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Steve Padget

LVT and the thinking curriculum. Working with post-graduate trainee English teachers. Steve Padget. Menu: Snapshot of the PGCE process A glance at the issue of thinking skills: Philosophy Content Methodology How LVT can link these issues together

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Steve Padget

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  1. LVT and the thinking curriculum Working with post-graduate trainee English teachers Steve Padget

  2. Menu: • Snapshot of the PGCE process • A glance at the issue of thinking skills: • Philosophy • Content • Methodology • How LVT can link these issues together • What I get up to at LHU – students using LVT • Reactions • Future plans

  3. Evidenced achievement against all 33 of the QTS standards which cover … Professional Attributes Professional Knowledge Professional Skills

  4. To produce: Successful learners Confident individuals Responsible citizens

  5. What kinds of thinking? Searching for meaning Sequencing, ordering, ranking. Sorting, grouping, classifying, analysing. Identifying parts and whole, Noting similarities and differences. Finding patterns and relationships. Comparing and contrasting. Critical thinking Making predictions and formulating Hypotheses. Drawing conclusions, giving reasons. Distinguishing fact from opinion. Determining bias and reliability of evidence. Being concerned about accuracy. Relating cause and effect. Designing a fair test. Creative thinking Generating ideas and possibilities. Building and combining ideas. Formulating own points of view. Taking multiple perspectives and seeing other points of view. Metacognition Planning Monitoring Redirecting Evaluating Decision making Why is this decision necessary? Generating options. Predicting the likely consequences. Weighing up the pro and cons. Deciding on a course of action. Reviewing the consequences. Problem solving Identifying and clarifying situations. Generating alternative solutions. Selecting and implementing a solution. Evaluating and checking how well a solution works. After McGuinness ACTS II

  6. Thinking skills from the National Strategy

  7. Range of techniques Advance organisers Analogies Audience and purpose Classifying Collective memory Living graphs and fortune lines Mysteries Reading images Relational diagrams Summarising

  8. The stated desired result: • independent enquirers • creative thinkers • reflective learners • team workers • self-managers • effective participators.

  9. The thinking skills agenda: Information processing Reasoning Enquiry Creative thinking Evaluation Social constructivism. Actively making meaning together Emphasis on the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding. LVT a tool that can link these components • Dialogic teaching. • A professional state of mind that reassesses • the balance of power between teacher and • taught by combining three repertoires: • Learning Talk • Teaching talk • Interactive organisation

  10. Students whose teachers modelled mental processes when they had difficulty understanding text recalled more from lessons and showed greater awareness of what they were learning. • Groups can draw upon a larger collective memory. • Explaining one's thinking to another leads to deeper cognitive processing. • Groups co-construct understanding as they question, interpret, clarify, summarise, speculate and predict. • One view of thought is that it is internalised discourse/talk.

  11. What is a good English teacher? How Does Shakespeare’s language bring out the evil in Macbeth? How would you argue against keeping exotic animals as pets?

  12. What is a good English teacher?

  13. What the students said about the environment.. “ Encourages team work and is engaging. I like the fact that it facilitates group discussion. The LVT system ensures that all the group work is focussed and structured. Good way of encouraging group discussion. Pupils are able to share their ideas and opinions. “ There is room for individual and collaborative work within the activity

  14. What the students said about the thinking.. “ The text was explored in a more insightful meaningful way. Using LVT allowed us to express our ideas separately, however we were able to then draw them together succinctly. It definitely encourages a deeper level of thinking. I found that having the sentences in front of me helped with clarity and making connections between the statements. The group discussion and sharing of ideas develops the understanding of the material. It makes you digest the information which you have been given more carefully (I also feel that you would be able to remember the information more clearly because of this). “

  15. Future plans: • Class time at LHU to develop students’ expertise and confidence in use of the tools and to • develop an understanding of the principles of LVT • to appreciate its power as a learning tool • to appreciate its power as a meaning making tool • to appreciate the role of LVT in delivering some elements of the thinking agenda • Residential planned for February in Wales: • consolidating the learning of dialogic principles of teaching • creating teaching and learning material for use in schools based on the study of a particular novel • Using LVT as a tool of exploration and meaning making to achieve the above • See how LVT can be written into the material produced • Trialling of the material in Liverpool schools

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