Thinking Skills and Thinking Skills and Personal CapabilitiesPersonal Capabilities

Development Teams Day 2

Slide 1

Aim: • To begin to develop the Development Team in its role of

supporting the implementation of the Revised Curriculum.

Learning Intentions:• To clarify the role of the Development Team in the

support model for the implementation process.• To consider the skills and approaches which they will

use to engage all staff in the process.• To explore the learning experiences that characterise the

Revised Curriculum.• To consider approaches to planning for implementation.

Thinking Skills and Personal Capabilities – at the end of this day participants will:

• Understand the contribution of Thinking Skills and Personal Capabilities in the Revised Curriculum

• Be more familiar with the elements of the Thinking skills and Personal Capabilities framework

• Appreciate how the individual skills and capabilities can be developed through learning experiences

• Have considered implications for planning back at school – first steps

Thinking Skills and Personal Capabilities

At the end of this day participants will:

Session 1

• The rationale for the Thinking Skills and Personal Capabilities framework

• The key contribution of Thinking Skills and Personal Capabilities to the Revised Curriculum

Session 1

&

Being CreativeManaging Information

Working with Others

Self Management

Thinking, Problem Solving Decision Making

Curriculum AimCurriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.

To develop the young person as an individual

To develop the young person as a contributor to society

To develop the young person as a contributor to the economy & environment

The Arts English & Irish

Environment & Society

Mathematics including financial

capability

Modern Languages

Physical Education

Science & Technology

Religious Education

General General Learning AreasLearning Areas

personal understandingmutual understanding

personal healthmoral character

spiritual awareness

citizenshipcultural understanding

media awarenessethical awareness

employabilityeconomic awareness

education for sustainable development

KeyKeyElementsElements

Personal Development

Local & Global Citizenship

Education for Employability

Home EconomicsLearning for Life Learning for Life and Workand Work

FORFOR

THROUGHTHROUGH

INFUSINGINFUSING

ACROSSACROSS

Whole Whole Curriculum Skills Curriculum Skills and Capabilitiesand Capabilities

THINKING SKILLS & PERSONAL CAPABILITIES• Managing Information• Thinking, Problem Solving, Decision Making• Being Creative• Working with Others• Self Management

FORMALLY ASSESSED SKILLS•Communication•Using Mathematics•ICT

Learning Learning ExperiencesExperiences

Assessment for Assessment for LearningLearning

Clear learning Clear learning intentions intentions

shared with shared with pupilspupils

Taking risksTaking risksfor learningfor learning

Shared/ Shared/ negotiated negotiated

success criteriasuccess criteria

Peer and selfPeer and selfassessmentassessment

Peer and self Peer and self evaluation of evaluation of

learninglearning

Celebrating Celebrating successsuccess

Building a more Building a more open relationship open relationship between learner between learner

and teacherand teacher

IndividualIndividualtargettargetsettingsetting

Advice on Advice on what to what to

improve & how improve & how to improve itto improve it

Attitudes and Dispositions

Personal responsibility concern for others commitment-determination – resourcefulness openness to new ideas

Self-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage respect

Promoting/EncouragingPromoting/Encouraging

Investigating & problem solving

Linked to other curriculum areas

Relevant & enjoyable

Media rich

Skills integrated Active & hands on Offers choice

Challenging & engaging Supportive environment Culturally diverse Positive reinforcement Varied to suit learning style

Ongoing reflection Enquiry based

Curriculum Curriculum ObjectivesObjectives

Activity 1 (10 minutes)

As a group,

•Discuss the contribution of the Thinking Skills and Personal Capabilities framework to the curriculum objectives of the Revised Curriculum

•Write your response on your flip chart paper.

Activity 1 (10 minutes)

• Neurological research

• Learning styles

• Thinking about thinking

• Recent research and associated programmes

Setting the context

Coffee

Session 2:

The Thinking Skills and Personal Capabilities Framework:

• key elements• infusion • Implications for learners, teachers and

classrooms

Session 2

Each group has been assigned one strand from the Thinking Skills and Personal Capabilities Framework

• Read the description provided (extract from TS&PC handbook)

• Extract the words or phrases describing the activities which capture the essence of the strand.

• Record on flipchart • Reflect on the implications for classroom practice• Record on your individual sheet

Activity 2 (10+ 10 mins)Interrogating the Framework

Activity 3 Planning

for Infusion

• Use the stimulus material to plan an innovative learning activity which will promote one aspect of TS&PC

• • Step 1: Generating ideas (10 mins)

• Step 2: Planning a lesson - Identify one TS&PC and• one GLA learning intention (20 mins)

• Step 3: Share your lesson ideas with another group • (10 mins)

Activity 3 (30+10 minutes) Planning for Infusion

All ideas, Be uncriticalTake risks

AnalyseJudgeQuestion

Best ideas

Focus onQuantity

Focus onQuality

An example of a creative tool for generating, developing and evaluating ideas

Let’s generate some ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Planning for InfusionPlanning for Infusion

Planning for Infusion

Planning for Infusion

LunchLunch

Session 3:

Thinking Skills and Personal Capabilities

Key Messages and Implications

Session 3

In pairs (5 minutes) and then as a group (10 minutes) reflect on these questions

• What are the key learning points for you so far?

• How did you feel during the morning activities?

The experience so farActivity 4:Review(15 minutes)

The experience so far

What next?

Problem SolvingConsiderStep 1: Where do you want to be after a year?Step 2: What are the possible challenges or

obstaclesStep 3: What are your assets - people, practice,

resources, structures….Step 4: Generate possible options and make

decisionStep 5: Action plan

Activity 5 – Moving on (20 mins)

Aim: • To begin to develop the development Team in its role of

supporting the implementation of the Revised Curriculum.

Learning Intentions:• To clarify the role of the Curriculum Leader Team in the

support model for the implementation process.• To consider the skills and approaches which they will

use to engage all staff in the process.• To explore the learning experiences that characterise the

Revised Curriculum.• To consider approaches to planning for implementation.