We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byLogan Rogers
Modified over 2 years ago
© PMB 2007 Thinking Skills and Personal Capabilities Unit 1 Rationale and Overview
© PMB 2007 Learning Intentions You will: know about the Thinking Skills and Personal Capabilities framework; know the different types of Thinking Skills and Personal Capabilities within each strand; and have an awareness of the implications for classroom practice.
© PMB 2007 Why the Emphasis on TS&PC? They promote active learning. They shift focus from teaching to learning. They create positive habits and dispositions. They promote independence. They enable transfer of learning. They provide new criteria for learning. They promote deeper understanding.
© PMB 2007 Why the Emphasis on TS&PC? Knowledge arts – the art and craft of learning Knowing a lot vs. know-how
© PMB 2007 & Managing Information Working with OthersSelf-Management Thinking, Problem-Solving & Decision-Making Being Creative
© PMB 2007 Activity 1 Interrogating the Framework
© PMB 2007 Activity 1 Interrogating the Framework Think about and record: What specific skills or capabilities would your pupils develop in your strand?
© PMB 2007 Matching the Strands Up
© PMB 2007 Managing Information Asking, Accessing, Selecting, Recording, Integrating Ask focused questions. Plan and set goals, break tasks into sub-tasks. Use own and others ideas to locate sources of information. Select, classify, compare and evaluate information. Select the most appropriate method for a task. Use a range of methods for collating, recording and representing information. Learning Outcome: Research and manage information effectively...
© PMB 2007 Thinking, Problem-Solving, Decision Making Searching for Meaning, Deepening Understanding, Coping with Challenges Sequence, order, classify, and make comparisons. Make predictions, examine evidence, and distinguish fact from opinion. Make links between cause and effect. Justify methods, opinions and conclusions. Generate possible solutions, try out alternative approaches, and evaluate outcomes. Examine options, weigh up pros and cons. Use different types of questions. Make connections between learning in different contexts. Learning Outcome: Show deeper … understanding by thinking critically and flexibly, solving problems, and making informed decisions.
© PMB 2007 Being Creative Imagining, Generating, Inventing, Taking Risks for Learning Seek out questions to explore and problems to solve. Experiment with ideas and questions. Make new connections between ideas/information. Learn from and value other peoples ideas. Make ideas real by experimenting with different designs, actions and outcomes. Challenge the routine method. Value the unexpected or surprising. See opportunities in mistakes and failure. Take risks for learning. Learning Outcome: Demonstrate creativity and initiative when developing ideas and following them through.
© PMB 2007 Working with Others Being collaborative, Being Sensitive to Others Feelings, Being Fair and Responsible Listen actively and share opinions. Develop routines of turn-taking, sharing and cooperating. Give and respond to feedback. Understand how actions and words affect others. Adapt behaviour and language to suit different people and situations. Take personal responsibility for work with others and evaluate own contribution to the group. Be fair. Respect the views and opinions of others, reaching agreements using negotiation and compromise. Suggest ways of improving the approach to working together. Learning Outcome: Work effectively with others.
© PMB 2007 Self-Management Evaluating Strengths and Weaknesses, Setting Goals and Targets, Managing and Regulating Self Be aware of personal strengths, limitations and interests. Set personal targets and review them. Manage behaviour in a range of situations. Organise and plan how to go about a task. Focus, sustain attention and persist with tasks. Review own learning and some aspect that might be improved. Learn ways to manage own time. Seek advice when necessary. Compare own approach with others and in different contexts. Learning Outcome: Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.
© PMB 2007 Matching the Strands Up Nothing is new. Some of the language may be different to what we are familiar with. There is some overlap between skills and strands. The bullets are not statutory.
© PMB 2007 Summary of the TS&PC Frameworks Key Characteristics Provide a common language across the curriculum Strands overlap Skills will naturally cluster Skills should be delivered in and through the Areas of Learning
© PMB 2007 Activity 2 The Implications of TS&PC for Classroom Practice
© PMB 2007 Summary TS&PCs develop the tools, habits and dispositions for lifelong learning. The TS&PC framework brings together different types of thinking skills along with personal and interpersonal skills and capabilities. The different strands that make up the framework overlap and interact with each other. Few of these skills and capabilities are new, but if we are to develop them explicitly, this will have implications on our pedagogy.
1 AREA OF LEARNING DAY 2 Environment and Society: Geography Feb-Mar 2008.
Mathematics with Financial Capability Area of Learning Day 2.
© PMB 2007 Thinking Skills and Personal Capabilities Unit 6 Metacognition: Thinking About Thinking and Learning.
The Employability Skills Framework has been developed by business across North Lincolnshire in collaboration with the Confederation of British Industry.
What life skills have you used today? Have you been a…. Looked for a challenge? Coped well with changes? Asked for help when you needed it? Coped with.
