getting students to think “discuss” won’t always do a more structured task – what kind of...
TRANSCRIPT
Getting students to think
• “Discuss” won’t always do• A more structured task
– What kind of thinking?• Analysis – similarities, differences, patterns, comparisons,
parts and wholes• Evaluation – pros and cons, weighing the
evidence/arguments, examining the reliability of evidence• Making decisions – what are the options, pros and cons, • More creative – open-minded, generating ideas,
combining ideas
Comparing and Contrasting
Analytical thinking
How are they similar?How are they different?What patterns do you see emerging?What interpretation or conclusions are suggested?
Directed Questioning
HOW ALIKE?
HOW DIFFERENT?
WITH REGARD TO
PATTERNS OF SIGNIFICANT SIMILARITIES AND DIFFERENCES:
CONCLUSION OR INTERPRETATION:
OPEN COMPARE AND CONTRAST
What are the similarities?
What are the patterns?
What do they mean?
What can I conclude?
What is my interpretation?
What is my purpose?
What are the differences?
© 1994 The Critical Thinking Co™ www.criticalthinking.com
Similarities
Differences In relation to
………………………….
In relation to
………………………….
In relation to
………………………….
What do you notice about the most important differences and similarities?
What conclusions can you draw?
A B
After Swartz and Parks (1994).
In relation to
…………………………………
Comparing and contrasting
Venn Diagrams
……………….. & ………………. Possible sentence startersThey both…
They also…
As well as…
In addition…
Likewise…
Similarly…
However…On the other hand
In contrast…
Unlike…
Yet…
Conversely…
Possible endingsIn conclusion…
Finally…
Therefore…
Having looked at..
Compare and contrast
YOUR OPTION
CHOOSING
OPTIONS
CHOICE
RESULTS
PRO CON
THINK ABOUT THE PROS AND CONS
Why is the decision necessary?
What are my options?
Can I think of any more?
What are the likely consequences of THIS option?
What are the pros and cons?
Weigh up the pros and cons?
Is it a good decision to make? Is it a good choice?
Statement of opinion
Supporting reason
Opposing thoughts
My defence
Example
Example
Argument Analysis
Comparing and ContrastingAnalytical thinking
How are they similar?How are they different?What patterns do you see emerging?What interpretation or conclusions are suggested?
Problem SolvingA combination
Why is there a problem?What is the problem?What are the possible solutions to the problem?What would be the consequences if one of these solutions were adopted?What is the best solution to the problem based on the information we have?
EvaluationCritical thinking
What are the options/alternatives/perspectives?What are the pros and cons for each?How can I weigh them up?What arguments can I put forward?What conclusions can I reach?
Directed Questioning
Generative thinkingCreative thinking
What possibilities can you think of?What are some other types of possibilities?Can you combine some of these to produceunusual or novel possibilities? Can you make any of these real – whatare the constraints?
From Swartz and Parks (1994)
BRAINSTORMING IN ORDER TO GENERATE POSSIBILITIES
PURPOSE
POSSIBILITIES
KINDS OF POSSIBILITIES
UNUSUAL POSSIBILITIES
Thinking frames
• Place the focus on the thinking process• Give teachers a tool to teach directly for thinking• Give pupils a scaffold to guide their thinking –
one step at a time• Slow down thinking• Make it visible• Provide an external record, for evaluation &
reflection
Imaging learning to dance when the dancers around us are all invisible.
THINK – PUZZLE – EXPLORE What do you think you know about this?What puzzles you about this?What does it make you want to explore?
CONNECT – EXTEND – CHALLENGE What do you see (read) that connects to something you have already learned?What new ideas do you have?What is still challenging or confusing?
Invitational Questioning
Metacognition
• Helping pupils recognise the kind of thinking they are engaged in
• Asking them to describe their strategy before beginning a task and to review it when completed
• Comparing different approaches to the same task
• Getting them to evaluate their plans & thinking skills and suggest improvements
Mcog
Thinking about Thinking
&Managing Information
Working with Others
Self-Management
Thinking, Problem-Solving &Decision-Making
Being Creative
www.nicurriculum.org.uk/key_stage_3/skills_and_capabilities/