Thinking Skills Strategies Reference Booklet by Sonja Vandeleur

Roedean Junior School Form II and Form III Thinking Skills Strategies Reference Booklet

REFERENCES

Table of Contents The 16 Habits of Mind

pg 3

HITS and HOTS Games and Resources

pg 7

Nyborgâ&#x20AC;&#x2122;s Concept Teaching Model

pg 20

Thinking Map Templates

pg 22

Metacognition Think Alouds

pg 26

Higher Order Thinking Skills Graphic Organisers pg 28 TASC Wheel

pg 30

References

pg 31

Closing Thought - Persistence

pg 32

This book was compiled, for your convenience, by Julie Penrose HABITS OF MIND overview - adapted from the ASCD Poster ASCD - Learn. Teach. Lead. www.instituteforhabitsofmind.com Habits of Mind - based on the work of Arthur Costa & Bena Kallick HITS & HOTS Strategies - based on the work of Dr Toni Noble -adapted from the ISASA Workshop Handbook (2009) THE CONCEPT TEACHING MODEL - based on the work of Magne Nyborg, taken from the expanded version presented at the IACESA Conference 2009, Cape Town, by Dr A Hansen. http://inap.no/artikler/A%20Curriculum%20for%20teaching%20Basic% 20Conceptual%20Systems%20per%2015.2.pdf THINKING MAPS - taken from the work by David Hyerle http://2a2biasbusybees.wikispaces.com/file/view/thi_map.gif/168685551/ thi_map.gif HIGHER ORDER THINKING SKILLS - Graphic Organisers Taken from the work of R. Bruce Williams Bruce Williams, R (2003) Higher Order Thinking Skills : Challenging ALL Students to Achieve, California, Corwin Publishers. TASC WHEEL - copyright: (2000) Belle Wallace http://www.google.co.za/imgres?imgurl=http://www.tascwheel.com/images/ tasc-wheel-text.jpg&imgrefurl PERSISTENCE - end thought http://spectrumeducation.com/portal/components/com_virtuemart/shop_image/ product/874bfbbeb0432762a3ba24435b97411a.jpg CLIP ART taken from a selection of websites, including: Sweetclipart.com 123RF.com Depositphotos.com fmwconcepts.com Acclaimimages.com paperbackparade.blogspot.com School.phillipmartin.info polyvore.com Summary Sam - reallygoodstuff.com free-clipart-pictures.net http://ruthcatchen.files.wordpress.com/2012/03/clipart12.jpg http://img0.etsystatic.com/000/0/5625687/il_fullxfull.273252696.jpg

TASC Wheel

The 16 Habits of Mind

Thinking Actively in a Social Context

Dr. Art Costa

(Belle Wallace)

Persisting

Thinking & Communicating with Clarity & Precision

Stay with a task until it is done.

Be clear. Try to be accurate when

Focus on the goal and look for

speaking and writing. Avoid over-

ways to overcome obstacles when

generalisation, exaggeration,

you are stuck. Donâ&#x20AC;&#x2122;t give up!

omitting or distorting information.

Listening with Understanding & Empathy

Creating, Imagining & Innovating

Understand others! Try to see

Try a different way! Look for new,

another personâ&#x20AC;&#x2122;s point of view.

fresh ideas, better ways of solving

Listen to how others think and feel,

problems, and original

and try to understand why they

approaches.

behave in certain ways. 30

The 16 Habits of Mind

Higher Order Thinking Skills Graphic Organisers MAKING ANALOGIES

Metacognition

Taking Responsible Risks

(Thinking About Your Thinking)

IS LIKE

INNOVATING / INVENTING

BECAUSE Know your knowing! Be aware of

Venture out! Be adventuresome!

your own thoughts, strategies,

POSSIBLE SOLUTIONS

Have the confidence to live on the

feelings and actions, and how they

edge of uncertainties. Be willing to

affect other people.

try new things, constantly.

CREATING / VISUALISING / IMAGINING

Looks like

Questioning & Posing Problems

Sounds like

Feels like

PROBLEM ISSUE CONCERN

Thinking Interdependently PREDICTING / SEQUENCING

How do you know? Have a questioning attitude. Know what information you need and develop

Work together! Strive to work with

strategies to find out! Look for

and learn from others in groups.

problems to solve.

Put the team first! 4

Higher Order Thinking Skills Graphic Organisers

The 16 Habits of Mind

(R. Bruce Williams) CONNECTING IDEAS

What do I know?

What do I want to know?

What have I learned?

