Let us spend some time thinking about thinking. This will tie in some of the ideas we have been exposed to regarding questioning and curriculum.
Teachers think a lot about thinking. Presumably it helps to understand when and how students think.
When we think about thinking, sometimes we wonder what animals understand, or what children understand. Sometimes we wonder about thinking and independence. Sometimes we wonder if adolescent thinking differs from children. We wonder if, or when, students think about their own thinking. Certainly teachers try to get students to think because of the belief that thinking leads to learning.
Earlier, we considered what Postman and Weingartner had to say about creating a curriculum based on questions. Let us see how thinking and questioning might be woven into curriculum.
In the Information Age, the ability to think critically is more important than ever. Students need to gain skills in accessing, organizing, analyzing, evaluating, and using information effectively. This program looks at specific higher-order thinking skills that can be applied both in the classroom and in life beyond it, and shows how a thinking curriculum can be introduced to the classroom. The video touches on Bloom’s Revised Taxonomy, Costa and Kallick’s “16 Habits of Mind,” Gardner’s theory of multiple intelligences, and Edward de Bono’s Six Thinking Hats. A viewable/printable worksheet is available online. (29 minutes)
_________ Third Question Set Response Questions _________
So, here are some questions to add to your Third Question Set set of response questions
35. What is the “Thinking Classroom”?
36. How do “Tools” support thinking in the “Thinking Classroom”?
37. How does the “Thinking Classroom go beyond the curriculum?
38. What is meant by ‘rich tasks’?
39. What is Benjamin Bloom’s Taxonomy of Objectives?
40. Why does the thinking curriculum want to develop higher order thinking skills?
41. In what way has a previous teacher of yours encouraged the development of higher order thinking skills?
In this second part of our class we will have a look at a number of Oregon schools and teachers and give some consideration of the type of educational environments that might lead to productive learning. You will see thinking in action — something we call action-oriented curriculum. You will also see the way community involvement can be incorporated or woven into the curriculum.
As you view this video, listen to the conversations regarding curriculum, testing, an emphasis on facts, critical thinking, and project-based learning.
Social Issues and Student Involvement
This program looks at community-based learning in K–12 education. The film explores a wide variety of educational settings in which action-oriented lessons enable students to work outside the classroom, in their own communities. While taking nothing away from the importance of traditional academic subjects, the film promotes the idea that math, reading, and other areas are more effectively explored if students care about what they are learning—rather than being drilled with subject matter divorced from their real lives and the environments that often impact them. (55 minutes)
Third Question Set
42. How are these schools incorporating questioning and thinking into their curriculum? Please give examples.
43. How is the idea of business or entrepreneurship incorporated into the curriculum? Please give examples.
44. How is the idea of community and service learning incorporated into the curriculum? Please give examples.
45. Are the Portland schools, in the previous video, providing enough emphasis on students’ acquisition of factual knowledge? Give at least three specific examples.
46. In a few sentences, please tell me ways these schools were similar and/or different to the school you attended prior to university.
Once you have finished responding to this Second Question Set (Questions 1 – 46) please send me your responses. Thanks!
Until next time, have a great day!