Ways of Teaching Thinking?

Ways of Teaching Thinking An Introduction to Four Thinking-Centered Approaches

The four approaches to teaching thinking represent some of the research and products of the Harvard's Cognitive Skills Group. But more important, the four approaches together broadly attend to the core components of the instructional enterprise - from curriculum design, to implementation, to assessment. For instance, the Thinkpoint approach to teaching thinking centers on finding opportunities within the regular curriculum for students to think critically. Alternatively, teaching thinking through Thinking Dispositions focuses on the development of students' critical thinking skills and habits of mind. While each approach is distinct and could be adopted by teachers solely as a stand-alone pedagogy separate from the other three, it is likely you will draw on pieces from each approach to create your own unique culture of thinking in your own classroom.

Ways of Teaching Thinking: 4 Instructional Approaches

• Thinking Through Thinkpoints - an approach that helps teachers and students identify generative topics or ideas within the curriculum and then encourages students to explore those topics in critical and creative ways.
• Thinking Through Dispositions - an approach that aims to enrich and deepen understanding by cultivating not only students' thinking skills, but also their inclinations, attitudes, and habits of mind.
• Thinking Through Transfer - an approach that aims to secure and deepen learning by activating and connecting students' knowledge to topics and subject areas both in and out of school.
• Thinking Through Assessment - an approach that aims to improve thinking performances and deepen understanding through the design and employment of thinking-centered assessment.

How to use the Ways of Thinking section

1.    Use this section to orient yourself with a number of approaches to improve student understanding and learning through the teaching of thinking.

2.    Use this section to get physically and mentally ready to learn about the teaching of thinking.

3.    Use this section to help activate prior knowledge about the teaching of thinking.

4.    Use this section as research resource. You'll find a theoretical and practical rationale behind each approach for teaching thinking.

Excerpts from the source (http://learnweb.harvard.edu/alps/thinking/ways.cfm)

Critical Reflection in Professional Practices

THE 4C'S OF CRITICAL REFLECTION

(Eiler, Giles and Schmiedes-1996)

It has guided many service-learning practitioners in planning and implementing reflection activities.
Continuous Reflection: It occurs before the service-learning experience, during it, and afterwards  It is not something to be tacked on at the end of the service. It is not an afterthought. For the deepest learning to occur, reflection must be ongoing.

Connected Reflection: This type of critical reflection builds bridges between learning content, personal reflections, and first-hand experiences. It makes theories real, turns statistics into people and situations and raises questions that, were it not for the service experience, might not be raised. But it must be intentionally connected to the content.

Challenging Reflection: Challenging reflection means reflecting so old questions are seen in new ways, new perspectives are revealed, and new questions are raised. It avoids simplistic, one-dimensional conclusions. It examines causality. And as the service-learning course goes on, it raises deeper and deeper questions.

Balance is the key with this "C." What's optimal is a balance of challenge and, at the same time, support of the student. Too much challenge with no support means students may go inside themselves and avoid the risks necessary to experiment with new ideas and points of view. If there is a lot of support but a lack of challenge, students may not leave their "comfort zones" and little or no learning or growth is likely to occur.

Contextualized Reflection: This means that topics and activities for reflection are meaningful with regard to the experiences the students are having at the community site. There is meaningful interaction occurring between the student, the activity, and the setting. It may or may not involve community members. The form, process, and setting of the reflection should be guided by context.

Context can relate to critical incidents or what's going on in students' lives. When the Haiti earthquakes occurred, a number of colleges and universities had courses across the academic spectrum in which they stopped what they were doing and used critical reflection to relate issues about the earthquake to their course content. If it is mid-term exam time, students may be stressed and may find it difficult to concentrate. 

(Excerpt from Faculty Focus)

TEACHER EDUCATORS' SELF LEARNING EXERCISE WITH THE NEW B.Ed. CURRICULUM: AVAILABLE SCHEDULE OF EVENTS

The following seminars have been arranged by various colleges to discuss the revised B Ed curriculum.

