Thinking in and out of Geography – getting a feel for

leading in learning LiL

Complete caption

Feedback at the end of the workshop

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

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?

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, 10, 3, 3, 3, 35, 10, 3, 3, 3, 3

1 Advance organisers

2 Analogies

3 Audience and purpose

4 Classifying

5 Collective memory

6 Living graphs and fortune lines

7 Mysteries

8 Reading images

9 Relational diagrams

10 Summarising

The Practice

Planning Review Planning Review Planning Review

1st Lesson 2nd Lesson 3rd Lesson

Observation, video, meeting,

interviewing pupils, reading learning logs

Observation, video, meeting,

interviewing pupils, reading learning logs

The 3-Lesson Model

National Curriculum Thinking SkillsThe Strategies

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 ?

Activity Thinking Skills and knowledge required Rank

1/ Millennium Goals

2/ World a village

3/ What If

4/ Dangerous earthquake

National curriculum thinking skills What Tony did What 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

Activity Thinking 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 If Prioritise, 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

National curriculum thinking skills What Tony did What 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

√ √ √

Activities that encourage challenging thinking might include…….

Why are we doing this and what will it look like?

I know I am thinking hard because……

I scratch my head.

My Brain Hurts. My brain feels like it’s working like

clockwork!

I concentrate more.

I ask more questions.

It’s fun! My brain feels like porridge!

I work even harder!