Making Thinking Explicit使思维清晰.ppt

Thinking Skills and Personal CapabilitiesUnit 5
Making Thinking Explicit:
Thinking Frames for Classroom Delivery
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Display the questions.
Use questions as a focus for reflection.
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Thinking Diagrams
Compare and Contrast Diagram KS 1&2
Item A Item B
How are they the same?
How are they different?
How are they different?
What did you notice?
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Similarities
Differences
In relation to
………………………….
In relation to
………………………….
In relation to
………………………….
What do you notice about the most important differences and similarities?
What conclusions can you draw?
A
B
After Swartz and Parks (1994).
Thinking Diagrams KS 3
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Make the thinking skill explicit
Scaffold thinking processes
Slow down thinking
Promote focussed discussion
Encourages transfer of thinking skills
Provides a visual record of thinking
Encourages pupil-generated thinking tools
Why are Thinking Frames/Diagrams Valuable?
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What Kind of Decision-Maker Are You?
Too Hasty
Knee-jerk decisions
Too Narrow
Only see one or two options
Too Fuzzy
Can’t separate out different options
Too Scattered
Jump about from one option to another without fully thinking each one through
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Activity 1
Decision-Making (KS 1&2)
Raising money in school to support a worthy cause
A staff ‘team-building’ day
Reducing traffic congestion around the school
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Activity 1
Decision-Making (KS 3)
Raising money in school to support a worthy cause
A staff ‘team-building’ day
Reducing traffic congestion around the school
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Activity 1
Decision-Making
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More Visual Tools
Supporting an Argument diagram
Problem-Solving diagram
Setting Goals diagram
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Additional Suggestions for Class Use
Start with everyday contexts.
Offer a range of examples.
Fill in one during a lesson.
Give pupils a partially filled in one to complete themselves.
Have pu