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4:00 – 4:05 PM Welcome 4:05 - 4: 20 PM Starter Activity 4: :00PMTypes of thinking& infusing thinking 6:00 - 6:15PMPrayer Break 6:15- 7:15 PM Thinking Diagrams activity 7:15- 7: 30 PMSurvey and Feed back AGENDA 2

Use symbols of elements in periodic table to make sentences. 3

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 In groups using brain storming map. Answer the following question. What strategies can we use in the classroom to develop and improve students’ thinking skills? 5

From Swartz and Parks (1994) Thinking Diagram: Generating Possibilities 6

Watch the video, rethink about thinking strategies in the classrooms. 7

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9 Thinking skills  Information processing  Reasoning  Enquiry  Creative thinking  Evaluation

10 Types of thinking  Met cognitive  Analytical  Logical  Lateral

Metacognition Metacognition is defined as “thinking about thinking”. Slogan: Metacognition Thinking about thinking 11

Sequencing, ordering, ranking Sorting, grouping, classifying Analysing, identifying parts & wholes. Noting similarities & differences. Finding patterns & relationships. Comparing & contrasting. Making predictions & formulating hypotheses. Drawing conclusions, giving reasons. Distinguishing fact from opinion. Determining bias, reliability of evidence. Relating causes & effects, designing a fair test. What Kinds of Thinking? Generating ideas & possibilities. Building & combining ideas. Formulating own points of view. Taking multiple perspectives & seeing other points of view. Identifying & clarifying situations Generating alternative solutions Selecting & implementing a solution strategy. Evaluating & checking how well a solution solves problem. Identifying why a decision is necessary. Generating options. Predicting the likely consequences. Weighing up the pros and cons. Deciding on a course of action. Reviewing the consequences. Planning Monitoring Redirecting Evaluating 12

Analytical Is thinking about the parts to understand the whole. Slogan: Analytical Look at the parts; remember the whole 13

Logical thinking Is step by step thinking. Logical thinking is a learned mental process, which is often used in maths. It’s thinking that everything is done for a reason. Slogan: Logical Step by step. 14

Lateral Is thinking outside the box. Lateral thinking is a term, to help students think about a problem in creative ways. Slogan: Lateral Thinking outside the box 15

16 Tools for effective thinking  Background knowledge  Critical concepts and vocabulary  Criteria for judgement  Strategies  Habits of mind  Thinking skills include information processing, enquiry, reasoning, creativity, evaluating

17 Developing thinking skills  Classifying, selecting and sorting objects, ideas and concepts  Development of organising and memorising skills  Mind maps, aide memoirs, signs, symbols and information grouping  Expose students to extended work and so allow thinking skill development

Infusion throughout the curriculum? To infuse “to introduce into one thing a second thing which gives it extra life, vigour and a new significance” ContentThinking Skill Designing a Lesson 18

Designing an Infusion Lesson  Lesson Introduction ◦ Purpose – topic and skill (a thinking issue)  Thinking Actively ◦ Challenging task ◦ Being explicit the thinking (thinking diagram) ◦ Managing dialogue and questioning ◦ Pair/group work  Meta-thinking  Making Connections –transfer 19

 Work in groups according to the subjects( Two groups from each subject).  Choose four standards and using thinking diagrams, plan how to use them in your lesson.  Each group present their plan. 20

From Swartz and Parks (1994) Thinking Diagram Generating Possibilities 21

From Swartz and Parks (1994) Thinking Diagram Choosing 22

From Swartz and Parks (1994) Thinking Diagram Compare & Contrast 23

From Swartz and Parks (1994) Thinking Diagram Reasons & Conclusions 24

25 Thinking Diagram Determining parts- whole relationship

Examples of Lessons  Compare and Contrast ◦ Properties of materials  Decision Making ◦ A bullying story  Generating Possibilities ◦ Measuring the assembly hall 26

Examples of Lessons (contd)  Whole/Parts Relationships ◦ Parts of a Plant ◦ Ourselves (parts of the body)  Classification ◦ Picture Classification  Problem Solving ◦ Attaching a round tower  Reliability of evidence ◦ Measuring wind speed with a wind stick 27

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