How to Teach Thinking and Learning Skills: A Practical Programme for the Whole School

Books

C. J. Simister

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  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Part One: Thinking about Learning and Learning about Thinking

    Part Two: The THINK! Programme

    Part Three: General Resources for All Year Groups

  • Copyright

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    Contents of the CD Rom

    THINK! Skills Overview – full-colour version

    Lesson resources for the THINK! programme

    Year 1

    My Magical Thinking PotionActivity sheet
    The Good Thinker GameTeacher instructions
    The Good Thinker GameActivity cards (3 pages)
    Star QuestionsPoster
    Star Questions about …Activity sheet (curriculum follow-up)
    Questioning for UnderstandingPoster
    Questioning for Understanding –
    picture sheetActivity sheet
    Questioning for Understanding –
    sample dialoguesTeacher instructions
    Odd One OutActivity cards (5 pages)
    What am I?Teacher instructions
    What am I? cardsActivity cards (2 pages)
    Patchwork ThinkingActivity sheet (curriculum follow-up)
    Start with a Squiggle!Teacher instructions
    Use it or lose it!Activity sheet (for more able/older pupils)
    Target Board – perfect petActivity sheet
    Target Board picture cardsActivity cards (7 pages)
    Target BoardActivity sheet (curriculum follow-up)
    All Ears!Teacher instructions
    All Ears!Activity sheet

    Year 2

    First to Find …Teacher instructions
    First to Find …Activity sheet
    How can you recognise a good learner?Activity sheet
    Good Learner cardsActivity cards (2 pages)
    Three ‘Whys’ MenTeacher instructions
    What do you wonder?Activity sheet
    What do You really want to know?Activity sheet (for more able/older pupils)
    Six Steps to SuccessActivity sheet
    Six Steps to Success challenge cardsActivity cards
    Thinking with flow diagramsActivity sheet
    Flow diagram picturesActivity cards
    Tied Up in Knots!Teacher instructions
    Categories of ComparisonActivity sheet
    Weighing Up the OptionsActivity sheet
    Memory PicturesTeacher instructions
    Memory PicturesActivity sheet

    Year 3

    A Recipe for Good Thinking
    and LearningActivity sheet
    Remember to ask ‘Thinking
    Questions’Poster
    My Thinking QuestionsActivity sheet
    Tree Diagram ChallengeTeacher instructions
    Tree Diagram Challenge wordsActivity cards
    Tree Diagram ChallengeActivity sheet
    Make your own Mind Map®
    and MandalaTeacher instructions
    Make your own Mind Map®
    and MandalaActivity sheet
    Su Doku puzzlesTeacher instructions/answers (2 pages)
    Su Doku puzzlesActivity sheet
    Define it!Activity sheet
    Lateral LinksActivity sheet
    Hidden HypotheticalsTeacher instructions
    Consider the ConsequencesActivity sheet
    Consider the ConsequencesActivity sheet (curriculum follow-up)
    Visual ImagesTeacher instructions
    Visual Images cardsActivity cards

    Year 4

    Active Thinking and Learning
    Dispositions cardsActivity cards (3 pages)
    Things you never knew
    about … PenguinsTeacher instructions
    Things you never knew
    about … PenguinsActivity sheet
    Things you never knew about …Activity sheet (curriculum follow-up)
    What if?Activity sheet (curriculum follow-up)
    Mystery Word cardsActivity cards (2 pages)
    Diamond RankingTeacher instructions
    Diamond Ranking cards: What
    makes a good discussion?Activity cards
    Diamond Ranking cards: What
    makes a perfect school?Activity cards
    Diamond RankingActivity sheet
    Alternative Explanations:
    I'm not so sure …Activity sheet
    Alternative ExplanationsActivity sheet (curriculum follow-up)
    Switch! cardsActivity cards
    Points of ViewActivity sheet
    Points of View challenge cardsActivity cards
    Think ‘n’ RunTeacher instructions
    Mysteries: Detective! Who is guilty?Activity cards (2 pages)
    Look, Speak, Act!Teacher instructions
    Count to 10 in SpanishActivity sheet
    The Story Method picture cardsActivity cards (8 pages)

