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 ?