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From a Theory of Learning to a Theory of Thinking

From a Theory of Learning to a Theory of Thinking. Constructivist Learning Theory. - Foregrounds personal meaning-making… - Honors multiple contexts of learning -- personal, social, environmental, interpretive.

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From a Theory of Learning to a Theory of Thinking

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  1. Froma Theoryof Learning to a Theory of Thinking

  2. Constructivist Learning Theory - Foregrounds personal meaning-making… - Honors multiple contexts of learning -- personal, social, environmental, interpretive • Involves accessing one’s own ideas, impressions, and feelings as sources of information and acting on them by… • … probing them, raising questions, exploring alternatives,pursuing self-identified paths of inquiry, forming interpretations, making judgments, etc. Active Thinking “Learning is a consequence of thinking” DP

  3. Toward a theory of thinking: 2 key questions 1. Normative. What forms of thinking are good? I.e., what forms of thinking are high-leverage in the sense that they support the development of understanding? 2. Descriptive. What is the mechanism of good thinking: how is it activated and sustained?

  4. Normative • What forms of thinking are good? I.e., what forms of thinking are high-leverage in the sense that they support the development of understanding? It depends in part on the context and on what it is you’re trying to understand. There are many possible ways of answering this question…

  5. What are your ideas? • Think about your own learning this semester at GSE/FAS. What forms of thinking and intellectual attitudes support your own inquiries and understandings?

  6. Descriptive What is the mechanism of good thinking? How is it activated and sustained?

  7. Research background: The triadic theory of dispositions Ability Sensitivity Inclination

  8. Froma Theoryof thinking to An educational approach

  9. Back to normative:Which dispositions? • Context: Federal arts integration grant. • Focus: Looking at art, accessible to non-art teachers. • Overarching goal: To encourages the development of thinking dispositions that help students think actively and deeply about works of art and other complex things • Developed in Traverse City, Michigan. • Currently used in schools and museums.

  10. Artful Thinking Palette Questioning & Investigating Reasoning Observing & Describing Exploring Viewpoints Finding Complexity Comparing & Connecting From The Artful Thinking Program: Harvard Project Zero / Traverse City, Michigan Public Schools

  11. Jacob Lawrence, Forward, 1967

  12. Observing & Describing What do you notice? What are the details?

  13. Reasoning What do you think is going on? What are your reasons?

  14. Questioning & Investigating What do you wonder about? What would you like to find out?

  15. Exploring Viewpoints What different ways could you look at it? How does it look from different points of view?

  16. Comparing & Connecting What else is it like and not like? How does it connect to other things you know about?

  17. Finding Complexity How is it complicated? What are its different layers and pieces?

  18. How do dispositions develop? (back to mechanism…) One way is through routine patterns of behavior. You do something regularly, and it develops into a habit. Thinking dispositions are habits of mind

  19. “Thinking Routines” (Routine patterns of thinking-centered behavior) Thinking routines are short, step-wise, procedures that can be used with works of art and other topics in the curriculum. They blend and intertwine different forms of thinking on the Artful Thinking palette. Try some out.

  20. What did youfind out? Artful Thinking Palette Questioning & Investigating Reasoning Connect to palette Exploring Viewpoints Observing & Describing Finding Complexity Comparing & Connecting From The Artful Thinking Program: Harvard Project Zero / Traverse City, Michigan Public Schools

  21. Lots of routines Artful Thinking Website • www.pz.harvard.edu/at/ • http://www.pz.harvard.edu/at/cc_intro3.cfm

  22. Froma Theoryof Learning to a Theory of Thinking Froma Theoryof thinking to An educational approach

  23. Constructivist Learning Theory - Foregrounds personal meaning-making… - Honors multiple contexts of learning -- personal, social, environmental, interpretive • Involves accessing one’s own ideas, impressions, and feelings as sources of information and acting on them by • … probing them, raising questions, exploring alternatives,pursuing self-identified paths of inquiry, forming interpretations, making judgments, etc. Thinking routines are guiding structures for active thinking. Active Thinking “Learning is a consequence of thinking” DP Artful Thinking is an approach to developing a specific set of thinking dispositions Thinking is dispositional

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