    Year 5

    My Amazing BrainActivity sheet
    Learning StylesTeacher instructions
    Learning Styles: I could try … cardsActivity cards
    My brain and how it learns bestActivity sheet
    Catch me if you can!Teacher instructions and examples (2 pages)
    Catch me if you can!
    Person X and Person YActivity cards (2 pages)
    What's the question?Activity sheet
    What's the question?Activity sheet (curriculum follow-up)
    Be a Thinking Detective!Teacher instructions (2 pages)
    Be a Thinking Detective!Activity sheet (2 pages)
    Be a Thinking Detective!
    Witness statementsActivity sheet
    Be a Thinking Detective!
    Crime hypothesisActivity sheet
    Cause and Effect: Multi-Flow MapActivity sheet
    Cause and Effect cardsActivity cards
    Cause and Effect: Multi-Flow MapActivity sheet (for younger pupils)
    Improve It! ObjectsActivity sheet
    Improve It! SituationsActivity sheet (curriculum follow-up)
    What could it be?Activity sheet
    Reflective Decision MakingActivity sheet
    Reflective Decision Making cardsActivity cards
    The Journey Method: Shopping ListActivity sheet

    Year 6

    Active Thinking and Learning
    Dispositions cardsActivity cards (3 pages)
    Our Group's Thinking and
    Learning Dispositions: sample gridTeacher instructions
    Our Group's Thinking and
    Learning DispositionsActivity sheet
    Active Thinking and Learning
    Dispositions: Action PlanActivity sheet
    Active Thinking and Learning
    Dispositions: Summary SheetActivity sheet
    The Question LadderActivity sheet
    What's it all about?Teacher instructions
    Yes/No Tree Diagrams: sample
    diagramTeacher instructions
    Yes/No Tree DiagramsActivity sheet
    Layers of InferenceActivity sheet (2 pages)
    Layers of InferenceActivity sheet – for curriculum follow-up
    Random Input Problem SolvingActivity sheet
    Opening Up the OptionsTeacher instructions
    Opening Up the OptionsActivity sheet
    Opening Up the Options scenario cardsActivity cards (2 pages)
    Number HooksActivity sheet
    General Resources
    Thinking and Learning Skills folder cover for pupils
    20 Dispositions of an Active Thinker and Learner:Teacher checklist
    Pupil certificates
    Good Learner Certificates
    Good Thinker Certificates
    Philosophy for Children voting tokens‘Heads together’ resource
    Thinking about my thinkingPupil self-evaluation sheets (4 pages)
    Display cards: Dispositions of an Active Thinker and Learner

    All activities on this CD Rom can be printed out and are copyright © C. J. Simister 2007, Paul Chapman Publishing.

    The content of the CD-Rom is available at the end of this book.

    Key for Icons

    Grouping for lesson plans

    Whole class discussion
    Whole class activity
    Group activity (single digit number shows suggested size, e.g. 4 here)
    Individual

    Icons on lesson plans

    On accompanying CD Rom
    Helpful hints
    Display suggestions
    Link to source

    Brain characters

    Each of the seven brain characters represents a different part of the thinking programme. They are:

    Preface

    I haven't met many teachers who don't wholeheartedly want their students to develop their potential as individuals capable of self-directed, rigorous and original thought. Rarely is our aim simply to churn out exam-passing automatons. I have, however, frequently been asked how to go about this – particularly when we are so often operating within a system that primarily rewards high grades, regardless of the level of thought that is needed to achieve them.

    While there is no easy answer to this question, there are several shifts that, if encouraged, can clearly make an enormous difference. First, the shift from teaching as a didactic process to learning as a communal experience, where the teacher is engaged in the wonder of thinking together with his or her pupils. Secondly, the shift in primary focus away from subject content towards those lifelong skills and dispositions that will equip and encourage the learner to continue learning – well beyond the dates of any school examinations. And thirdly, the shift in belief that intelligence is pretty much fixed towards the recognition that we shape our brains with every new experience we encounter, every challenge we overcome and every risk we take.

    Let's hope that one day we will re-design our entire education experience based upon these shifts. In the meantime, this book is for those teachers who want to make a start within the existing system. It offers a wealth of practical ideas for how to develop children's thinking and learning skills, both through one-off activities and games and by approaching curriculum subjects in a different and more interactive way. The lessons have been tried and tested: they are engaging and effective, as well as simple to implement. The programme that is described can just as easily be followed by a whole school intending to engage in a genuine culture change, as by an individual wanting to change the way that he or she teaches, learns, thinks.

