TEACHING THINKING CERTIFICATETEACHING THINKING CERTIFICATE
COURSE STRUCTURECOURSE STRUCTURE
12 – 15 hours of taught time plus approx. 12 – 15 hours of taught time plus approx. 10 hours of planning and teaching time.10 hours of planning and teaching time.
FullFull Half Half HalfHalf HalfHalf
day day dayday dayday day dayresearch research research
ONE DAY INTO HALF A DAY!ONE DAY INTO HALF A DAY!
ONE DAYONE DAY
PrinciplesPrinciples SS
SS
ContextContext SS
InputInput SS
ProcessingProcessing SS
SortingSorting SSS SSS
HALF A DAYHALF A DAY
SS
PrinciplesPrinciples SS
SS
ContextContext SS
SS
DIAMOND RANKINGDIAMOND RANKINGDIAMOND RANKINGDIAMOND RANKING
Teaching Thinking StrategiesTeaching Thinking Strategies
What Was the War in Iraq About?
What Was the War in Iraq About?
gradientgradient
lubricantlubricant
massmass
temperature temperature
frictionfriction
roughness of object roughness of object
time time
densitydensity
roughness of surfaceroughness of surface
Factors Affecting the Factors Affecting the Movement of an Movement of an
Object Object
Teaching ThinkingTeaching ThinkingWhat Are Thinking Skills ?What Are Thinking Skills ?
So what kind of thinking were we So what kind of thinking were we doing?doing?
In pairs, please make a list of at In pairs, please make a list of at least 5 types of thinking you used in least 5 types of thinking you used in the opening activity, eg negotiating.the opening activity, eg negotiating.
Types of ThinkingTypes of Thinking
PRINCIPLESPRINCIPLES
1. There is more than one credible answer and/ or there is more than one way to reach an answer.
2. It’s often helpful to struggle.
comfort zone- stasis
Outside this line, shut-down occurs
COGNITIVE CONFLICT
Zone of Proximal Development
(ZPD)
Cognitive conflictCognitive conflict
PRINCIPLESPRINCIPLES
1. There is more than one credible answer and/ or there is more than one way to reach an answer.
2. It’s often helpful to struggle.
3. Dialogue is at least as important as the answers, process as product.
Strongly Agreeagree
DisagreeStrongly disagree
Teaching Thinking StrategiesTeaching Thinking StrategiesOpinion LinesOpinion Lines
Students need to be told when Students need to be told when they are wrong otherwise how they are wrong otherwise how
will they learn ?will they learn ?
Teaching Thinking StrategiesTeaching Thinking StrategiesOpinion CornersOpinion Corners
Disagree
Stronglydisagree
AgreeAgree
StronglyStronglyagreeagree
Opinion CornersOpinion Corners
Teaching Thinking StrategiesTeaching Thinking StrategiesOpinion CornersOpinion Corners
Some parts of the maths Some parts of the maths curriculum are of no use in the curriculum are of no use in the
world of work and should not be world of work and should not be taught in schools.taught in schools.
Teaching Thinking StrategiesTeaching Thinking StrategiesOpinion LinesOpinion Lines
‘‘Big Brother’ is a bad influence Big Brother’ is a bad influence on young people and should on young people and should be banned.be banned.
PRINCIPLESPRINCIPLES
1. There is more than one credible answer and/ or there is more than one way to reach an answer.
2. It’s often helpful to struggle.
3. Dialogue is more important than answers, process than product.
In addition to Bloom, there is also
SWARTZ AND PARK’S TAXONOMY
Working in primary education in the USA in the 1980s and 1990s, Swartz and Park developed a
non-hierarchical analysis of thinking skills which identifies different types of applications
for thinking.
Teaching ThinkingTeaching ThinkingWhat are Thinking Skills ?What are Thinking Skills ?
Teaching ThinkingTeaching ThinkingWhat are Thinking Skills ?What are Thinking Skills ?
