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Steve Padget
LVT and the thinking curriculum
LVT and the thinking curriculumWorking with post-graduate Working with post-graduate trainee English teacherstrainee English teachers
Menu:
Snapshot of the PGCE process
A glance at the issue of thinking skills:
PhilosophyContent Methodology
How LVT can link these issues together
What I get up to at LHU – students using LVT
Reactions
Future plans
Menu:
Snapshot of the PGCE process
A glance at the issue of thinking skills:
PhilosophyContent Methodology
How LVT can link these issues together
What I get up to at LHU – students using LVT
Reactions
Future plans
Evidenced achievement against all 33 of the QTS standards
which cover …Professional Attributes Professional Knowledge Professional Skills
To produce:
Successful learners Confident individuals Responsible citizens
What kinds of thinking?
Searching for meaningSequencing, ordering, ranking.Sorting, grouping, classifying,analysing. Identifying parts and whole,Noting similarities and differences.Finding patterns and relationships.Comparing and contrasting.
Creative thinkingGenerating ideas and possibilities.Building and combining ideas.Formulating own points of view.Taking multiple perspectives andseeing other points of view.
Problem solvingIdentifying and clarifying situations.Generating alternative solutions.Selecting and implementing a solution.Evaluating and checking how well a solution works.
Decision makingWhy is this decision necessary?Generating options.Predicting the likely consequences.Weighing up the pro and cons.Deciding on a course of action.Reviewing the consequences.
Critical thinkingMaking predictions and formulating Hypotheses.Drawing conclusions, giving reasons.Distinguishing fact from opinion.Determining bias and reliability of evidence.Being concerned about accuracy.Relating cause and effect.Designing a fair test.
MetacognitionPlanningMonitoringRedirectingEvaluating
After McGuinness ACTS II
Information processing
Finding relevant information
Organizing informationRepresenting or communicating information
Reasoning Giving reasons Making inferences or deductionsArguing or explaining a point of view
Enquiry Asking questions Planning research or studyEngaging in enquiry or process of finding out
Creative thinking
Generating ideas Imagining or hypothesizing Designing innovative solutions
Evaluation Developing evaluative criteria
Applying evaluative criteriaJudging the value of information and ideas
Thinking skills from the National StrategyThinking skills from the National Strategy
Advance organisers
Analogies
Audience and purpose
Classifying
Collective memory
Living graphs and fortune lines
Mysteries
Reading images
Relational diagrams
Summarising
Range of techniquesRange of techniques
The stated desired result:
independent enquirers creative thinkers reflective learners team workers self-managers effective participators.
The thinking skills agenda:
Information processingReasoningEnquiryCreative thinkingEvaluation
Dialogic teaching. A professional state of mind that reassesses the balance of power between teacher and taught by combining three repertoires:
Learning TalkTeaching talkInteractive organisation
LVT a tool
that can link these
components
Social constructivism.
Actively making meaning together Emphasis on the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding.
• Students whose teachers modelled mental processes when they had difficulty understanding text recalled more from lessons and showed greater awareness of what they were learning.
• Groups can draw upon a larger collective memory.
• Explaining one's thinking to another leads to deeper cognitive processing.
• Groups co-construct understanding as they question, interpret, clarify, summarise, speculate and predict.
• One view of thought is that it is internalised discourse/talk.
How Does Shakespeare’s language bring out the evil in Macbeth?
Encourages team work and is engaging.
I like the fact that it facilitates group discussion.
The LVT system ensures that all the group work is focussed and structured.
Good way of encouraging group discussion.
There is room for individual and collaborative work within the activity
Pupils are able to share their ideas and opinions.
““
The text was explored in a more insightful meaningful way. Using LVT allowed us to express our ideas separately, however we were able to then draw them together succinctly.
It definitely encourages a deeper level of thinking.
I found that having the sentences in front of me helped with clarity and making connections between the statements.
The group discussion and sharing of ideas develops the understanding of the material.
““It makes you digest the information which you have been given more carefully
(I also feel that you would be able to remember the information more clearly because of this).
1. Class time at LHU to develop students’ expertise and confidence in use of the tools and to• develop an understanding of the principles of LVT• to appreciate its power as a learning tool• to appreciate its power as a meaning making tool• to appreciate the role of LVT in delivering some elements of
the thinking agenda
2. Residential planned for February in Wales:• consolidating the learning of dialogic principles of teaching• creating teaching and learning material for use in schools
based on the study of a particular novel• Using LVT as a tool of exploration and meaning making to
achieve the above• See how LVT can be written into the material produced• Trialling of the material in Liverpool schools