less labour required)

c. Television illustrating the attractive side of urban life

d. Improved transport

e. Poor health services in rural areas

f. Poor accommodation in rural areas

g. Easier access to benefits in urban setting

h. Jobs in urban areas

i. Relatives providing accommodation in cities

j. Desire to break from traditional rural society.

k. Parents / church wanting income from family working to city.

l. Famine in rural areas

m. Training opportunities in city.


T and double T tool Topic: Migration Why do people migrate from rural to urban areas?

Case study one Case study two Case study three

1. a 1. d 1. a

2. c 2. g 2. c

3. f 3. i 3 e

4. m 4. k 4. f

Our best guess as to why people migrate to urban areas

People are probably pulled more by the opportunities of the city than pushed out of rural areas.

1. Who could benefit from people migrating to the city?

2. Should people migrate to urban areas?

3. What might happen if people did not migrate to urban areas?


Right and wrong tool Argument &

Discussion Thinking Tools 1. Identify an action (Stanley Yelnats was forced to dig holes).

2. Did the action harmed anybody? Did the action harm others (physically or emotionally)? Did the Warden deliberately intend to harm Stanley? Did the action harm Stanley?

3. Did the action break any rules? Should Stanley have to dig holes? (Social rules) Did the Warden break the law? (Legal rules) Did the Warden force Stanley to do something that was inhuman?

(Human rules ) Did Stanley agree to follow the Warden’s rules? (Group rules) Did Stanley break his own rules (e.g. not stealing)? (My rules)

4. Make an ethical judgment. Was the Warden’s action ‘right’ or ‘wrong’?

5. Design a set of questions they would like to ask the Warden / Stanley.



1

2

3

4

5

6

K-2 3-4 5-6 7-8 9-10 11-13



Explanation Thinking Tools: Flow diagrams, thoughts and feelings, visual imagery.

Argument & Discussion Thinking Tools: Creative problem solving, T charts, perspective, Socratic, Y charts, right and wrong, analysing behaviour, visual imagery.

Memory Thinking Tools: Mnemonics. Reflective Thinking Tools: Mrs Potters Questions.


Mrs Potter’s Questions Reflective Thinking Tools

During a task ask students:What are you trying to do? (planning)

What are you doing well? (monitoring) What are you not doing so well? (monitoring) How could you improve? (regulating)

After completing a task ask students: What did you do well? (evaluating) What didn’t you do so well? (evaluating) How could you improve? (regulating) Did you complete the task? (evaluating)


Mrs Potter’s Questions Reflective Thinking Tools

Ask students to place themselves on continuums using each of Mrs Potter’s questions

How well did you know what you were trying to do?’ (What am I trying to do?)

How well did you complete the task?(What did I do well? What didn’t I do so well?)

Understood completely Didn’t understand

Did brilliantlyStill trying to complete the task


A Language to Describe ThinkingSome components of a metalanguage about thinking.

1. Labels to describe different types of thinking.

2. Labels for thinking tools.

3. Labels for associated text-types.

4. Labels for a range of thinking skills.


A Question

• Can the productive interdisciplinary

conjunction between science and sociology

change the way we design subject-specific,

text-linked pedagogy?


Polarised Perspectives?

A science vs. sociology polarization is

inconsistent with the aim of generating

synergies that radiate from the kind of

interdisciplinary perspective embedded in the

VELS Thinking Domain.


Polarised Perspectives?It seems to me that a sociological perspective provides a

sophisticated, and historically sensitive way, of deconstructing the product of our thoughts.

But from the scientific perspective it is seen to ignore the largest historical context of all, the evolutionary one, and

to ignore the fine-grained detail that allows readers to appreciate authors, through their

characters, as evolved problem-solvers.


Fiction Meaning Grid: Theory of mind

To infer the desires and feelings of others, and

to predict their intentions, is known as having

a ‘theory of mind’.


Location of Theory of Mind Function

Middle: side on Front

Top down

Back of the head High level of activation

Projection nerves (spindle cells)

Start of story

End of story

Specific

story event

Page # for event

Startof story

Endof story

Overall rating

Rating for SimpleGrid

Rating for ComplexGrid

Rating for Elaborated Grid

A Fiction Meaning Grid based on Jane and the Dragon

Characters

Descriptors

Jane Dragon Jester King Processing what we knowAll / some / few / most / (syllogistic) statements

Determined 5 5

5 p8

2 3

3 p9

2

4

4

4

Most of the characters were determined but in different ways. The heroine was the most determined.

