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- 2. Aims .. * .... To explore why more and more schools are developing "Learning to Learn" curricula; * .... To look at a range of approaches to "Learning to learn"; including 'Alite', 'Building Learning power' and 'Habits of Mind'; * .... To ask how these relate to the idea of a competency based curriculum; * .... To help establish how these approaches are essentially different from study skills.
- 3. “ The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler Alameda Community Learning Center , California
- 18. “ What behaviours are indicative of the efficient, effective problem solver? Just what do human beings do when they behave intelligently? Research in effective thinking and intelligent behaviour Feuerstein (1980), Glatthorn and Baron (1985), Sternberg (1985), Perkins (1985) and Ennis (1985) indicates that there are some identifiable characteristics of effective thinkers. These are not necessarily scientists, artists, mathematicians or the wealthy who demonstrate these behaviours. These characteristics have been identified in successful mechanics, teachers, entrepreneurs, salespeople and parents – people in all walks of life.” Costa and Kallick. What is a Habit of Mind?
- 20. “ I reckon my first goal, ‘managing impulsivity’, is achieved because I tend to control my emotion easily and never show my bad-tempered side. This is shown when I never loss my temper or revenge even though a person offended me. However, ‘creating, imagining and innovating’, is the one where I have put in most effort in because I am lack in creativity and I think I am too indolent to abandon the traditional way of thinking. Furthermore, I think I have to improve my ‘questioning and problem solving’ goal too because I am lack asking questions even though I do not understand something, this is probably due to my shyness which is shown when I tend to be quiet in the class.” A male year 10 student (ESL) YEAR 10 STUDENT EVALUATIONS OF CHOSEN HOM
- 21. “ In order to think about my own thinking, I would have to take time out and look through how I came up with the end result. The down side of doing this thinking while also trying to solve the problems is that I can easily forget the method of solving the actual problem. The best time that I could try to think about how I solved a problem (maths questions would be the best time for the thinking process to begin), I will be able to see the way I thought of the method and then I will be able to see of this can be applied to my other questions ( if it was for maths.) Therefore, using metacognition does help in the way that we think and also in the way in which we can use this thinking to aid our situations.” A female year 10 student. YEAR 10 STUDENT EVALUATIONS OF CHOSEN HOM
- 25. “ The greater part of our happiness or misery depends on our dispositions, and not on our circumstances." Martha Washington
- 26. Stephen Heppell Communication Collaboration Critiquing Creativity
- 34. Coaching others / setting learning targets / options Team Learner / learning and team roles Creative thinking … what is it? Strategies for doing it. Learning and thinking together / Learning conversations / individual target setting Critical thinking / PMI / Six thinking hats / Cognitive organisers The attributes of a great learner / what do we mean by success? Questioning Exploratory talk as a learning tool / speaking and listening Language and learning Year 9 Year 8 Approaches to learning Year 7
Notas do Editor
- Developed by Art Costa, currently a Professor of Education at the state university of California – and were originally called the12 intelligent behaviours. The “12 intelligent behaviours” were identified and developed by Costa based on a wide range of educational research. The name was changed from ‘intellegent behaviours’ to HOM because Costa thought that a behaviour was something you could do as a once off act, and he wanted something far more habitual.
- Participants refer to handout *‘ Understanding the HOM.” Give background to activity ie yr 10 exercise Agi does with her class each year to get students to process the HOM. Referring participants to the last page of the handout ‘short term goals’ explain how students must identify their 3 weakest HOM (from the ranking activity participants have just completed) and, for each HOM, they had to identify 3 strategies for how they were going to improve it. The following two slides are excerpts from past year 10 student evaluations of their progress of improving a chosen Hom.
- One of they ways that the school has encouraged teachers to implement thinking skills into all classrooms is through the appraisal process and forming action learning teams. Being the head of science I am responsilbe for the appraisal and review of some 13 staff. All staff have as their first goal to be part of an action learning team. That team is decided by the individual teachers, as is their AL topic, however, as a facilitator, I strongly encourage staff to focus their AL on implementing aspects of our powerful learning map or our generic skills and attributes chart (which you we be shown by Cara in a little while) One of my science staff formed a team with the music and drama teachers of a year 7 class and decided to focus part of their Al on developing The HOM with their students. Each week, each student had to choose a particular HOM that they would like to improve, and using the 6 thinking hats as a thinking tool and scaffold, they had to fill in an online templete. You have copies in your folders for 2 students and their comments for week 3. Take your time latter to read them.