COMPARING & CONTRASTING

Managing Impulsivity

Gathering Data Through All Senses Use your natural pathways. Pay

EXPLAINING WHY

Who

What

Take your time. Think before you

attention to the world around you.

act. Stay calm and thoughtful, and

Gather information by hearing,

act with deliberation. Donâ&#x20AC;&#x2122;t give

seeing, touching, tasting and

up.

smelling.

Thinking Flexibly

Responding With Wonderment & Awe

CLASSIFYING / SORTING & RANKING Why

When

Where

Take time to notice! Look for what

Use these templates to organise your thoughts and order your work. 28

Look at it another way. Be able to

is awesome and mysterious in the

change your mind, to look for other

world. Be intrigued by phenomena

ways of thinking, to consider

and beauty. Practise being

alternatives and options.

excited. 5

The 16 Habits of Mind

Striving For Accuracy

Finding Humour

Laugh a little! Find the whimsical, Check it again! Always do your

unexpected, incongruous and

best! Set high standards for

surprising. See the funny side of

yourself. Check your work and look

things. Be able to laugh at

for ways to improve, constantly.

yourself, too.

Applying Past Knowledge to New Situations

Remain Open to Continuous Learning

Metacognition â&#x20AC;&#x153;Think Aloudsâ&#x20AC;? What have you learned?

What are your targets?

Questions that assess attitudes & feelings

What have you found out? What do you enjoy doing and learning about?

What have you done that makes you feel proud?

Questions that help to set targets

Know that there is so much more to Use what you learn! Think about

learn. Have humility and pride as

what you already know and how

you seek to know. Resist

you can use it in different ways

complacency and expose your

and new situations.

mind to new learning. 6

What would help you?

Metacognition “Think Alouds”

HITS & HOTS Dr. Toni Noble

Review & Request

What did you find hard?

What do you need to do next?

What did you do well in?

Questions that assess awareness of learning

What do you feel good or bad about?

What do you need to do better?

Question Reader

Answer Giver

Answer Expander

Decision Coordinator

What you need to do: 1. 2. 3. 4.

Question reader: read the question on the card. Answer Giver : Answer the question as best as you can. Expander : Expand on the Answer Giver’s answer. Decision Coordinator : Check if anyone has anything further to add to the answer. If the group is happy with the answer, draw a  next to the question if everyone is satisfied or a if the group needs further information. 7

HITS & HOTS

Thinking Maps

UNDERSTANDINGâ&#x20AC;&#x201D;GOâ&#x20AC;&#x201D;ROUND What you are going to do: 1.

In your group of four, you are going to split up the reading you have, so that each person has a quarter. Give yourselves numbers.

Each person is going to read their part of the text.

Once you have read it, you need to prepare yourself so that you can teach the rest of your group about what you have read.

Write down the key points that you think are important.

How to Prepare your section for teaching : 1. 2.

You will read your part of the information to the group, so practise reading clearly. You will have to make sure that the other girls in your group understand all of the words and phrases that you have read about, so use a dictionary to make sure that you know what all of the words mean. You will be asking your friends what their understanding is of what you have read, so make sure that you understand how this reading fits in with what you are learning about. 8

Thinking Maps

HITS & HOTS

CO-OPERATIVE CONTROVERSY What you have to do : 1.

In your group of four, you must get into two groups of two.

The two pairs need to separate now. Pair A and Pair B.

In your pair, number yourselves 1 and 2.

PAIR A : Find 2 arguments “FOR” (agreeing with) the topic (no 1. writes, no 2. reports) PAIR B : Find 2 arguments “AGAINST” (disagreeing with) the topic (no 1. writes, no 2. reports)

REPORT BACK : In your group of 4, you need to listen to each other’s arguments. SEPARATE AGAIN and reverse your roles: 4.

PAIR A : 2 arguments “AGAINST” (no 2. writes, no 1. reports) PAIR B : 2 arguments “FOR” (no 2. writes, no 1. reports)

REPORT BACK AGAIN

FINAL DECISIONS : As a group of 4, decide on your best argument FOR and AGAINST 24

HITS & HOTS

Thinking Maps

SAVVY SUMMARIES 5 Fun ways to summarise your work and identify the most important & relevant facts!

Work on your own or in groups of 2 or 3!

10 in 10 Identify the 10 main points using no more than 10 words to state each point!

20 in Order Select the 20 most important words or phrases and then place them into a logical order.

30 Word Summary Write a 30-word summary. It must be exactly 30 words, with full sentences, correct spelling and it must be grammatically correct.