Unloved 1

4

1

5

1

3

2

2

Most of the characters changed from being unloved to being loved.

Sensitive

44

4

5

5

1

1

Only one character was insensitive at the beginning and end of the story

Egotistic

32

4

1

1

5

5

One of the characters remained egotistic throughout the story.


Fiction Meaning Grid

Processing what we know (Listing or comparative statements below grid)

1. Jane and the King were similar because they remained determined throughout the story. (Comparative structure)

2. In contrast to the other characters, the King was egotistic throughout the story. (Comparative structure)

3. The Jester was sensitive and loved and not at all an egotistic character and he became determined to have Jane as his friend. (Listing structure)


Fiction Meaning Grid

Reflecting on what we know (Listed below grid)

Questions about the identity of characters.1. Why did the author construct the King as egotistic? Are all rulers egotistic?2. Do all heroines need to be determined?

Questions about power relationships. Why did Jane disobey her mother? Should daughters disobey their mothers?What gave Jane the right to fight the Dragon?

Questions about the construction of knowledge.1. What did we learn about the Jester? How did we learn this?2. How did we learn that Jane and the Jester were determined?

Questions about what authors’ believe or value.1. Does the author believe that young girls should disobey their parents?2. Why did the author construct the Jester as a sensitive character?


Concept Frame

This thinking tool enables readers and writers to gather and process information into a form that aligns with some of the conventional components of report genre. It also allows them to problematize texts and reflect on what they know.

From a scientific perspective we have an innate ability to abstract the physical world and represent it conceptually.


Memory ‘Meaning’ Nodes

are

can example

hasa

isa

Concept‘Dog’

Generic classifications of concept.

‘A dog is a mammal’

Attributes of concept. ‘ A dog has a tail’

Specific and prototypic instances of concepts. ‘Alsatians are real dogs.’

Qualities of concept. ‘Dogs

are noisy’

Dynamic aspects of concepts. ‘A dog

can bark’


Dog(s)

A Concept Frame About DogsIs… / is a…

Sequence Attributes

3. A friend

1. A mammal

X A furry animal

2. A domestic animal

A companion

Are…

Sequence Attributes

2. Pets

1. Expensive to keep

X Noisy

3. Meat eaters

A health hazard

Can…

Sequence Actions Groups

4. Catch ball

3. Swim

2 Lead the blind

1. Save people

5. Bark

Be put down

Retrieve

Has… / has a… / have…

Sequence Attributes

1. Fur

2. Tail

3. Teeth

6. Collar

4. Fleas

5. Bad breath

Sequence Examples Groups

1 Spaniels

2 Poodles

3 Dingoes

4. CoyotesWild dogs

Pet dogs

Play

Working


A Concept Frame About Dogs

Processing what we know

1. Combine words into labelled groups.

2. Sequence lists of words to reflect the order they are used in a report.

3. Use Example sector words to construct questions beginning with’ Name of dog’ plus ‘can’, ‘are’, ‘is’ to generate new word. E.G. A Spaniel can retrieve. Retrieve is recorded in the can sector.

Reflecting on what we knowQuestions about identity: How would you describe what a dog is?

Questions about our values: Might there be things dogs ‘are’, and ‘can do’ that people value?

Questions about who has power: If humans have the power of life and death over dogs does this mean dogs

‘are’ threatened, and ‘can’ be mistreated?


Literacy, Thinking and Reflection

Both the concept frame and fiction meaning grid tools evoke different types of thinking.

Both the concept frame and fiction meaning grid tools reflect the productive conjunction of scientific and sociological perspectives.


Literacy, Thinking and Reflection: Assessment

Would the productive conjunction between science and sociology and the use of thinking tools change the way we design our assessments?


Literacy, Thinking and Reflection: Assessment

Ecological validity presupposes that assessment items should be constructed in such a way that students recognize and treat them as familiar and representative of the learning experience.


Concept frame pre and post-test itemInstruction: Define the meaning of a hero as accurately as you can by completing the concept frame.A hero is (is a..)….

1

2

3

A hero can…..

1

2

3

A hero has (has a…) ….

1

2

3

Examples of different kinds of heroes are…

1

2

3


Literacy, Thinking and Reflection: Conclusion

I believe that the teaching of thinking in an interdisciplinary context should be prized, not only because it leads to attractive destinations, but also because the journey itself is extremely satisfying.