ANALYSING & IDENTIFYING
RELATIONSHIPS
MAKING PREDICTIONS,
HYPOTHESISING
DRAWING CONCLUSIONS
COMPARING & CONTRASTINGBRAINSTORMING
GENERATING IDEAS
DEFINING & CLARIFYING PROBLEMS
THINKING UPSOLUTIONS
SETTING GOALS & SUB-GOALS
TESTING & EVALUATING OUTCOMES
PLANNING & MONITORING
SEQUENCING AND ORDERING
INFORMATION
SORTING, CLASSIFYING &
GROUPING
MAKINGDECISIONS
WEIGHING PROS & CONS
SETTING PRIORITIESSCHWARTZ AND PARKS SCHWARTZ AND PARKS
SUGGEST THAT SUGGEST THAT THINKING SKILLSTHINKING SKILLSINCLUDE SOME OFINCLUDE SOME OF
THESE…THESE…
WHAT ARE THINKING SKILLS ?WHAT ARE THINKING SKILLS ?WHAT ARE THINKING SKILLS ?WHAT ARE THINKING SKILLS ?
ANALYSING & IDENTIFYING
RELATIONSHIPS
MAKING PREDICTIONS,
HYPOTHESISING
DRAWING CONCLUSIONS
COMPARING & CONTRASTING
BRAINSTORMING, GENERATING IDEASDEFINING &
CLARIFYING PROBLEMS
THINKING UPSOLUTIONS
SETTING GOALS & SUB-GOALS
TESTING & EVALUATING OUTCOMES
PLANNING & MONITORING
SEQUENCING AND ORDERING
INFORMATION
SORTING, CLASSIFYING &
GROUPING
MAKINGDECISIONS
WEIGHING PROS & CONS
SETTING PRIORITIES
RECOGNISING
CAUSE & EFFECT
BIAS & RELIABILITY
making connectionsmaking connections
concentratinconcentratingg
listeninglistening talkingtalking
rememberingremembering
making making decisionsdecisions
giving reasonsgiving reasons
asking asking questionsquestions
answering answering questionsquestions
EARLY EARLY THINKINGTHINKING
BASED ON BASED ON SCHWARTZ & PARKS’SCHWARTZ & PARKS’
TAXONOMYTAXONOMY
EARLY EARLY THINKINGTHINKING
BASED ON BASED ON SCHWARTZ & PARKS’SCHWARTZ & PARKS’
TAXONOMYTAXONOMY
What are Thinking Skills ?What are Thinking Skills ?
Carol McGuinness, Queen’s University…Carol McGuinness, Queen’s University…
“…“…thinking skills support thinking skills support active cognitive active cognitive processingprocessing which makes for better learning. which makes for better learning. Thus pupils are equipped to search out Thus pupils are equipped to search out meaning and impose structure, to deal meaning and impose structure, to deal systematically, yet flexibly, with novel systematically, yet flexibly, with novel problems and situations; to adopt a critical problems and situations; to adopt a critical attitude to information and argument and to attitude to information and argument and to communicate effectively.”communicate effectively.”
What are Thinking Skills ?What are Thinking Skills ?
• For For ‘‘active’active’ we could substitute we could substitute ‘‘conscious’.conscious’. Thinking skills teachers attempt to make pupils Thinking skills teachers attempt to make pupils more conscious of their thinking and the more conscious of their thinking and the strategies they can employ to help them make strategies they can employ to help them make better meanings. better meanings.
MAKE EXPLICIT WHAT IS USUALLY IMPLICIT.MAKE EXPLICIT WHAT IS USUALLY IMPLICIT.
• By creating more opportunities for success and, By creating more opportunities for success and, thus raising self-esteem, such strategies help to thus raising self-esteem, such strategies help to develop positive dispositions towards learning.develop positive dispositions towards learning.
TEACHING TEACHING ANDAND LEARNING? LEARNING?
How often does teaching get in the way of learning?
WHY TEACH THINKING?WHY TEACH THINKING?
• 80% of children in the first year of 80% of children in the first year of Primary school will enter careers that Primary school will enter careers that don’t exist now, involving technology don’t exist now, involving technology that hasn’t been invented.that hasn’t been invented.
• Employees will change professions, Employees will change professions, not just jobs, 4 or 5 times in their not just jobs, 4 or 5 times in their lifetime.lifetime.
• The amount of information in the The amount of information in the world is doubling every 2.5 years.world is doubling every 2.5 years.
Source: Government Think Tank 2001Source: Government Think Tank 2001
Working across cultures
Working alone and as a team
““Our Brains Are Our Country’s Our Brains Are Our Country’s Most Valuable Resource”Most Valuable Resource”
““Our children must develop creativity and Our children must develop creativity and innovation if we are to survive as a innovation if we are to survive as a prosperous nation. prosperous nation.