    This book contains 42 lesson plans and a sample of their supporting resources. More than 100 activity instruction sheets, pupil worksheets, cards, posters and certificates can be found on the accompanying CD Rom, as indicated by the icon.

    C. J.Simister

    Acknowledgements

    The author and publishers would like to thank the following (listed alphabetically):

    Tony Buzan – for granting permission to include Mind Maps (Year 3, Lesson 3) Mind Map® is a registered trademark of the Buzan Organisation Limited 1990. For more information contact: BUZAN CENTRES WORLDWIDE PLC, http://www.Buzancentresworldwide.com.

    Brent Clark for the illustrations, which appear on the activity sheets on the CD Rom.

    Guy Claxton – for his inspiring talks at both the 10th and 12th International Conferences on Thinking in Harrogate and Melbourne and for his encouragement with this book. Many thanks also to his publishers, TLO Limited, for granting permission to include concepts and ideas from Guy Claxton's Building Learning Power (BLP) programme. The BLP resources are thoroughly recommended to anyone who is interested in developing a genuine, effective and lasting emphasis on learning to learn within their school. Visit http://www.buildinglearningpower.co.uk for further information.

    Anne de A'Echevarria – for her permission to include the Target Board tool (Year 1, Lesson 6).

    Robert Fisher – for visiting our school and launching our thinking and learning skills programme in 2004 and for his suggestion that I write this book. His publishers, Nelson Thornes and Nash Pollock Publishing, are also thanked for their permission to include several ideas from his books in this programme (Mystery Voices – Year 1, Lesson 7; Spot the Difference! – Year 2, Lesson 7; Disconnect! – Year 5, Lesson 4; What could it be? – Year 5, Lesson 6). For further details of Robert Fisher's many extremely useful resources, visit http://www.teachingthinking.net/.

    Mike Fleetham – for permission to use Patchwork Thinking (Year 1, Lesson 4). Visit http://www.thinkingclassroom.co.uk for more free Thinking Skills resources.

    David Fulton Publishers – for permission to include Layers of Inference (Year 6, Lesson 4).

    Michael Gruneberg – for permission to refer to his Link Word technique for learning languages (Year 3, Lesson 7).

    Institute of Education, London – for the support of my tutors, Caroline Lodge and Chris Watkins, whose first job was to organise my thinking skills and who provided such thoughtful advice and encouragement throughout my MA.

    János Márffy – for the hours spent creating the ‘brain character’ icons that are used throughout this book. János can be contacted at: janos.marffy@mosaik.info.hu.

    The Daily Telegraph – for granting permission to quote their article in the illustration on page 6.

    Thinking Maps Inc. – for allowing the inclusion of the Multi-Flow Map (Year 5, Lesson 4). The Multi-Flow Map is one of eight Thinking Maps®, a common visual language owned by Thinking Maps, Inc. Thinking Maps® is a registered trademark of Thinking Maps, Inc.

    And finally, the author would like to acknowledge the teachers at Northwood College for their work in turning these ideas and many others into reality in their everyday lessons. For further information about the school and its innovative thinking and learning skills programme, visit: http://www.northwoodcollege.co.uk.

    Every effort has been made to contact copyright holders of materials reproduced in this book. The author and publishers apologise for any omissions and will be pleased to rectify them at the earliest opportunity.

    About the Author

    C. J. Simister is the director of an extensive programme of thinking and learning skills at Northwood College, Middlesex. After reading Economics at Cambridge University, she trained as a teacher and gained wide-ranging experience of classroom practice, working in both state and independent sectors and with pupils from primary age to sixth form. Following a Masters degree in School Effectiveness and Improvement at the Institute of Education in London, she published papers in the field of thinking skills and gifted education and took up her current position in 2004. Northwood College's Advanced Cognitive Development Programme appeared in the magazine Teaching Thinking and Creativity. She presented it at the International Conference on Thinking in Melbourne in July 2005 and chaired a thinking skills conference in Singapore in March 2006. C. J. Simister also runs Creative and Critical Thinking Holiday Workshops, sometimes in conjunction with the National Association of Gifted Children (NAGC).