1. Paper EDU 02 & Paper EDU 07 (Educational Psychology)- 

S. N. Training College, Nedunganda, Varkala on 5th Nov 2013.

2. Optional-Malayalam    -   S. N. Training College, Nedunganda, Varkala on 5th Nov 2013. Contact Dr Sindhya for details (9495969268)

3. Paper III & VIII  -  Fathima Memorial Training college, Pallimukku, Kollam, on 5th Nov 2013. Dr Anitha (9349336628) 

4. Physical Science & Natural Science - optionals on 6th of Nov 2013 at NSS training College, Pandalam. Dr Lekshmi ( 9495372344)

5. Social Science at Mount Tabor Training College, Pathanapuram on 8th Nov 2013. Sri George Vargheese (9447207008)

Make it convenient to attend the seminars. For details contact above mobile numbers.

Dr G. R. Santhosh Kumar, Chairman BOS in Edn (UG).

One Day Science Teacher Educators' Meet on Learning the New Curriculum

PHYSICAL SCIENCE AND LIFE SCIENCE FACULTY MEMBERS'  MEET AT N.S.S. TRAINING COLLEGE, PANDALAM ON 06TH NOVEMBER 2013

IN AN EARNEST ATTEMPT TO DIGEST THE FEATURES AND TO BRAINSTORM THE MANAGERIAL STRATEGIES ON IMPLEMENTING THE REVISED B.Ed. CURRICULUM THE PHYSICAL SCIENCE AND LIFE SCIENCE FACULTY MEMBERS OF TEACHER EDUCATION COLLEGES AND INSTITUTES UNDER THE UNIVERSITY OF KERALA ARE MEETING AT N.S.S. TRAINING COLLEGE PANDALAM ON WEDNESDAY THE 6TH OF NOVEMBER 2013 FROM 10 AM TO 3.30 PM. ALL ARE INVITED. AVAILABILITY OF PERSONAL PALMTOP/i-PAD WITH NET SETTER IS HIGHLY APPRECIATED.

A SAMPLE TEACHER EVALUATION RUBRIC FOR PRACTITIONERS

Teaching Competence Evaluation Rubric (3-Point Scale)

(This form may be downloaded at no cost from: www.journalchiroed.com)