The ability to look at issues from different The ability to look at issues from different angles is the key to being creative. angles is the key to being creative. Innovations often arise unexpectedly and Innovations often arise unexpectedly and across disciplines.“across disciplines.“
Minister of Education, SingaporeMinister of Education, Singapore
SCHOOLING FOR TOMORROWSCHOOLING FOR TOMORROW
• Paradoxically, the very importance of Paradoxically, the very importance of knowledge in the 21knowledge in the 21stst century may increase, century may increase, not diminish, the need for the school to place not diminish, the need for the school to place a a strong emphasis on establishing a healthy strong emphasis on establishing a healthy personal and social foundationpersonal and social foundation in the young. in the young.
• It should give them the It should give them the tools with which to tools with which to copecope with the complex, rapidly changing with the complex, rapidly changing world in which they live, with many such world in which they live, with many such tools being about personal development and tools being about personal development and citizenship rather than cognitive knowledge citizenship rather than cognitive knowledge itself.itself.
OECD (Organisation for Economic Co-operation and Development)OECD (Organisation for Economic Co-operation and Development)
LEARNING OR TOWING?LEARNING OR TOWING?
After an idea by Professor Guy Claxton
THE IMPLICATIONS?THE IMPLICATIONS?
FlexibilityFlexibility
TeamworkTeamwork
IndependenceIndependence
CreativityCreativity
OpennessOpenness
Risk-takingRisk-taking
ResourcefulnessResourcefulness
Teaching Thinking StrategiesTeaching Thinking Strategies
ODD ONE OUTODD ONE OUT
Bamburgh
Holy Island
Alnwick Hadrian’s Wall
differences
similarities
Odd One OutOdd One Out
5
9
10
Odd One OutOdd One OutOdd One Out
Odd One OutOdd One Out
MATHSODD ONE OUT
MATHSODD ONE OUT
A CIRCLE K AREA U TRIANGLE
B MULTIPLY L PARALELLOGRAM
V DIVIDE
C OBTUSE ANGLE
M 60 W RECTANGLE
D 360 N RIGHT ANGLE X DIAMETER
E ADD O 3 Y ACUTE ANGLE
F 180 P SQUARE Z 4
G DIVIDE Q LINE AA
VENN DIAGRAM
H SPHERE R EQUILATERAL BB
REFLEX ANGLE
I QUADRILATERAL
S CIRCUMFERENCE
CC
CUBE
J 90 T PYRAMID DD
ROOT
Teaching Thinking StrategiesTeaching Thinking StrategiesOdd One OutOdd One Out
Developmental use
Pictures Words and numbers
Find just one odd one out Justify any one as the odd one outProvide words/pictures/lists/ add a further word etc to each set numbers without changing the odd one out
( adding to their classification group ) Give sets Pupils make up their own sets
Odd One OutOdd One Out
PRINCIPLESPRINCIPLES
1. There is more than one credible answer and/ or there is more than one way to reach an answer.
2. It’s often helpful to struggle.
3. Dialogue is more important than answers, process than product.
Thinking for learningThinking for learning
Thinking Thinking
andand
The BrainThe Brain
A GOOD CAR MECHANIC ..A GOOD CAR MECHANIC ..
..UNDERSTANDS THE ENGINE.
Thinking is a part of the learning process. Thinking is a part of the learning process. Learning is a complex process that Learning is a complex process that
involves many factors. Research suggests involves many factors. Research suggests that these can be grouped into four that these can be grouped into four
areas.areas.
Thinking and the BrainThinking and the Brain
CONTEXT CONTEXT – the learning environment– the learning environment
INPUT INPUT – initiates learning– initiates learning
PROCESSING PROCESSING – handling and – handling and
manipulation of datamanipulation of data
RESPONSE FILTERS RESPONSE FILTERS – doing – doing something about it/reactionsomething about it/reaction
Learning Processes and the BrainLearning Processes and the BrainWhat is the brain like ?What is the brain like ?
Four Areas of the Learning ProcessFour Areas of the Learning Process
11 1 1
11 11
11 1 1
CONTEXTCONTEXT
TemperaturesTemperatures – hot/cold – hot/cold
Social conditionsSocial conditions – alone/with others – alone/with others
RelationshipsRelationships – with teacher/other – with teacher/other learners/contentlearners/content
Learning Processes and the BrainLearning Processes and the BrainWhat is the brain like ?What is the brain like ?