  • References

    De Bono, E. (1992) Teach Your Child How to Think. London: Penguin
    McPeck, J. (1990) Teaching Critical Thinking. New York/London: Routledge
    Chartier, Emile [Alain] (1938) Propos sur la religion. Paris: Rieder (reissued 1951, Paris: PUF)
    Claxton, G. (1997) Hare Brain, Tortoise Mind. London: Fourth Estate
    Costa, A. (2002) Presentation to 10th International Conference on Thinking. Harrogate, United Kingdom
    De Botton, A. (2000) The Consolations of Philosophy. London: Penguin
    Fisher, R. (2003) Teaching Thinking: Philosophical Enquiry in the Classroom,
    2nd edn
    . London: Continuum (
    1st edn
    , 1998)
    Fisher, R. (2002) Presentation 10th International Conference on Thinking. Harrogate, United Kingdom
    Quinn, V. (1997) Critical Thinking in Young Minds. London: David Fulton
    Von Oech, R. (1998) A Whack on the Side of the Head. New York: Warner Books
    Claxton, G. (2002) Building Learning Power: Helping Young People to Become Good Learners. Bristol: TLO
    Skinner, B.F. (1964) ‘Education in 1984’, New Scientist, 21 May
    Cam, P. (1995) Thinking Together: Philosophical Enquiry in the Classroom,
    2nd edn
    . London: Continuum
    Fisher, R. (2003) Teaching Thinking: Philosophers. London: RoutledgeFalmer
    Hayes, J. (2002) Children as Philosophers. London: RoutledgeFalmer
    Splitter, L. and Sharp, A. (1995) Teaching for Better Thinking: The Classroom Community of Enquiry. Melbourne: Australian Council for Education Research
    Claxton, G. (2002) Building Learning Power: Helping Young People to Become Good Learners. Bristol: TLO
    Covey, S. (1989) The Seven Habits of Highly Effective People. New York: Simon & Schuster
    References to books and websites that support the theories and tools used are included in the individual lesson plans.
    Lyman, F.T. (1981) The responsive classroom discussion: the inclusion of all students. in A.Anderson (ed.) Mainstreaming Digest. College Park: University of Maryland Press. pp. 109–113
    Fisher, R. (2003) Teaching Thinking: Philosophical Enquiry in the Classroom,
    2nd edn
    . London: Continuum

    How to Teach Thinking and Learning Skills: A Practical Programme for the Whole School