40 Word Point Of View Prepare and display your carefully thought-out position on the topic using exactly 40 words.

50 Word Poster

Make and display a poster on the given topic that uses exactly 50 words. 10

Thinking Maps

HITS & HOTS

David Hyerle

TEN THINKING TRACKS In groups of four, take one set of “10 thinking tracks”, shuffle them and deal them out amongst the group. You will need a large piece of paper in your group to record your ideas for each track. You will lead the discussion for the tracks that you have.

1. WHAT IS IT ?

Clearly state the issue/problem. How would this work in real life?

2. KNOWLEDGE

What do we already know about this? What do we need to know more about and how can we find out? Is this similar to anything that we already know about?

3. THE BRIGHT SIDE

What are the good aspects of this? What positive outcomes could be achieved? What good opportunities could this provide?

4. THE DOWN SIDE

What are the not-so-good aspects of this? What problems could possibly arise?

5. FEELINGS

How does this make you feel? How might this affect the feelings of any of the people involved?

6. IMPROVEMENTS

What changes could make this better? What could be added, removed, reduced or altered to improve it?

7. THOUGHT POLICE

Have we made any assumptions that could be challenged? Are we using a trustworthy source of evidence? What unanswered questions are still bothering us? Do we have enough evidence for what we have been saying?

8. IS IT FAIR?

Are there any safety or legal issues involved? Are there any moral dilemmas? Have we considered the impact on different groups of people? Are there any parts of this that are not fair to one gender? Are there any “big picture” or global issues?

9. I THINK

What opinion does each one of us have and why? I think… because….

10. WE THINK

What is our group’s joint decision when we put our ideas together and negotiate? What are our main reasons for this decision? Can we sum up the opposite point of view as well? 11

HITS & HOTS

Book

The Concept Teaching Model 1. What colours can you see?

TEN THINKING TRACKS

2. What shapes do you see?

In pairs, take one set of “10 thinking tracks”, shuffle them and deal them out amongst yourselves. You will need a large piece of paper to record your ideas for each track. You will lead the discussion for the tracks that you have.

4. Where has it been placed? (What is it next to?)

3. What position is it in? (upright, lying on its side, upside down?)

5. What size is it? 6. What direction does it face?

1. WHAT IS IT ? 2. KNOWLEDGE

3. THE BRIGHT SIDE 4. THE DOWN SIDE 5. FEELINGS

6. IMPROVEMENTS

7. THOUGHT POLICE

8. IS IT FAIR?

9. I THINK 10. WE THINK

Facts about the book : Title, Author, Illustrator, Date, Plot, Characters, Time and Setting. What do you already know about this author/illustrator and their works? Is this book similar to others that you have read? How? How could people find out more about this author / illustrator and their works? What are the best features of this book? What are your reasons for these conclusions? What were the weaknesses of this book? What are your reasons for these conclusions? What strong feelings occurred in this story? Who had them and why? What feelings did the author/illustrator want the reader to feel and how did they attempt to do this? How did the book make you feel? What changes (changed, added or removed) could make this book better? What kind of sequel would you recommend? Would this book make a good movie or TV show? Who could star in it? Did you check your facts? Have you given good reasons and examples for any statements you have made? Did you approach your review objectively? Were any moral dilemmas or world issues raised in this book? Were they presented in a fair and realistic way? How fair was the book to its different characters? What overall opinion do you have about this book? (Each person answers) I think… because…. When you put your individual opinions together, what joint conclusion do you come to about the quality and value of this book? Would you recommend it? 12

7. Number (Are there more than just the one?) 8. Sound (Does it make a sound?) and (What is it called and how do I pronounce that?) 9. Does it have a surface pattern or design? 10. What can I use it for? 11. What materials/substances has it been made out of? 12. What are the surface properties of these materials ? What can I see? 13. What are the physical properties of these materials? 14. How heavy is it? What is its weight? 15. What temperature is it? 16. How does it smell? 17. How would it taste? 18. Does time have any effect on it, or how will this change over time? 19. How can this change? (colour, shape, position, size etc.) 20. Can it move? If so, how fast or slowly? 21. What is the value of this to the people who might use it? Is it worth anything to me? 21

The Concept Teaching Model

HITS & HOTS

(Magne Nyborg)

There are 21 Basic Conceptual Systems , which are broken up into three groups: When looking at an object or a collection of objects, are you looking carefully? Are you looking at all the characteristics that define that object? Nyborgâ&#x20AC;&#x2122;s model teaches us to REALLY LOOK at every aspect of the world around us. You could very much link this to the Habit of Mind: Gathering Data Through All Senses.