Professional Education Courses in Thinking and Literacy presented by Dr David WhiteheadContact: Dr David Whitehead, University of Waikato, P.B. 3105, Hamilton. E-mail: [email protected]: (64) 07 838 4500. Fax: (64) 07 838 4555Name of Course: Learning to think through reading and oral language programs.Type of Course: One Day Course Target Group: Teachers of primary and lower secondary school. Single school or school clusters.Course Aims / ContentThis is a course for teachers who want to help students learn to think in the context of their instructional reading and oral language programs. It will focus on the use of thinking tools as part of Guided Reading, Reciprocal teaching, content area reading and oral language programs. The thinking tools are designed to engage students in higher order thinking. The content of this course is consistent with the aims of the Interdisciplinary Strand of the Learning Standards, and in particular, the Thinking Domain. It will also address issues associated with the assessment of thinking through literacy. This is a ‘hands-on’ practical course. Course FacilitatorDr David Whitehead has written four books about the teaching of literacy and thinking including the best selling Top Tools for Literacy and Learning and Top tools for teaching thinking, Catch them thinking and writing, and Catch them thinking and reading. David is senior lecturer in language education at Waikato University, is part of the New Zealand Ministry of Education Literacy Advisory Group, has presented at numerous national and international conferences and is a popular facilitator of professional education courses.Materials to BringAn instructional reading lesson or curriculum based lesson that involves reading a text.Facilitators Fee: Negotiable, dependent on size of group and location of course.


Professional Education Courses in Thinking and Literacy presented by Dr David Whitehead

Contact: Dr David Whitehead, University of Waikato, P.B. 3105, Hamilton. E-mail: [email protected]: (64) 07 838 4500. Fax: (64) 07 838 4555Name of Course: Learning to think through literacy: Policy, planning and assessmentType of Course: Half Day Course Target Group: Senior Management Teams. Single school or school clusters.Course Aims / ContentThis is a course for senior management teams who are developing rationale for the teaching of thinking as part of the Interdisciplinary Strand of the Learning Standards. It will involve participants in developing policy documents, suggest frameworks for the selection of core thinking skills and core thinking tools, outline sets of core thinking skills and tools and suggest changes to assessment protocols associated with a school-wide focus on learning to think through the literacies of the Learning Standards. Course FacilitatorDr David Whitehead has written four books about the teaching of literacy and thinking including the best selling Top Tools for Literacy and Learning and Top tools for teaching thinking, Catch them thinking and writing, and Catch them thinking and reading. David is senior lecturer in language education at Waikato University, is part of the New Zealand Ministry of Education Literacy Advisory Group, has presented at numerous national and international conferences and is a popular facilitator of professional education courses.Materials to BringExisting policy documents.Facilitators Fee: Negotiable, dependent on size of group and location of course.


Professional Education Courses in Thinking and Literacy presented by Dr David WhiteheadContact:Dr David WhiteheadUniversity of Waikato, P.B. 3105, Hamilton. E-mail: [email protected]: (64) 07 838 4500. Fax: (64) 07 838 4555Name of Course: Learning to think through literacy.Type of Course: One Day Course Target Group: Teachers of primary, and secondary school. Single school or school clusters.Course Aims / ContentThis is a course for teachers who believe that thinking should be taught as an integral and infused

component of literacy across the curriculum. It is consistent with the aims of the Interdisciplinary Strand of the Learning Standards, and in particular the Thinking Domain. This is a ‘hands-on’ practical course that will teach you how to use literacy and thinking tools that engage students in memory, creative, critical, caring, and reflective thinking. The tools are text-linked and assist students to gather information, process what they know and reflect on what they know.

Course FacilitatorDr David Whitehead has written four books about the teaching of literacy and thinking including the best

selling Top Tools for Literacy and Learning and Top tools for teaching thinking, Catch them thinking and writing, and Catch them thinking and reading. David is senior lecturer in language education at Waikato University, is part of the New Zealand Ministry of Education Literacy Advisory Group, has presented at numerous national and international conferences and is a popular facilitator of professional education courses.

Materials to BringAn instructional reading lesson or curriculum based lesson that involves reading or writing.Facilitators Fee: Negotiable, dependent on size of group and location of course.

Documents

D. Whitehead©20041 Literacy, Thinking and Reflection David Whitehead Literacy Consultant University of Waikato, Hamilton, New Zealand [email protected]