Environmental Factors Under Our Environmental Factors Under Our ControlControl
WaterWater– Performs electrolyte function in brain– Dehydration causes drowsiness, inattention– 2 litres per day
OxygenOxygen– Brain uses 20% of body’s oxygen– Gentle movement sufficient to increase blood flow
Air qualityAir quality– Negatively charged air increases mental functions– Positive ions from heating and electrical appliances
Environmental Factors Not Environmental Factors Not Under Our ControlUnder Our Control
SleepSleep – Re-organisation of information during REM– Insufficient sleep impairs learning
BRACBRAC – Basic rest-activity cycle continues day and night– 16 cycles per 24 hrs (every c.100 minutes)– Linked to left/ right and visual/ verbal switchovers
DietDiet– What we eat affects how we learn (Jamie Oliver)
£6.6 billion spent on dealing with effects of
obesity
Four Areas of the Learning ProcessFour Areas of the Learning Process
22 2 2
22 2 2
LEARNING STYLESLEARNING STYLES – What is YOURYOUR preferred
learning style ?
VV
AA
KK
?
?
?
Teaching Thinking Teaching Thinking INPUT – LEARNING STYLESINPUT – LEARNING STYLES
VVAA
KK
LEARNING STYLESLEARNING STYLES
Teaching Thinking Teaching Thinking INPUT – LEARNING STYLESINPUT – LEARNING STYLES
Learning Styles - VISUALLearning Styles - VISUAL
• Keeps eye contact with person talking, eg Keeps eye contact with person talking, eg teacherteacher
• Upright posture, tend to look upwardsUpright posture, tend to look upwards• Likes handouts, books, computers, overheads, Likes handouts, books, computers, overheads,
art, photos, videos…art, photos, videos…• Uses visual terminology – “See what I mean?” Uses visual terminology – “See what I mean?” • Usually a good spellerUsually a good speller• Enjoys writingEnjoys writing• Organised, neatOrganised, neat• Good at visualization but may have trouble with Good at visualization but may have trouble with
verbal instructionsverbal instructions• Tendency to daydream, making mental imagesTendency to daydream, making mental images
Teaching for visual learning…Teaching for visual learning…
• The use of yourself - dress, gesturesThe use of yourself - dress, gestures• Utilising the visual display opportunities Utilising the visual display opportunities
above eye level within the roomabove eye level within the room• Video, OHP, slides, flip chart, coloured Video, OHP, slides, flip chart, coloured
board markers or chalksboard markers or chalks• Lively and engaging textbooksLively and engaging textbooks• Memory–mapping, collage, visual note–Memory–mapping, collage, visual note–
takingtaking• Keywords displayed around the room.Keywords displayed around the room.
Teaching Thinking Teaching Thinking Learning Styles - VISUALLearning Styles - VISUAL
LEARNING STYLESLEARNING STYLES
VV
AA
KK
Teaching Thinking Teaching Thinking INPUT – LEARNING STYLESINPUT – LEARNING STYLES
Learning Styles- AUDITORYLearning Styles- AUDITORY
• Talks constantly – to self and othersTalks constantly – to self and others• Easily distracted eg. by music when working ‘cos Easily distracted eg. by music when working ‘cos
sensitive to soundsensitive to sound• Eyes move side to sideEyes move side to side• Greater use of tempo, pitch, tonality, volumeGreater use of tempo, pitch, tonality, volume• Answers rhetorical questionsAnswers rhetorical questions• Wants test questions to be put in the order Wants test questions to be put in the order
learnedlearned• Can mimic sounds of other’s voices, tell jokesCan mimic sounds of other’s voices, tell jokes• Often replays conversations in headOften replays conversations in head• Maths and writing more difficultMaths and writing more difficult• Like discussion and social occasionsLike discussion and social occasions• Uses aural terminology “Let’s talk about this.”Uses aural terminology “Let’s talk about this.”
Teaching for auditory learning…Teaching for auditory learning…
• Paired and group discussions, group reviewsPaired and group discussions, group reviews• Guest speakersGuest speakers• Mini – debatesMini – debates• Raps, rhyme, chants & verse, dramatic Raps, rhyme, chants & verse, dramatic
readingsreadings• Tape, sound – bitesTape, sound – bites• Mnemonics, onomatopoeiaMnemonics, onomatopoeia• Music for energising, relaxing, visualising & Music for energising, relaxing, visualising &
review review • (NB: very auditory learners can be (NB: very auditory learners can be
distracted by music too because they are distracted by music too because they are sensitive to sound !)sensitive to sound !)