    C. J. Simister

    Paul Chapman Publishing

    Contents

    THINK! Skills Overview – full-colour version

    Lesson resources for the THINK! programme

    Year 1
    My Magical Thinking PotionActivity sheet
    The Good Thinker GameTeacher instructions
    The Good Thinker GameActivity cards (3 pages)
    Star QuestionsPoster
    Star Questions about …Activity sheet (curriculum follow-up)
    Questioning for UnderstandingPoster
    Questioning for Understanding – picture sheetActivity sheet
    Questioning for Understanding – sample dialoguesTeacher instructions
    Odd One OutActivity cards (5 pages)
    What am I?Teacher instructions
    What am I? cardsActivity cards (2 pages)
    Patchwork ThinkingActivity sheet (curriculum follow-up)
    Start with a Squiggle!Teacher instructions
    Use it or lose it!Activity sheet (for more able/older pupils)
    Target Board – perfect petActivity sheet
    Target Board picture cardsActivity cards (7 pages)
    Target BoardActivity sheet (curriculum follow-up)
    All Ears!Teacher instructions
    All Ears!Activity sheet
    Year 2
    First to Find …Teacher instructions
    First to Find …Activity sheet
    How can you recognise a good learner?Activity sheet
    Good Learner cardsActivity cards (2 pages)
    Three ‘Whys’ MenTeacher instructions
    What do you wonder?Activity sheet
    What do you really want to know?Activity sheet (for more able/older pupils)
    Six Steps to SuccessActivity sheet
    Six Steps to Success challenge cardsActivity cards
    Thinking with flow diagramsActivity sheet
    Flow diagram picturesActivity cards
    Tied Up in Knots!Teacher instructions
    Categories of ComparisonActivity sheet
    Weighing Up the OptionsActivity sheet
    Memory PicturesTeacher instructions
    Memory PicturesActivity sheet
    Year 3
    A Recipe for Good Thinking and LearningActivity sheet
    Remember to ask ‘Thinking Questions’Poster
    My Thinking QuestionsActivity sheet
    Tree Diagram ChallengeTeacher instructions
    Tree Diagram Challenge wordsActivity cards
    Tree Diagram ChallengeActivity sheet
    Make your own Mind Map® and MandalaTeacher instructions
    Make your own Mind Map® and MandalaActivity sheet
    Su Doku puzzlesTeacher instructions/answers (2 pages)
    Su Doku puzzlesActivity sheet
    Define it!Activity sheet
    Lateral LinksActivity sheet
    Hidden HypotheticalsTeacher instructions
    Consider the ConsequencesActivity sheet
    Consider the ConsequencesActivity sheet (curriculum follow-up)
    Visual ImagesTeacher instructions
    Visual Images cardsActivity cards (1 page)
    Year 4
    Active Thinking and Learning
    Dispositions cardsActivity cards (3 pages)
    Things you never knew about … PenguinsTeacher instructions
    Things you never knew about … PenguinsActivity sheet
    Things you never knew about …Activity sheet (curriculum follow-up)
    What if?Activity sheet (curriculum follow-up)
    Mystery Word cardsActivity cards (2 pages)
    Diamond RankingTeacher instructions
    Diamond Ranking cards: What makes a good discussion?Activity cards
    Diamond Ranking cards: What makes a perfect school?Activity cards
    Diamond RankingActivity sheet
    Alternative Explanations: I'm not so sure …Activity sheet
    Alternative ExplanationsActivity sheet (curriculum follow-up)
    Switch! cardsActivity cards
    Points of ViewActivity sheet
    Points of View challenge cardsActivity cards
    Think ‘n’ RunTeacher instructions
    Mysteries: Detective! Who is guilty?Activity cards (2 pages)
    Look, Speak, Act!Teacher instructions
    Count to 10 in SpanishActivity sheet
    The Story Method picture cardsActivity cards (8 pages)
    Year 5
    My Amazing BrainActivity sheet
    Learning StylesTeacher instructions
    Learning Styles: I could try … cardsActivity cards
    My brain and how it learns bestActivity sheet
    Catch me if you can!Teacher instructions and
    examples (2 pages)
    Catch me if you can! Person X and Person YActivity cards (2 pages)
    What's the question?Activity sheet
    What's the question?Activity sheet (curriculum follow-up)
    Be a Thinking Detective!Teacher instructions (2 pages)
    Be a Thinking Detective!Activity sheet (2 pages)
    Be a Thinking Detective! Witness statementsActivity sheet
    Be a Thinking Detective! Crime hypothesisActivity sheet
    Cause and Effect: Multi-Flow MapActivity sheet
    Cause and Effect cardsActivity cards
    Cause and Effect: Multi-Flow MapActivity sheet (for younger pupils)
    Improve It! ObjectsActivity sheet
    Improve It! SituationsActivity sheet (curriculum follow-up)
    What could it be?Activity sheet
    Reflective Decision MakingActivity sheet
    Reflective Decision Making cardsActivity cards
    The Journey Method: Shopping ListActivity sheet
    Year 6
    Active Thinking and Learning Dispositions cardsActivity cards (3 pages)
    Our Group's Thinking and Learning Dispositions: Sample gridTeacher instructions
    Our Group's Thinking and Learning DispositionsActivity sheet
    Active Thinking and Learning Dispositions Action PlanActivity sheet
    Active Thinking and Learning Dispositions Summary SheetActivity sheet
    The Question LadderActivity sheet
    What's it all about?Teacher instructions
    Yes/No Tree Diagrams: sample diagramTeacher instructions
    Yes/No Tree DiagramsActivity sheet
    Layers of InferenceActivity sheet (2 pages)
    Layers of InferenceActivity sheet – for curriculum follow-up
    Random Input Problem SolvingActivity sheet
    Opening Up the OptionsTeacher instructions
    Opening Up the OptionsActivity sheet
    Opening Up the Options scenario cardsActivity cards (2 pages)
    Number HooksActivity sheet
    General Resources
    Thinking and Learning Skills folder cover for pupils
    20 Dispositions of an Active Thinker and LearnerTeacher checklist
    Pupil certificates
    Good Learner Certificates
    Good Thinker Certificates
    Philosophy for Children voting tokens‘Heads together’ resource
    Thinking about my thinkingPupil self-evaluation sheets (4 pages)
    Display Cards: Dispositions of an Active Thinker and Learner

    All activities on this CD Rom can be printed out and are copyright © C. J. Simister 2007, Paul Chapman Publishing.

