1. Corporate slide master With guidelines for corporate presentations An introduction to thinking skills Module 3 1

2. Corporate slide master With guidelines for corporate presentations Module aims To introduce or refresh colleagues’ understanding of thinking skills. To establish a link between thinking skills and PISA. 2

3. Corporate slide master With guidelines for corporate presentations Module objectives Examine the term ‘thinking’ in the context of PISA. Make links between classroom practice and the Welsh Government guidance on PISA and thinking skills. Establish good practice in thinking skills and share some current educational initiatives used to develop thinking in schools. Identify and explore the role of thinking skills in promoting improved learning. 3

4. Corporate slide master With guidelines for corporate presentations Connections Thinking warm-up activity 4

5. Corporate slide master With guidelines for corporate presentations Connections PISA encourages us to make connections: within and across a range of texts within and across a range of themes from across a range of personal experiences. 5

6. Corporate slide master With guidelines for corporate presentations Task ‘Thinking’ in the context of PISA 6

7. analyse create predict reason identify calculate propose estimate deduct reflect explain evaluate infer visualise sequence think critically solve problems hypothesise define 7

8. Corporate slide master With guidelines for corporate presentations PlanDevelopReflect Asking questionsGenerating and developing ideasReviewing outcomes and success criteria Activating prior skills, knowledge and understanding Valuing errors and unexpected outcomes Reviewing the process/method Gathering informationEntrepreneurial thinkingEvaluate own learning and thinking Determining the process/method and strategy Thinking about cause and effect and making inferences Linking and lateral thinking Determining success criteria Thinking logically and seeking patterns Considering evidence, information and ideas Forming opinions and making decisions Monitoring progress Developing thinking skills in the context of PISA Extracted from: OECD (2012) A Guide To Using PISA as a Learning Context 8

9. Corporate slide master With guidelines for corporate presentations PlanDevelopReflect Asking questionsGenerating and developing ideasReviewing outcomes and success criteria Activating prior skills, knowledge and understanding Valuing errors and unexpected outcomes Reviewing the process/method Gathering informationEntrepreneurial thinkingEvaluate own learning and thinking Determining the process/method and strategy Thinking about cause and effect and making inferences Linking and lateral thinking Determining success criteria Thinking logically and seeking patterns Researching context, other precedents, exemplar material and applying it. Deciding on a time scaleConsidering evidence, information and ideas Forming opinions and making decisions Monitoring progress Application of knowledge Developing thinking skills in the context of PISA Extracted and adapted from: OECD (2012) A Guide To Using PISA as a Learning Context 9

10. Corporate slide master With guidelines for corporate presentations Task Establishing what we are already doing 10

11. How does the curriculum in Wales support the development of thinking skills in the context of PISA? 11

12. Corporate slide master Developing thinking enables learners to: gain a deeper understanding of concepts understand how they arrived at an idea and the strategies they used to develop it be more critical about evidence think flexibly make reasoned judgements and decisions rather than jumping to conclusions. Together these promote improved learning. 12

13. Corporate slide master Students who know how best to summarise information that they read can perform much harder reading tasks, on average, than those who do not. Development of learning strategies can help students learn more effectively and perform better in PISA (OECD, 2010: page 72) 13

14. Corporate slide master Students also perform better when they know which strategies help them to understand and remember information, and by adopting strategies to guide their own learning. Development of learning strategies can help students learn more effectively and perform better in PISA (OECD, 2010: page 72) 14

15. Corporate slide master Having a deep understanding of reading strategies, and using those strategies, are even stronger predictors of reading performance than whether students read widely for pleasure. Development of learning strategies can help students learn more effectively and perform better in PISA (OECD, 2010: page 72) 15

16. Corporate slide master With guidelines for corporate presentations Task Identifying thinking skills using PISA assessments 16

17. Corporate slide master 17

18. Corporate slide master Task – Greenhouse: questions 18

19. Thinking skills assessed by the Greenhouse task Activating prior skills, knowledge, understanding. Gathering information. Generating and developing ideas. Thinking about cause and effect and making inferences. Thinking logically and seeking patterns. Considering evidence, information and ideas. Forming opinions and making decisions. Evaluate own learning and thinking. Linking and lateral thinking. (OECD, 2012, page 21) 19

20. PLAN Activating prior skills, knowledge, understanding Gathering information DEVELOP Generating and developing ideas Thinking about cause and effect and making inferences Thinking logically and seeking patterns Considering evidence, information and ideas Forming opinions and making decisions REFLECT Evaluate own learning and thinking Linking and lateral thinking (OECD, 2012, page 21) 20

21. Classroom activities which foster thinking within literacy Performing different kinds of reading tasks, such as retrieving specific information, developing an interpretation or reflecting on the content or form of the text. Reading texts written for different situations, e.g. for personal interest, or to meet work requirements. 21

22. Classroom activities which promote mathematical thinking Mathematical competencies – e.g. modelling, problem-solving, divided into three classes: 1.carrying out procedures 2.making connections 3.mathematical thinking and generalisation. Using mathematics in different situations, e.g. problems that affect individuals, communities or the whole world. 22

23. Classroom activities which promote scientific thinking Process skills – e.g. identifying evidence, drawing, evaluating and communicating conclusions. These do not depend on a pre-set body of scientific knowledge, but cannot be applied in the absence of scientific content. Using science in different situations, e.g. problems that affect individuals, communities or the whole world. 23

24. How will I make an impact? Today I have learnt that... One thing I need to remember... I did know how to... but now I can... The most important thing I learned in this session... 24

25. References OECD (2009) Take the test sample questions from OECD’s PISA Assessments. [Online]. Available at: www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf (Accessed 24th October 2012) www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf OECD (2010) PISA 2009 at a Glance. [Online]. Available at: www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf (Accessed 24th October 2012). www.oecd.org/pisa/pisaproducts/pisa2006/41943106.pdf OECD (2012) A Guide To Using PISA as a Learning Context. [Online]. Available at: http://dera.ioe.ac.uk/13915/1/120229pisabookleten.p df (Accessed 24th October 2012). http://dera.ioe.ac.uk/13915/1/120229pisabookleten.p df 25

26. Web-based links to initiatives available to schools www.sapere.org.uk/ www.philosophy-foundation.org/ www.cognitiveacceleration.co.uk/ www.debonoforschools.com/asp/six_hats.asp www.thinkingschool.co.uk/ http://thinkingtogether.educ.cam.ac.uk/ 26

27. Further reading Bradshaw, J., Ager, R., Burge, B. & Wheater, R. (2010): Achievement of 15-Year-Olds in Wales. Slough: NFER. 27