Thinking Actively in a Social Context T A S C.
Independent Enquirers Learners process and evaluate information in their investigations, planning what to do and how to go about it. They take informed.
Glengormley Integrated Primary School The Northern Ireland Curriculum.
Parents Information Evening Northern Ireland Curriculum.
© PMB 2007 Learning for Life and Work Unit 2: Statutory Minimum Requirements.
Rationale To encourage all students to take a full part in the life of our school, college, workplace or wider community. To provide opportunities to enable.
1 A proposed skills framework for all 11- to 19-year-olds.
Thinking and Learning Together. Developing a thinking culture in classrooms involves processes and strategies which: Are responsive and respectful towards.
Employability Skills Fundamental Skills The skills needed as a base for further development. You will be better prepared to progress for the workforce.
Thinking Skills and Personal Capabilities Development Teams Day 2 Slide 1.
* Give an understanding of how we are developing Promoting Independent Thinking at Manor Junior School * Explain of some of the strategies used for PIT.
Thinking Skills and Personal Capabilities. Year One Professional Development – Day Two Welcome, introduction and review of Day
The Make It Real Game In the Northern Ireland Primary Curriculum M Mulligan (Assistant Principal Officer – Primary Team)
1 AREA OF LEARNING DAY 2. 2 Leading Learning 1November 2005 Leading Learning 2April/May 2006 Curriculum Leader Day 1September/October 2006 Curriculum.
Exploring the Personal and Social Capability for Primary schools.
© Crown copyright 2006 Renewing the Frameworks Enriching and enhancing teaching and learning.
Inquiry into an inquiry model What is inquiry learning? Inquiry implies a need to want to know premise. Inquiry implies a need to want to know premise.
© PMB 2007 Personal Development and Mutual Understanding Unit 2: Statements of Minimum Requirement.
ATL’s in the Personal Project. Learning Intention/ Success Criteria Students will be able to explain the different ATL skills, and identify 3 ATL’s that.
© PMB 2007 Thinking Skills and Personal Capabilities Unit 2 Planning for Infusion.
Education and Cultural Services Department Primary National Strategy Speaking, Listening and Learning: Working with children in Key Stages 1 and 2.
A Whole School Approach to Assessing Personal and Interdisciplinary Learning Let’s Get Essential Conference School Library Association of Victoria Jennifer.
Relationships in the 21 st Century Parent Teachers Students Association (PTSA) Goals, Membership, Participation.
Queen’s Management & Leadership Framework. Lead with Ambition Strategic Focus Definition: Appreciates the longer term view and strategic context and has.
TEACHING STYLES TEACHING STYLES. LEARNING OUTCOMES To examine different teaching styles To evaluate how teaching styles can affect performance To begin.
What is Creativity? “Creativity is a process which generates ideas that have value to the individual. It involves looking at familiar things with a fresh.
Having the HOTS for RE Higher Order Thinking Skills (HOTS) Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS) Lower Order Thinking.
People with goals succeed because they know where they are going. ~ Earl Nightingale.
© PMB 2007 Thinking Skills and Personal Capabilities Unit 4 Encouraging Creativity.
Enterprise for the 21 st Century Initiative Assessment & Reporting in Enterprise Education Resources An Enterprise for the 21 st Century Initiative Department.
REFLECTIVE THINKING SUNITA RAI PRINCIPAL KV AJNI.
CURRICULUM REPORT CARD IMPLEMENTATION PRESENTATIONS Science.
The Three Little Pigs Traditional Tales in Literacy to improve key competencies.
The Enterprise Skills Story Demonstrating the enterprise skills.
LEARNING MODEL TARGET SETTING VMG INFORMATION. LEARNING MODEL CHANGES This academic year we are looking to redesign the Learning Model to ensure that.
TWS Aid for Supervisors & Mentor Teachers Background on the TWS.
Design. Design is an important aspect of the world in which we live and our everyday lives. Design focuses on the generation of ideas and their realisation.
The Delivering Social Change Signature Project Planning effective intervention.
The Foundation Stage Assessment for Learning. Programme Session oneIntroduction Rationale for AfL COFFEE Session twoSharing learning intentions Success.
Presented by Ms. Vayas At Bancroft MS March 25, 2008.
Tuning in to children’s thinking and learning. Objectives Assessing children Observing children Quality interactions Quality questioning.
Christian Studies in the Real World Vicki Schilling Lutheran Education Queensland.
Critical and creative thinking Assessment Tool How could schools use the tool? Sharon Foster.
Creating and thinking critically EYFS Framework Guide: Ways of Learning.
Introducing the Leadership Profiles. Session aims Affirm a focus on leadership learning Introduce the Leadership Profiles Explore the Interactive Leadership.
© 2017 SlidePlayer.com Inc. All rights reserved.