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Thinking Skills and Personal Capabilities Unit 2

Thinking Skills and Personal Capabilities Unit 2. Planning for Infusion. Learning Intentions Participants will: know what is meant by infusion; be aware of strategies to support the infusion of different types of thinking skills and personal capabilities in lessons/activities; and

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Thinking Skills and Personal Capabilities Unit 2

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  1. Thinking Skills and Personal CapabilitiesUnit 2 Planning for Infusion © PMB 2007

  2. Learning Intentions Participants will: • know what is meant by infusion; • be aware of strategies to support the infusion of different types of thinking skills and personal capabilities in lessons/activities; and • be aware of how to plan for the development of skills and capabilities in the medium and longer term. © PMB 2007

  3. What is Infusion? Infusion means: ‘…to introduce into one thing a second thing which gives it extra life, vigour and a new significance.’ –Webster’s Dictionary © PMB 2007

  4. Activity 1 Map from Memory • What sort of skills are most important when working with others? • What sort of skills do you think are most important for problem-solving? © PMB 2007

  5. Activity 1 Map from Memory © PMB 2007

  6. © PMB 2007

  7. Your Processes • What was your group’s plan at the start? • Did it change as you went along? • What made the task easier/more difficult • for the recorder? • for the viewer? • How did you select the last person to go up? © PMB 2007

  8. The Model in Detail Strategies for Launching Reframe tasks as a challenge. Share the learning intentions and expectations. Connect the learning to previous learning/activities. Provide time for pupils to seek clarity. Model skills/capabilities © PMB 2007

  9. The Model in Detail Strategies for Activity Have pupils plan and organise work. Have pupils think-pair-share ideas and opinions. Use thinking frames as part of the activity or lesson. Use effective questions to further embed skills. Have pupils complete tasks in groups. © PMB 2007

  10. Strategies for Debriefing Conduct a well-planned plenary. Use a set of questions. Create a whole-class closing activity. Connect learning to other contexts. The Model in Detail © PMB 2007

  11. The Model and Activity 1 Learning Intentions: Be aware of how to plan for the development of skills and capabilities in lessons/activities The Launch: Working with Others and Problem-Solving were established as success criteria. The Activity: Plan (Problem-Solve) and Work with Others The Debriefing: Reviewed the process to highlight the skills used © PMB 2007

  12. From ACTS Handbook C. MC Guinness Lesson Introduction Content Thinking Skill / Capability Thinking Actively Challenging task Thinking Diagram Pair/group work Dialogue and Questioning Thinking about Thinking Metacognition Reflection Discussion Evaluation Applying Thinking Near Transfer Far Transfer © PMB 2007

  13. Self- and Peer-Review Sheet © PMB 2007

  14. Tip 1 for Infusion • When still in the early TS&PC implementation phase, be specific about the skills you want to introduce and develop. © PMB 2007

  15. This week’s TS&PC is about Making Decisions I can think of different options I can come up with pros and cons for each I can compare and weigh-up options I can explain my choice © PMB 2007

  16. Tip 2 for Infusion • Revisit skills and capabilities in different and more complex contexts. © PMB 2007

  17. Tip 3 for Infusion • Look at where in your existing practice/planning you can incorporate strategies to enhance TS&PC. © PMB 2007

  18. Key Stages 1 and 2 Medium-Term Planner Topic: _______________________ Learning Intentions Success Criteria Teaching Approaches © PMB 2007

  19. © PMB 2007

  20. Key Stage 3 Subject Planner © PMB 2007

  21. Summary Points • Infusion is the blending of instruction in specific TS&PC into subject instruction. • The focus on skills should be narrow and specific when starting out. • We need to give pupils opportunities to demonstrate TS&PC (open-ended questions and tasks, thinking frames, etc.). • Remember to always build in opportunities for observation and debriefing. © PMB 2007

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