    THINK! Skills Overview

    This diagram shows the component skills within each of the seven key areas:

    • Metacognition
    • Questioning
    • Information skills
    • Critical thinking
    • Creative thinking
    • Decision making
    • Memory skills

    In its centre are the thinking and learning habits or dispositions that should be encouraged at every opportunity throughout the programme.

    The skills developed within the missing strand – Communication – are detailed in the table entitled ‘Heads Together: Development of Skills’.

    Lesson Resources for the THINK! Programme

    Resources for Year 1

    My Magical Thinking Potion

    List all the ingredients you can think of that help to make a successful thinker.

    The Good Thinker Game
    The Good Thinker Game Cards 1

    The Good Thinker Game Cards 2

    The Good Thinker Game Cards 3

    Star Questions

    Star Questions about…

    Questioning for Understanding
    • What do you notice?
    • How do you know this is true?
    • Why might this be so?

    Questioning for Understanding

    PICTURE SHEET

    Picture One

    Picture Two

    Questioning for Understanding
    Odd One Out Cards 1

    Odd One Out Cards 2

    Odd One Out Cards 3

    Odd One Out Cards 4

    Odd One Out Cards 5

    What am I?
    What am I? Cards 1

    What am I? Cards 2

    Patchwork Thinking

    Start with a Squiggle!
    Instructions

    Start a lesson by drawing a simple shape on the board and ask your pupils what it could be. Encourage them to come up with as many ideas as they can. Invite them to imagine seeing the shape in different places, such as straight ahead of them, down below them or up above them.

    Use it or Lose it!

    Target Board … Perfect Pet

    Target Board Picture Cards

    Target Board Picture Card 1

    Target Board Picture Card 2

    Target Board Picture Card 3

    Target Board Picture Card 4

    Target Board Picture Card 5

    Target Board Picture Card 6

    Target Board

    All Ears!
    All Ears!

    Resources for Year 2

    First to Find …
    First to Find …

    Can you be the fastest in the class to find a different person to fit each of the descriptions below?

    How Can You Recognise a Good Learner?

    Good Learner Cards

    Good Learner Cards

    Three ‘Whys’ Men
    What Do You Wonder?

    What Do You Really Want to Know?
    Six Steps to Success

    Six Steps to Success Challenge Cards

    These should be photocopied and laminated to form a set of individual cards.

    Flow Diagram Pictures

    Tied up in Knots!
    Categories of Comparison

    Memory Pictures
    Memory Pictures

    Resources for Year 3

    A Recipe for Good Thinking and Learning

    Remember to Ask ‘Thinking Questions’!
    My Thinking Questions

    Tree Diagram Challenge
    Tree Diagram Challenge Words

    Tree Diagram Challenge

    Make Your Own Mind Map° and Mandala

    INSTRUCTIONS

    Make Your Own Mind Map° and Mandala

    Su Doku Puzzles
    Su Doku Puzzle Answers
    Su Doku Puzzles
    Define It!

    Definition:

    Lateral Links

    Write a different word in each of the spaces below. Draw arrows between the boxes to show where you have identified a link between two words. Briefly explain the link in a space next to the arrow.

    Hidden Hypotheticals
    Consider the Consequences

    Consider the Consequences

    Visual Images
    Visual Images Cards

    Resources for Year 4

    Active Thinking and Learning Dispositions Cards 1

    Active Thinking and Learning Dispositions Cards 2

    Active Thinking and Learning Dispositions Cards 3

    Things You Never Knew about … Penguins
    Things You Never Knew about …Penguins

    Things You Never Knew about …

    What if?

    Mystery Word Cards 1

    Mystery Word Cards 2

    Diamond Ranking
    Diamond Ranking Cards: What Makes a Good Discussion?

    Diamond Ranking Cards: What Makes a Perfect School?

