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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
√ √ √