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Thinking Skills and Personal Capabilities

Thinking Skills and Personal Capabilities. Year One Professional Development – Day Two. 9.15-9.45 Welcome, introduction and review of Day 1 9.45-10.30 Thinking Skills and Personal Capabilities in the classroom 10.30-11.00 COFFEE

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Thinking Skills and Personal Capabilities

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  1. Thinking Skills and Personal Capabilities

  2. Year One Professional Development – Day Two 9.15-9.45 Welcome, introduction and review of Day 1 9.45-10.30 Thinking Skills and Personal Capabilities in the classroom 10.30-11.00 COFFEE 11.00-1.00 Thinking Skills and Personal Capabilities and Reading 1.00-2.00 LUNCH 2.00-3.30 Thinking Skills and Personal Capabilities and Writing 3.30 Review, looking ahead and school- based task Plenary and evaluation

  3. Feedback from Day One… Comments on: • Adrian Cooper’s article… • ‘Living Learning Together’ activities • Changes in learning environments Focus on planning will be included on Day 3

  4. Aims for Day Two To consider: • Thinking Skills and Personal Capabilities in the Foundation Stage • The development of Thinking Skills in the context of Literacy To provide guidance on the teaching of reading and writing in Year 1

  5. Why Thinking Skills & Personal Capabilities? • active engagement • focus on learning • dispositions & habits • greater independence • enable transfer • deeper understanding

  6. Thinking, Problem Solving Decision Making Managing Information Being Creative Thinking Skills & Personal Capabilities Self Management Working with Others

  7. ‘We thinked and we thinked and we had an idea and it didn’t work!’ ‘So what did you do then?’ ‘We thinked and we thinked again and then Jane had an idea and we tried it and it worked!’ (Belle Wallace: Teaching Thinking Skills across the Early Years)

  8. Workshop • Create a collage using a range of materials • Create and perform a variety of sounds based on words and movement • Programme Bee-bot to follow directions

  9. In the Jungle

  10. Key Messages • Thinking is usually expressed as language in the Foundation Stage. • It is vital that teachers listen to and • respond to what is being said.

  11. Thinking Skills and Literacy Aims: • to consider the development of thinking skills in the context of literacy • to provide guidance on the teaching of reading and writing in Year 1

  12. Read an unfamiliar text In the Jungle

  13. During the Oral Language clustersacross the five Boards teachers agreed that : • the difficulty level of texts needs to be considered • learning to read should involve attending closely to print • comprehension develops through oral language before it develops through print • children do not need to be able to read every word before they get another book • children need exposure to both fiction and non fiction in the Foundation Stage

  14. Developmental framework Match the statements to show progression

  15. Familiarisation • Problem-solving • Modelled • Shared • Guided • Independent • Sharing with an audience

  16. Reading DVD

  17. Emergent group/guided reading • Consider theteacher’s role and the children’s responses • before • during • after reading

  18. In your groups discuss how you might use the sample texts to develop comprehension.

  19. Key messages • reading is a problem-solving activity • children need time to explore and develop the knowledge, skills and understanding needed for reading • teachers need to plan how to scaffold learning through emergent group/ guided sessions

  20. “The expectation that children will write and the value placed on their writing are key conditions in influencing their attitudes towards writing.” Dancing with the Pen Ministry of Education – NZ

  21. Thinking Skills and Writing Sort samples of writing into developmental stages. Use the framework to identify the child’s current knowledge, skills and understanding of the writing process.

  22. Writing DVD

  23. think of some writing opportunities based on the jungle theme • plan the steps you would take to develop the writing of specific children

  24. Key messages • writing is a complex process • children need to be able to take risks and experiment with writing • teachers’ planning should reflect the children’s developmental stages

  25. What next? • Select a strand from the Thinking Skills and Personal Capabilities progression grid and give one example of how would put it into practice. • View the DVD along with the Guidance material. Consider how you could begin to adapt your current practice. • Liaise with a local pre-school provider and arrange to visit the setting. Identify a specific focus for your visit.

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