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Dates:
Wed 16th Oct 2013: method one Thurs 5th Dec 2013: sharing experiences and method two Wed 29th Jan 2014: sharing experiences and method three Between 29th Jan 9th April: a peer observation should take place Wed 9th April 2014: sharing and planning for the future
This session:
1. Sharing experiences of De Bonos Thinking Hats i. How did you use them? ii. How did it go? iii. Any advice? 2. Method two: Tony Ryans Thinkers Keys i. Overview ii. Examples of task-setting iii. Planning time iv. Evaluation
How did you use them? How did it go? Any advice?
Thinkers Keys are a set of twenty different activities designed to engage and motivate learners in a range of thinking tasks. A range of question or task starters are presented as keys to unlocking the analytical, critical and creative thinking abilities of learners. They were written explicitly for 8 to 14 year-olds but can be used beyond these ages.
10 creative keys 10 critical keys use them in sequences part of a bought-in programme but can be used without it!
An alternative to listing facts. Place words such as cannot, never and not in sentences which are commonly displayed in a listing format.
You can ask virtually any what if? question. They can be either serious or frivolous.
Choose an object, e.g. an umbrella, or a practice, e.g. playground duty, and list a number of its disadvantages. Then list some ways of correcting, or eliminating these disadvantages.
List the attributes of two dissimilar objects (one within your area of study, one outside), then combine the attributes into a single object.
A practical step-by-step strategy for developing innovative and highly unusual products.
A sorting process: choose an object or category and compile a list of words from A to Z which have some relevance to the object/s. Then try to expand on some ideas which link with each of the words.
abcdefghijklm nopqrstuvwxyz
This key employs a special group of words. Start each question with How many
Draw a simple diagram which has no relevance to the area of study; the students then try to work out ways in which it could be linked with that area. Come up with a list of ten things that the diagram could represent.
commercialism
Students think critically. They predict the possible outcome of a set of given circumstances.
Put your imagination to work and list some widely different uses for a chosen object from your area of study.
A spoon can be used for: 1. Eat soup and rice 2. As a shovel in the beach 3. A piece of a musical instrument
Make a ridiculous statement that would be virtually impossible to implement, and then attempt to actually substantiate it.
Anderson says : Let's steal some stars off the sky!
Select two dissimilar objects and ask students to find common points.
Start with the answer, and try to list five questions which could be linked with that answer only.
State a problem which needs to be solved and brainstorm a list of solutions. Start the brainstorm statement with the words How to ...
Make a statement which could not generally be questioned or disputed, and then try to break down the wall by outlining other ways of dealing with the situation.
ouch!!
A problem-solving task that requires the use of limited quantities of everyday materials.
Students list ways in which to complete a task without using the normal tools or implements.
Describe an unusual situation and then think of some different explanations for the existence of that situation.
what tha?
SCHOOL BUS
SIR - 470
Starter Activities 1. Question Key: Give the children an answer and they have to come up with five questions that match the answer. 2. Reverse Key: Children come up with 10 things that cannot be done or never seen (give the scenario). 3. Different Uses Key: give children an object which they are to come up with 10 different uses for.
Reading Activities 1. Prediction Key: possible outcomes for this situation are... 2. Variations Key: use to solve a problem encountered by the characters in the text (how many ways can they...) 3. Interpretation Key: come up with as many different ways to explain the situation in the text as you can (this can work for fiction or non-fiction texts)
Quick Assessments e.g. The Question Key to assess the students understanding of a topic.
Extension Work
Set up a thinkers keys table with all or selected thinkers keys on it. Set questions are attached to each key. The students can visit the table with a given focus (differentiation) or can choose their own key to use.
e.g. The Variation Key can be used to get students to expand on their thinking; The Alphabet Key can be used to summarise learning.
Subject ideas:
Subject ideas:
History: ask students to build an AngloSaxon house using a set list of materials.
Use the website and resources to help you come up with some ideas.
http://independentlearningatkeswick.weebly.com/staff---route-three.html
Plus Points Can be used across the curriculum Great for visual learners Use higher-order thinking skills in a range of different ways Good for...
Minus Points A large number of keys makes it more difficult to use them all at the same time Not as easy to remember as the hats Not so good for...
Next session: Wed 29th Jan 2014 Frank Costas Habits of Mind Plus an opportunity to share your ideas about and experiences of using Thinkers Keys in the classroom.
To help: http://independentlearningatkeswick.weebly.com/staff---route-three.html