    Diamond Ranking

    Alternative Explanations: I'm not So Sure …

    Alternative Explanations

    Read the statement in the middle of this sheet. How many possible explanations for it can you think of? Record these in the bubbles.

    Switch! Cards

    Points of View

    Points of View Challenge Cards
    Think ‘N’ Run
    Mysteries: Detective! Who is Guilty?
    Mysteries: Detective! Clue Cards
    Look, Speak, Act!
    Look, Speak, Act!: Count to 10 in Spanish

    The Story Method: Picture Cards 1

    These smaller images are suitable for group activities. Enlarged versions are also provided for use with the whole class.

    The Story Method Picture Cards 2

    Resources for Year 5

    My Amazing Brain

    Learning Styles
    Learning Styles: I Could Try … Cards

    My Brain and How it Learns Best

    In the space below, which can be turned either way, your task is to design a page that tells people about your learning methods. You should include the elements suggested underneath as well as any other of your own ideas.

    Catch Me if You Can!
    Catch Me if You Can!: Example Question Sheet
    Catch Me if You Can!: Mystery Person X

    Catch Me if You Can!: Mystery Person Y

    What's the Question?

    What's the Question?

    Be a Thinking Detective!
    Witness Statements
    Be a Thinking Detective!

    Crime Hypothesis
    Cause and Effect: Multi-Flow Map

    Cause and Effect Cards
    Cause and Effect: Multi-Flow Map

    Improve it! Objects

    Improve it! Situations

    What Could it Be?
    Reflective Decision Making Cards
    The Journey Method: Shopping List

    Resources for Year 6

    Active Thinking and Learning Dispositions Cards 1

    Active Thinking and Learning Dispositions Cards 2

    Active Thinking and Learning Dispositions Cards 3

    Our Group's Thinking and Learning Dispositions: Sample Grid

    Notes

    Each disposition will appear twice on the table, as there are two points at which each pair of pupils coincide.

    Only the titles of the dispositions need to be written down.

    Encourage the groups to record as many different dispositions as possible.

    Our Group's Thinking and Learning Dispositions

    Complete the table to show the dispositions that you share with other people in your group. Shade in any columns that are not needed if you have a smaller group.

    Active Thinking and Learning Dispositions Action Plan

    Active Thinking and Learning Dispositions Summary Sheet
    • Cooperation and collaboration: a willingness to work with other people, to learn from different points of view and to form new ideas and plans by pooling talents
    • Concentration: the ability to stay focused and avoid distractions
    • Courage and self-belief: the confidence to put forward one's own suggestions and ideas and to stand by a reasoned opinion regardless of other people's reaction, knowing that many good ideas are initially ridiculed
    • Curiosity and enthusiasm: an eagerness to ask questions, to explore beyond what is ‘required’ and to discover new things
    • Direction: a sense of purpose, an awareness of one's own goals and the inclination to consider how these might best be achieved
    • Empathy: a willingness to listen to others and to try to understand things from their perspective
    • Flexibility: the ability to adapt, to generate alternatives and to change one's mind when new information or arguments are presented
    • Good judgement: a desire to avoid gullibility and to think critically about ideas and information before deciding what to believe
    • Humility: the willingness to be self-critical, to accept when one is on the wrong path, to seek help when it is needed and to learn from others
    • Humour: an ability to laugh at oneself and keep a balanced perspective
    • Imagination: an inclination to visualise, to dream, be creative with one's thoughts rather than to think within conventional boundaries
    • Independence and initiative: an awareness of the strategies and options that are available and a willingness to reach one's own decisions and take actions based on these
    • An open mind: a readiness to welcome unusual ideas even if they sound strange at first and to consider how existing ideas can be improved and adapted
    • Perseverance and tenacity: a willingness to keep looking, keep thinking and keep learning rather than settling for the first plausible answer or idea that comes along
    • Precision: the willingness to be careful, accurate and pay attention to detail
    • Reflectiveness: an inclination to think about the methods and approaches that have been tried and to analyse both successes and failures
    • Resilience: the confidence to ‘stick with it’ when thinking and learning ‘hurt’, not to give up at the first hurdle and to recognise the importance of intellectual struggling
    • Responsibility: a recognition that each person is responsible for improving their own thinking and learning and for finding methods that suit them
    • Risk taking: the courage to ‘take a chance’ and have a go at new things even when success may not be guaranteed
    • Self-discipline: the self-control required to make sure one's potential is achieved
    The Question Ladder