Teaching Thinking Teaching Thinking Learning Styles- AUDITORYLearning Styles- AUDITORY
LEARNING STYLESLEARNING STYLES
VV
AA
KK
Teaching Thinking Teaching Thinking INPUT – LEARNING STYLESINPUT – LEARNING STYLES
Learning Styles - KINAESTHETICLearning Styles - KINAESTHETIC
• Doing the task more interesting than reading/ Doing the task more interesting than reading/ hearing about it. HOW rather than WHAThearing about it. HOW rather than WHAT
• ““Hands-on”, try it first. Jump in and have a goHands-on”, try it first. Jump in and have a go• In touch with feelings eg. need to have +ve In touch with feelings eg. need to have +ve
feelings about task firstfeelings about task first• Minimal facial expression and talkingMinimal facial expression and talking• Use measured words and pausesUse measured words and pauses• Slower breathing, tend to look downwardsSlower breathing, tend to look downwards• Likes action novelsLikes action novels• Working area often a messWorking area often a mess• ““This feels good”, “let’s get a handle on this “This feels good”, “let’s get a handle on this “• Strong non-verbal communicationStrong non-verbal communication
Teaching for kinaesthetic learning…Teaching for kinaesthetic learning…
• Body sculpture, mimeBody sculpture, mime• Gestures or movements learned to Gestures or movements learned to
demonstrate a conceptdemonstrate a concept• Break – state activitiesBreak – state activities• Design and build activitiesDesign and build activities• Field trips and visitsField trips and visits• Physical movement eg. ‘Brownian’ Physical movement eg. ‘Brownian’
motion illustrated by students bumping motion illustrated by students bumping together in a confined space, maps drawn together in a confined space, maps drawn on hard play areas to help learn countries on hard play areas to help learn countries and trade routes.and trade routes.
Teaching Thinking Teaching Thinking Learning Styles - KINAESTHETIC Learning Styles - KINAESTHETIC
A Typical VAK ProfileA Typical VAK Profile
• We suspect We suspect that many that many students on the students on the SEN register SEN register have a have a kinaesthetic kinaesthetic preferencepreference
• Only 8% of Only 8% of 307 307 Northumberland Northumberland NQTs had a NQTs had a kinaesthetic kinaesthetic preferencepreference
Learning Processes and the BrainLearning Processes and the BrainWhat is the brain like ?What is the brain like ?
Learning stylesLearning stylesPoints to consider...Points to consider...
• The brain learns in many ways at once – we do The brain learns in many ways at once – we do not have a single dominant, lifelong learning not have a single dominant, lifelong learning style.style.
• Provide a variety of methods.Provide a variety of methods.• Provide choice and they will choose their own Provide choice and they will choose their own
strategy.strategy.• Learn to pay attention to how students respond Learn to pay attention to how students respond
to what you do – look for clues.to what you do – look for clues.• Start with one style and identify as many Start with one style and identify as many
students as you can with this style.students as you can with this style.• Learning styles become particularly important Learning styles become particularly important
when learning something NEW or DIFFICULT. when learning something NEW or DIFFICULT.
(see Barbara Prashnig : ‘The Power of (see Barbara Prashnig : ‘The Power of Diversity’)Diversity’)
A uniform way of A uniform way of teaching and teaching and
testing is patently testing is patently unsatisfactory when unsatisfactory when
everyone is so everyone is so different.different.
Howard GardnerHoward Gardner
Four Areas of the Learning ProcessFour Areas of the Learning Process
33
PROCESSING – handling and PROCESSING – handling and manipulation of datamanipulation of data
Global/AnalyticalGlobal/Analytical
Abstract/ConcreteAbstract/Concrete
Multi/single taskMulti/single task
Hemisphere dominance – right/leftHemisphere dominance – right/left
Learning Processes and the BrainLearning Processes and the BrainWhat is the brain like ?What is the brain like ?
HEMISPHERE DOMINANCEHEMISPHERE DOMINANCE
Learning Processes and the BrainLearning Processes and the BrainWhat is the brain like ?What is the brain like ?
DDD L
Thinking for LearningThinking for LearningLateralisationLateralisation
Left Hemisphere Right Hemisphere
Teaching ThinkingTeaching Thinking Lateralisation Lateralisation
Dots or Dog?Dots or Dog?