Teaching competence	Needs improvement	Satisfactory	Exceptional
Commitment to Teaching and Student Learning	Exhibits a lack of enthusiasm and excitement toward teaching and students Discourages student's questions, involvement, and debate Makes accessibility and availability difficult for students Discourages individual expression	Often demonstrates enthusiasm and excitement toward teaching and students Encourages student questions, involvement, and debate Is accessible and available to students Allows for individual expression	Consistently demonstrates enthusiasm and excitement toward teaching and students Has a well-established learning environment that encourages student questions, involvement, and debate Makes students a priority in being accessible and available to their needs Encourages and allows for individual expression
Selection of Teaching Content	Rarely selects examples relevant to students experiences, “real-world” applications, and/or objectives Does not relate content with what was taught before and what will come after Does not present views other than own	Selects examples relevant to students experiences, “real-world” applications, and/or teaching objectives Relates content with what was taught before and what will come after Sometimes presents views other than own when appropriate	Frequently selects examples relevant to students experiences, “real-world” applications, and/or teaching objectives Often relates content with what was taught before and what will come after Presents views other than own when appropriate and provides explanation for possible differences of opinion along with evidence
Mastery of Teaching Content/Knowledge	Rarely explains difficult terms or concepts Does not present background of ideas and concepts Does not present best evidence and up-to-date developments in the field Does not answer students' questions adequately or does not admit error or insufficient knowledge	Explains difficult terms or concepts Presents background of ideas and concepts Presents best evidence and up-to-date developments in the field Answers students' questions adequately or admits error or insufficient knowledge	Explains difficult terms or concepts in depth and in more than one way Presents background of ideas and concepts in depth Frequently presents best evidence and up-to-date developments in the field Answers students' questions in depth and admits error or insufficient knowledge with commitment to seek out information
Organization	Does not begin on time and is disorganized Fails to preview material to prepare students for the content to be covered in patient encounter or workshop Fails to summarize main points at the end of session Does not provide clear directions and procedures Does not plan on a daily or weekly basis	Begins on time Previews patient cases or session content Summarizes main points at the end of session Explains directions and procedures Plans for daily and weekly activities	Begins on time in an orderly, organized fashion Consistently previews patient cases or session content Summarizes and distills main points at the end of session Consistently explains directions and procedures Plans daily and weekly activities and follows-up on plans that was not able to complete
Meeting Teaching Objectives	Teaching content and methods do not meet stated objectives of syllabus or as stated by teacher	Teaching content and methods are geared to stated objectives of syllabus and as stated by teacher	Teaching content and methods clearly meet stated objectives of syllabus and as stated by teacher
Instructional Materials (Readings, Media, Visual Aids)Didactic	Fails to provide students with instructional materials	Incorporates various instructional supports such as slides, visual aids, handouts, etc.	Incorporates various instructional supports such as slides, visual aids, handouts, etc; Also provides references for materials presented when appropriate
Intern Evaluation and Achievement (Methods and Tools)	Fails to provide students with assessment criteria and instructions Does not perform minimum number of assessments required Assessments are of poor quality, have minimal information, and do not lend themselves to meaningful student feedback Feedback is not provided or is minimal	Provides to students assessment criteria, instructions, and expectations Provides satisfactory number of assessments required by department Assessments are of satisfactory quality, have adequate information, and lend themselves to meaningful student feedback Feedback to students is adequate	Provides to students the goals of assessment, along with criteria, instructions, and expectations. Also provides examples of expectations and type of feedback given Provides beyond satisfactory number of assessments required by department Assessments are of exceptional quality, have in-depth information including comments, and lend themselves to meaningful student feedback Feedback to students is exceptional and allows for student's self-evaluation and reflection with steps for improvement
Teaching Methodology and Presentation	Fails to use a variety of clinical teaching strategies to address diverse learning styles and opportunities Fails to responds to changes in student attentiveness Speech is inaudible and unclear Is unprofessional and use of humor is negative and inappropriate Fails to establish and maintain eye contact with students Does not provide demonstrations when needed Does not promote life-long learning Does not promote students to be independent learners	Uses a variety of teaching strategies to address diverse learning styles and opportunities Responds to changes in student attentiveness Speaks audibly and clearly Models professionalism Establishes and maintains eye contact with students Provides demonstrations as appropriate Mentors students in life-long learning skills Allows students to be independent learners	Uses a large variety of teaching strategies to address diverse learning styles and opportunities Responds to changes in student attentiveness with comfortable transition of teaching strategies Consistently speaks audibly and clearly Models professionalism and use of humor is positive and appropriate Establishes and maintains eye contact with students while communicating a sense of enthusiasm toward the content Provides demonstrations as appropriate and has students demonstrate their understanding Routinely mentors students in life-long learning skills Guides students to be independent learners
Support of Department Instructional Efforts	Is unaware of department's instructional efforts Does not demonstrate support of department instructional efforts	Is aware of department's instructional efforts Demonstrates support of department instructional efforts	Has a comprehensive understanding of department's instructional efforts Demonstrates support of department instructional efforts and demonstrates leadership in progressing instructional programs

THE REVISED B.Ed.CURRICULUM NOW AN OPEN DOCUMENT

THE REVISED B.Ed. CURRICULUM OF UNIVERSITY OF KERALA JUST RELEASED

Finally the white smoke came out. The revised B.ed. curriculum guidelines, syllabus and act of the University of Kerala 2013-14 is released by the university the other day through its website (www.keralauniversity.ac.in) Kindly refer the link 
http://www.keralauniversity.ac.in/images/Downloads3/revised_bed_curriculum_2013_2014.pdf 
for details
A big thanks to all who suffered behind the task of framing the curriculum guidelines and syllabus. A meeting of the Principals of all Teacher Education Colleges affiliated to University of Kerala is scheduled on 06th of September 2013 at 10 am in the Senate Chamber. Palayam, Thiruvananthapuram to introduce the revised curriculum. Welcome to all concerned.

