Teaching Thinking: A Guide for the Perplexed Yoram Harpaz yorhar@netvision.il

1. Teaching Thinking: A Guide for the Perplexed Yoram Harpaz yorhar@netvision.net.il

2. A simple and sweeping idea Instead of teaching knowledge, teach how to deal with knowledge – to think Thinking: combining knowledge in new ways Good thinking: combining knowledge in critical, creative and effective ways

3. A few reasons for the acceptance of the teaching thinking idea • The state of knowledge (explosion, obsolescence, accessibility) • The picture of knowledge (relativity) • Knowledge economy • Democratic society • Effective learning • The cognitive science • The charm of teaching thinking • The savior syndrome

4. The result: inflation and cacophony “There are an awful lot of theories around.” (Robert Sternberg) “With so much controversy in the air, it’s understandable that only a few teachers and schools make the attempt.” (David Perkins) “Mind Workers Unite!” (Arthur Costa)

5. A possible cure: conceptual map Approaches to Teaching Thinking • The skills approach • The dispositions approach • The understanding approach

6. Definitions Thinking Skills: Thinking tools and efficient (fast and accurate) use of them. Thinking dispositions: Intellectual traits; Habits of mind; Motivated patterns of thought Understanding: Locating a concept in a relevant and rich context; Performing cognitive moves with a concept

7. Teaching thinking is… • Imparting thinking skills • Cultivating thinking dispositions • Constructing understanding

8. Theories and programs

9. The metaphorical aspect The skills approach: toolbox Thedisposition approach: deep currents The understanding approach: net

10. The patterns of teaching Thinking Teaching: education through knowledge The elements of teaching: Teacher + Knowledge + Students Skills: The pattern of impartation (direct) = demonstration (teacher) + taxonomy (knowledge) + practice (students) Dispositions: The pattern of cultivation (indirect) = modeling (teacher) + explicitness (knowledge) + identification and internalization (students) Understanding: The pattern of construction (semi-direct) = stimulating (teacher) + “big ideas” (knowledge) + inquiry (students)

11. Two Essential Questions 1. What to believe – why three? 2. What to do – which approach is best?

12. 1. Why three? Threeelements of good thinking against three components of thinking: Thinking skills Processes of thinking Thinking disposition Qualities of thinking Understanding Contents of thinking

13. 2. Which approach is best? Understanding; The pattern of Construction Because… • Good thinking is a product of understanding • We teach content in school • Understanding valuable ideas is a key educational objective

14. Understanding understanding: 1. locating in context

15. Understanding understanding:2. understanding performances

16. Understanding understanding:2. understanding performances (continued)

17. The dispositions approach Dispositions- thinking qualities thinking dispositions a disposition to think The skills approach skills - processes neutral skills normative skills Give the child bait ! Give the child a fishing rod! Thinking = processes + qualities + content Good thinking = skills + dispositions + understanding Give the child knowledge of the fishing field! The understanding approach understanding - content substantive understanding reflective understanding

18. Thank You! Wish you good thinking. Yoram Harpaz yorhar@netvision.net.il