Teaching ThinkingTeaching Thinking Lateralisation Lateralisation
Teaching ThinkingTeaching Thinking Lateralisation Lateralisation
Processes information convergently, rationally
More chemicals involved in selective attention and concentration
Learning from the part up to whole
Likes Words, symbols, letters,
number and judgement of quantity Sequence, linearity, detail
Words of a song; Discords, dissociated information
Phonetic reading strategy Propositional thinking
LEFT BRAIN LEFT BRAIN (Explorer)(Explorer)
Teaching ThinkingTeaching Thinking Lateralisation Lateralisation
Processes divergently, holistically More chemicals involved in arousal/inhibition of emotions
Learns the whole then parts Perspective and dimension
Depth and distance perception Likes
forms and patterns, pictures, graphs, charts, spatial manipulation, images
and pictures Visualisation & pictorial
representation Tune of a song; melodies;musical
chords;environmental sounds Related information and
relationships and connections in learning
Whole language reading strategy Lateral and divergent thinking
RIGHT BRAIN (Pilot)
corpus callosum
Thinking for LearningThinking for Learning Lateralisation Lateralisation
GenderGender
The Effects of StressThe Effects of Stress
“ “Man’s mind, Man’s mind, once stretched once stretched by a new idea, by a new idea, never regains never regains its original its original dimension.”dimension.”
Oliver Wendell HolmesOliver Wendell Holmes
Midway through Midway through the exam, Allen the exam, Allen pulls out a bigger pulls out a bigger brain.brain.
Four Areas of the Learning ProcessFour Areas of the Learning Process
44
RESPONSE FILTERS – doing RESPONSE FILTERS – doing something about it/reactionsomething about it/reaction
Based on Based on TimeTime
Risk assessmentRisk assessment
Internal/external referencingInternal/external referencing
Learning Processes and the BrainLearning Processes and the BrainWhat is the brain like ?What is the brain like ?
Teaching ThinkingTeaching Thinkingandand
the Brain the Brain
Reflection Reflection
AndAnd
ReviewReview
ClassificationClassification
What are the What are the implications so far?implications so far?
On your own, write down 3 On your own, write down 3 implications.implications.
3 – 5 – 73 – 5 – 7
What are the What are the implications so far?implications so far?
With one other person…With one other person…
.. talk about your .. talk about your implications and increase the implications and increase the list to 5.list to 5.
3 – 5 – 73 – 5 – 7
What are the What are the implications so far?implications so far? with another pair…with another pair…
.. share your implications .. share your implications and increase the list to 7.and increase the list to 7.
3 – 5 – 73 – 5 – 7
TEACHING THINKINGTEACHING THINKINGA SummaryA Summary
• ALL learning involves thinking ! • Literacy and numeracy skills are
foundational building blocks. It is the same with the skills of thinking.
• A Thinking Skills lesson will involve
Talking FOR thinking Talking ABOUT Thinking
TEACHING THINKINGTEACHING THINKINGA SummaryA Summary
Makes explicit Makes explicit what is usually implicitwhat is usually implicit
InclusiveInclusive
EngagingEngaging
Raises standardsRaises standards
THINKING FOR LEARNINGTHINKING FOR LEARNING
TEACHING TEACHING
THINKINGTHINKING
CertificateCertificate
TEACHING THINKING IN NORTHUMBERLAND
Infusing Thinking Skills
Name School/Organisation
Teaching Background (How long have I been teaching age range, interests, subject areas etc. ) Only needs to be filled in once.
Focus Group/ Pupil Background (Who am I teaching this to ?)
TeachingThinking Activity (Which strategy am I planning to use - how, why, where will the metacognition be happening etc. ?)
Level One Teaching Thinking CertificateLevel One Teaching Thinking Certificate
Level One Teaching Thinking CertificateLevel One Teaching Thinking Certificate
Where does the thinking activity fit into the overall objectives of the lesson ?
Planned outcomes e.g.What will the learners be doing, talking about? What will the teacher be doing? What sort of thinking behaviours do you expect to be happening ? :
Evidence of metacognition (i.e.learners talking about and evaluating their thinking. How? If not, why not ?
Lesson Observed : Yes / No
Observed by : ________________________________ (Signature)
Position : _____________________________________(eg. Subject Coordinator/Headteacher/CourseTutor)
Observer’s Comment (optional) :
Teaching Thinking CertificateTeaching Thinking Certificate
What Next ?
WHERE ?Lesson starter/main activity ?
WHEN ?Will I try something tomorrow/fits into something next week/needs a bit of planning…
WHY ?What are my learning objectives ?
WHAT ?What strategies will I try out ?
WHO ?Which Key
Stage/Focus group ?