TIPS FOR CONCEPTUAL UNDERSTANDING IN SCIENCE

CONCEPTUAL UNDERSTANDING IN 

A TECHNO-PEDAGOGIC 

CONTENT KNOWLEDGE CONTEXT

The following activities can be used by teachers to stimulate the cognitive processes needed to develop a conceptual understanding of physics:

1. Use multiple representations. A representation may be linguistic, abstract, symbolic, pictorial, or concrete. Using many different representations for the same knowledge, and having students translate between representations, helps the student to inter-relate knowledge types and relate the knowledge to physical experience. It encourages the formation of links between knowledge elements and promotes a rich clustering of knowledge.
2. Make forward and backward references. Concepts require a long time to be formed. Thus, you cannot wait for students to completely learn one topic before moving on to the next. By making forward references, you prepare the student for new material. By making backward references, you associate new material with established (or partially established) material, thus making knowledge interwoven and interconnected, rather than linear.
3. Explore extended contexts. Concepts can be extremely context dependent and do not become globally useful until they are abstracted. Investigating a broad context of applicability helps the student to refine and abstract concepts. It also avoids incorrect or oversimplified generalizations.
4. Compare and contrast. Essential to the process of structuring (or re-structuring) knowledge is the classification and inter-relation of knowledge elements. Comparisons and contrasts sensitize students to categories and relationships, and helps students perceive the commonalities and distinctions needed to organize their knowledge store.
5. Categorize and classify. In parallel with comparisons and contrasts, students must be aware of categories and classification systems. Students must also practice creating and recognizing categorization systems. By requiring students to classify items, to choose names for their categories, and to explain their system, we can help students re-structure their knowledge store.
6. Predict & Show (inadequacy of old model). Carefully selected demonstrations and experiments can be used to bring out inconsistencies in student models. Students should be shown a set-up or experimental apparatus and should be asked to predict what will happen when something is done. It is important that students make predictions beforehand, thus making them aware of their own model. Students will consider alternate conceptions only if their own fails. Requiring students to use their models and showing them how their models are inconsistent or inadequate will prepare them to create better (though still their own) models.
7. Explain (summarize, describe, discuss, define, etc.). Standard problems seldom tell the teacher what students don't understand. Even when students get a problem right, there can still be confusion about the applicability of the equations used. Requiring students to explain how they will solve a problem exposes misunderstandings and misconceptions, and helps students reorganize their knowledge store. In addition, students seldom see in standard demonstrations and experiments what experts see. Students should explain and discuss what they think they've seen (during Predict & Show, for example), so that the teacher can interact with the students' models. Furthermore, the process of explaining (or summarizing, describing, discussing, etc.) helps students become aware of their own models as well as the models of other students.
8. Generate multiple solutions. Efficient problem-solving cannot occur unless students choose from a set of valid solution paths. By solving problems in more than one way, students learn to prioritize elements of their Strategic Knowledge.
9. Plan, justify, and strategize. Very few relationships in physics are always valid. To avoid equation manipulation, students should be asked to plan (and then explain) how they will solve problems. Students must learn how to determine which concepts are relevant (and which are irrelevant) for any particular problem situation and how to implement the relevant concepts to solve that problem. Having students generate their own strategies helps them to learn how concepts are used to solve problems.
10. Reflect (evaluate, integrate, extend, generalize, etc.) After completing most activities, students benefit from looking back on what they've done. What patterns have they perceived? What general rules can be constructed? Other types of activities give students the pieces needed to create a coherent picture of physics, but some sort of reflective activity is usually needed to "put the pieces together".
11. Meta-communicate about the learning process. To learn physics (or any other complex subject), students must become self-invested. They must be exposed to other people's (teacher's and student's) models. They must be warned that precision in communication is essential; they must be informed of common pitfalls and misinterpretations; and they must be told that they should re-structure their knowledge. Students must learn how they learn best. (COURTESY TO 

    Knowledge Structure 

    A qualitative model for the storage of domain-specific knowledge and its implications for problem-solving 
    Extracted from a booklet accompanying a workshop for high school science teachers. 
    by Robert J. Dufresne, William J. Leonard, and William J. Gerace
      http://www.srri.umass.edu)