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© PMB 2007 Thinking Skills and Personal Capabilities Unit 2 Planning for Infusion
© PMB 2007 Learning Intentions Participants will: know what is meant by infusion; be aware of strategies to support the infusion of different types of thinking skills and personal capabilities in lessons/activities; and be aware of how to plan for the development of skills and capabilities in the medium and longer term.
© PMB 2007 What is Infusion? Infusion means: …to introduce into one thing a second thing which gives it extra life, vigour and a new significance. –Websters Dictionary
© PMB 2007 Activity 1 Map from Memory What sort of skills are most important when working with others? What sort of skills do you think are most important for problem-solving?
© PMB 2007 Activity 1 Map from Memory
© PMB 2007
Your Processes What was your groups plan at the start? Did it change as you went along? What made the task easier/more difficult –for the recorder? –for the viewer? How did you select the last person to go up?
© PMB 2007 The Model in Detail Strategies for Launching Reframe tasks as a challenge. Share the learning intentions and expectations. Connect the learning to previous learning/activities. Provide time for pupils to seek clarity. Model skills/capabilities
© PMB 2007 The Model in Detail Strategies for Activity Have pupils plan and organise work. Have pupils think-pair-share ideas and opinions. Use thinking frames as part of the activity or lesson. Use effective questions to further embed skills. Have pupils complete tasks in groups.
© PMB 2007 Strategies for Debriefing Conduct a well-planned plenary. Use a set of questions. Create a whole-class closing activity. Connect learning to other contexts. The Model in Detail
© PMB 2007 The Model and Activity 1 Learning Intentions: Be aware of how to plan for the development of skills and capabilities in lessons/activities The Launch: Working with Others and Problem-Solving were established as success criteria. The Activity: Plan (Problem-Solve) and Work with Others The Debriefing: Reviewed the process to highlight the skills used
© PMB 2007 Content Thinking Skill / Capability Challenging task Thinking Diagram Pair/group work Dialogue and Questioning Metacognition Reflection Discussion Evaluation Near TransferFar Transfer From ACTS Handbook C. MC Guinness Lesson Introduction Thinking Actively Thinking about Thinking Applying Thinking
© PMB 2007 Self- and Peer-Review Sheet What were we good at?What have we learned for next time? What was I good at?What have I learned for next time?
© PMB 2007 Tip 1 for Infusion When still in the early TS&PC implementation phase, be specific about the skills you want to introduce and develop.
© PMB 2007 I can think of different options I can come up with pros and cons for each I can compare and weigh-up options I can explain my choice This weeks TS&PC is about Making Decisions
© PMB 2007 Tip 2 for Infusion Revisit skills and capabilities in different and more complex contexts.
© PMB 2007 Tip 3 for Infusion Look at where in your existing practice/planning you can incorporate strategies to enhance TS&PC.
© PMB 2007 Key Stages 1 and 2 Medium-Term Planner TS & PCsStarting pointsHome Learning PDLiteracy across the curriculum Numeracy across the curriculum ICTWAUThe ArtsPE Learning Intentions Success Criteria Teaching Approaches Topic: _______________________
© PMB 2007 Observations/assessment (of learning intentions) Evaluation
© PMB 2007 Sept – OctNov – DecJan - FebMar - AprMay - June Key Question(s) (the need to know) Main content and contexts Learning experiences Integral Skills and Capabilities Key Stage 3 Subject Planner
© PMB 2007 Summary Points Infusion is the blending of instruction in specific TS&PC into subject instruction. The focus on skills should be narrow and specific when starting out. We need to give pupils opportunities to demonstrate TS&PC (open-ended questions and tasks, thinking frames, etc.). Remember to always build in opportunities for observation and debriefing.
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