    Try to come up with one really interesting question for each of the categories below. Your questions can make use of the recommended beginnings if you wish. Start at the bottom and work up …

    What's it All about?
    Yes/No Tree Diagrams: Sample Diagram: Food

    Yes/No Tree Diagrams

    Opening up the Options

    Opening up the Options

    Opening up the Options Scenario Cards 1

    Opening up the Options Scenario Cards 2

    Number Hooks

    One common rhyming scheme is:

    However, this method will be most powerful if you make sure you have a scheme that you are happy with. This may mean making up your own rhyming words.

    NOW PUT IT INTO PRACTICE!

    INFORMATION TO BE REMEMBEREDVISUAL IMAGE CREATED
    1.
    2.
    3.
    4.
    5.
    6.
    7.
    8.
    9.
    10.

    General Resources

    Thinking and Learning Skills

    20 Dispositions of an Active Thinker and Learner

    By emphasising the behaviours listed here, the aim is to steer pupils away from the belief that being good at thinking and learning is limited to those who are conventionally ‘clever’. Everyone – regardless of ability – can learn to improve their potential by developing positive thinking and learning dispositions.

    • Cooperation and collaboration: a willingness to work with other people, to learn from different points of view and to form new ideas and plans by pooling talents
    • Concentration: the ability to stay focused and avoid distractions
    • Courage and self-belief: the confidence to put forward one's own suggestions and ideas and to stand by a reasoned opinion regardless of other people's reaction, knowing that many good ideas are initially ridiculed
    • Curiosity and enthusiasm: an eagerness to ask questions, to explore beyond what is ‘required’ and to discover new things
    • Direction: a sense of purpose, an awareness of one's own goals and the inclination to consider how these might best be achieved
    • Empathy: a willingness to listen to others and to try to understand things from their perspective
    • Flexibility: the ability to adapt, to generate alternatives and to change one's mind when new information or arguments are presented
    • Good judgement: a desire to avoid gullibility and to think critically about ideas and information before deciding what to believe
    • Humility: the willingness to be self-critical, to accept when one is on the wrong path, to seek help when it is needed and to learn from others
    • Humour: an ability to laugh at oneself and keep a balanced perspective
    • Imagination: an inclination to visualise, to dream, be creative with one's thoughts rather than to think within conventional boundaries
    • Independence and initiative: an awareness of the strategies and options that are available and a willingness to reach one's own decisions and take actions based on these
    • An open mind: a readiness to welcome unusual ideas even if they sound strange at first and to consider how existing ideas can be improved and adapted
    • Perseverance and tenacity: a willingness to keep looking, keep thinking and keep learning rather than settling for the first plausible answer or idea that comes along
    • Precision: the willingness to be careful, accurate and pay attention to detail
    • Reflectiveness: an inclination to think about the methods and approaches that have been tried and to analyse both successes and failures
    • Resilience: the confidence to ‘stick with it’ when thinking and learning ‘hurt’, to not give up at the first hurdle and to recognise the importance of intellectual struggling
    • Responsibility: a recognition that each person is responsible for improving their own thinking and learning and for finding methods that suit them
    • Risk taking: the courage to ‘take a chance’ and have a go at new things even when success may not be guaranteed
    • Self-discipline: the self control required to make sure one's potential is achieved
    Good Learner Certificates 1

    Good Learner Certificates 2

    Good Learner Certificates 3

    Good Learner Certificates 4

    Good Learner Certificates 5

    Good Thinker Certificates

    Philosophy for Children Voting Tokens

    Thinking about My Thinking: Sheet 3

    Thinking about My Thinking: Sheet 4

    Dispositions of an Active Thinker and Learner: Cards for Display and Discussion 1

    Cards for Display and Discussion 2

    Cards for Display and Discussion 3

    Cards for Display and Discussion 4

    Cards for Display and Discussion 5

    Cards for Display and Discussion 6

    Cards for Display and Discussion 7

    Cards for Display and Discussion 8

    Cards for Display and Discussion 9

    Cards for Display and Discussion 10


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