MULTIPLY

& MERGE

What you have to do : 1.

On your own, make a list of 4 items related to the topic given to you by your teacher.

In pairs, you need to choose the four best answers from the 8 answers you now have!

When your pair joins another pair, you need to choose the four best answers from these 8 answers that you have.

4 8

4 8 4 8

4 20

HITS & HOTS

MYSTERY SQUARE

DASLER

How to play the game :

You will be working in a group of 3 to create the draft of a project that you will make later.

Your goal :

Draft your product together and share ideas.

The aim of this game is to guess the opposing team’s mystery word, using as few questions as possible. They can only answer “ yes” and “no” and “I can’t answer that”. You cannot ask them about the position of the word (like, “is it in the first row?”)

Agree on its key features and the key reasons for them.

Show and explain your product to another group.

Form two teams of 2. Separate from the other pair. Before you play, with your partner, you need to discuss: How will you play the game? What are the best questions to ask to find the word quickly? Who will ask the questions? How will you keep a record of the words eliminated? How will you record the number of questions asked?

Listen to their feedback on your product.

Evaluate the feedback that you have received.

Refine and revise your product in the ways that you decide.

Now you are ready to play! Work with your partner to ask good questions in order to guess your opposing team’s word!

You will each have a role to play:

How to Play :

When you have finally guessed the mystery word, then swap so that the other team now plays to guess your mystery word! The winning team is the one that used the fewest number of guesses. 14

PRESENTER NOTE TAKER CLARIFIER

Show and explain the draft product to the other group. Takes notes on the other group’s feedback on their draft product. Asks the other group questions to clarify the feedback received. 19

HITS & HOTS

PARTNER RETELL To review what has been learned, and to practise listening and summarising : Step One : In Pairs Interviews One learner interviews their partner for 1 minute on a subject-related question. Step Two : In Pairs, Reverse : Other Person Interviews Partners then swap roles and the person who was being interviewed now becomes the interviewer on the same topic for one minute. Step Three : Summarise In fours (2 pairs join up) and each learner takes a turn to summarise their partner’s response to the other two team mates.

CO-OPERATIVE NUMBER-OFF Step One: In a group of 4, learners assign themselves each a number. Step Two: The teacher will pose a question or problem. Step Three: Heads together, learners discuss and check to make sure that everyone in the group agrees and understands the answer. Step Four: The teacher will call out a number (using a spinner or numbered ping-pong balls etc) and asks the learner with the corresponding number from each group to write down their group’s answer or share their group’s answer with the rest of the class. 18

pencil

cat

ruler

giraffe

tiger

brother

lion

table

pizza

monkey

father

elephant

sofa

earring

mouse

dishwasher

casserole

bed

dog

hamburger

pig

budgie

necklace

cow

wardrobe

sheep

steak

pen

vacuum cleaner

sister

washing machine

ring

aunt

eraser

hippopotamus

cousin

HITS & HOTS

MULTI-VIEW Step 1

Use your multi-view scaffold to list 4 people who are likely to have a different view to your issue (characters from the story etc.).

Step 2

Number the people in your group : 1-4 Number 1 will lead the discussion on character 1’s views (their goals, rights, duties, likes, feelings) and records the views that everyone in your group agrees upon onto the sheet.

Step 3

Number 2 will lead the discussion on character 2’s views and record them. Number 3 will lead the discussion on character 3’s views and record them. Number 4 will lead the discussion on character 4’s views and record them.

Step 4

Do all views have the same rights? Is there one that carries more weight? If so, why? Record your group’s ideas.

MULTI –VIEW Different Views Issue : ______________ Focus on their rights, needs, The different people affected: responsibilities, concerns

Person 4

p o c to

Conclusion : Do all views have the same rights, needs, etc. 16

Step 1

Form a team of 4 and work in two pairs. Separate from the other pair and choose a mystery word with four letters Draw a dash for each letter: __ __ __ __

Step 2

As your opponents are trying to guess your mystery word, give them the following feedback: A √ if their letter is correct and in the right place A • if their letter is in your mystery word but in the wrong place A X if the letter is not in your word

E L P oks

o b r ou y to

M A X y in

Person 3

… an educational game

Your comments on their view

Person 1 Person 2

MASTERMIND

For example, if your mystery word is BIKE and your opponent writes BEAR, your feedback to them, in order, is √• X X

Step 3

Keep on playing by giving feedback to your opponents until they have managed to guess the mystery word. 17