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Higher Order Thinking Skills in Science

Higher Order Thinking Skills in Science. ‘ Children learn better when they are excited and engaged…when there is joy in what they are doing, they learn to love learning.’. Excellence and Enjoyment, a Strategy for Primary Schools. Questions. Pupils as researchers. Investigations.

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Higher Order Thinking Skills in Science

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  1. Higher Order Thinking Skills in Science

  2. ‘Children learn better when they are excited and engaged…when there is joy in what they are doing, they learn to love learning.’ Excellence and Enjoyment, a Strategy for Primary Schools

  3. Questions Pupils as researchers Investigations Infusion: Higher order thinking Creativity ICT Bright ideas time Problem solving

  4. Bloom’s Taxonomy • High: • synthesis - hypothesising, showing originality by • creating, inventing and composing • evaluation - judging, rating and giving opinions • analysis - categorising and comparing; distinguishing • between fact and opinion or relevant and irrelevant • information • Middle: • application/use - transferring knowledge from one • situation to another similar one • Low: • comprehension - summarising and putting ideas or • information into other words • knowledge - remembering, reciting or listing facts

  5. Bright Ideas Time The Bright Ideas slot has taken off throughout the school. It really encourages the pupils to think & it is rather like a science mental starter

  6. Bright Ideas Time • Game shows: Odd One Out • PMI • A big question • Concept cartoons Discussing big ideas is more important than finding the right answer

  7. Which is the odd one out & why? Chocolate, paper, water

  8. Which is the odd one out & why?

  9. Which is the odd one out & why?

  10. Positive, Minus And Interesting Statements PMI: A world without electricity

  11. Positive Statements: • You won`t waste so much energy • Instead of electrical toys you would have wind up radios – • that would be fun!! • The world would be equal

  12. Minus Statements: • It would be very scary walking home at night. • There wouldn't`t be a London underground. • You wouldn't`t be able to watch T.V!

  13. Interesting Statements: • You would have to be inventive in your spare time. • Torches might become really fashionable. • People might be fitter – less T.V = more exercise.

  14. PMI Chocolate door handles

  15. Asking The Big Question Why don’t we feel dizzy?

  16. ‘Because we’re not going around fast’

  17. “But if everything is moving all the time, like all the trees and houses, then you don’t feel any different from anything else.”

  18. What evidence is there for a spinning Earth?

  19. Hot seating: ‘Persuade people…’ ‘You are Galileo! Persuade people that the Earth goes round the Sun’.

  20. How do you know that I am alive? You can feel your heart beat You just feel you are alive You need water and food to stay alive You can move You can speak You have blood running around your body

  21. Is my cheese plant, "Charlie“, alive? Yes So what do we have in common? You both need foodYou both growBoth need a gasBoth reproduceYou will both eventually die and things can`t die if they haven`t been alive!

  22. Concept Cartoons Promote discussion Promote analytical and creative thinking Prompt open investigations (more later) Children could design their own

  23. Challenge in Investigations.The Bouncing Ball • Keep one ‘behind your back’ • What might the bounce be for a PE mat? • Can you find or make a surface that will give a bounce of e.g. 12cm?

  24. panic Interpreting Graphs time

  25. performance anxiety Yerkes Dodson’s Law

  26. Temperature of water Time on cooker Sketching Graphs Boiling water

  27. Pupils as Researchers Prepare a foreign correspondent’s report from Mars

  28. Problem solving: The Hamster’s Cage The alarm goes off when the cage door is opened.

  29. When questions arise in the classroom that no-one can answer, put them in the poster of the light bulb Questions Challenge: who can find the answer?

  30. ‘I really like the Bright Ideas bit, especially the PMI, because it gets you thinking. … they are fun and get you thinking, which is what scientists have to do.’ ‘We used to have to write more I science, but this year I have had to do a lot more thinking and talking’

  31. ‘I really like the challenges when we did electricity – it wasn’t just making a circuit. We had to make circuits to do a job – like an alarm for a hamster’s cage which is more like real life I suppose.’

  32. Conclusion More creative and cognitively challenging science lessons led to improved national test results and, more importantly, to teachers and pupils who are enthusiastic about the subject and who enjoy thinking about it in depth

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