This link has been bookmarked by 89 people and liked by 2 people. It was first bookmarked on 20 Jul 2010, by Donna Bills.
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25 Apr 12
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09 Dec 11
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15 Nov 11
Allison Miller"Ron Ritchhart, in his book Intellectual Character, as well as his work with Visible Thinking through Harvard’s Project Zero, describes the forces that comprise a ‘culture of thinking‘ in the classroom. Here’s my take…
10 ways to create a culture of thinking…"thinking innovation culture culturalchange changemanagement creativity
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09 Nov 11
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08 Nov 11
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07 Nov 11
Home and Work BookmarksRT @gret: 10 Ways to Create a Culture of Thinking @WhatEdSaid http://t.co/I6cLKpOT #elemchat
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06 Nov 11
Neil Wetherbee10 Ways to Create a Culture of Thinking @WhatEdSaid http://t.co/6TMxMzWF #elemchat
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05 Nov 11
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28 Aug 11
Rod MurrayThanks. Corrected the link RT @daniellecart: 10 ways to create a culture of thinking... http://t.co/ka5ob2k
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09 Aug 11
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09 Jul 11
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07 Feb 11
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Name and notice thinking. Avoid praise for individual thinking. Acknowledge every contribution. Make it clear that all thinking is acceptable. Respond respectfully to all students. Ask for clarification and development of ideas. Encourage students to build on each others’ thinking
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22 Jan 11
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28 Nov 10
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13 Nov 10
greg carrollwonderful thinking here! - good content similar to Clinton Golding etc. But focusses on learner not teacher actions. Learning behaviours and orientations.
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05 Oct 10
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08 Sep 10
Patrice McGowanGiving all students an opportunity to think before they answer.
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04 Sep 10
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24 Aug 10
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22 Aug 10
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15 Aug 10
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14 Aug 10
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Model thinking.
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Talk about your own thinking. Make your thinking explicit. Share ideas. Wonder aloud. Explore possibilities with your students. Acknowledge that you don’t have all the answers.
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Allow thinking time.
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Don’t expect answers as soon as you have asked a question. Don’t repeat or rephrase the question if there isn’t an immediate response. Get used to the silence. Give students time to formulate their thinking. Don’t call on the first kids to have their hands up. Sometimes, get every student to write their thoughts down before you call on anyone. Give time to discuss their thoughts with a partner or group before sharing with the class.
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Provide opportunities for thinking.
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Pose problems. Encourage exploration and inquiry. Set meaningful, real-life problems. Encourage students to take and defend a position, make predictions, support their ideas with evidence, articulate and test theories, make connections with prior knowledge.
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Create a physical environment conducive to thinking.
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Arrange the seats in groups so that kids can collaborate and construct meaning together. Allow movement for interacting with different people.
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Put up a series of sticky notes showing development of thinking over a unit.
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Introduce thinking routines.
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students get used to thinking when it becomes routine. Routines need to be short, clear and easy to remember and repeated often. Thinking routines provide a scaffold and structure for thinking.
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Show that you value thinking.
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Make it clear that all thinking is acceptable. Respond respectfully to all students. Ask for clarification and development of ideas. Encourage students to build on each others’ thinking.
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Name and notice thinking.
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Give them something worth thinking about!
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Make sure your stimulus is always something worth thinking about. Create tension and cognitive disonance.
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Ask powerful questions. Think laterally, it isn’t always something obvious. Use art. Use music. Use artifacts.
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Let go.
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A thinking culture works best when the teacher isn’t in charge. Sit at the back sometimes, don’t always stand in front. Don’t paraphrase student’s thinking into what you think they mean. Every response does not have to go through the teacher. Don’t be the filter.
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Focus on big ideas.
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Don’t teach only facts and content. Look at big ideas, rather than just topics. Explore events and ideas through one or more conceptual lenses for deeper learning.
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Facts are locked in time, place or situation, while concepts are transferable. Encourage transfer of learning to other contexts.
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Focus on learning, not work
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Make sure you and your students know the reason for every learning experience. Don’t give ‘busy work’. Avoid worksheets where possible. Don’t start by planning activities, start with the ‘why‘ and then develop learning experiences which will encourage higher order thinking.
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#8 has to be done in order for any of this to really work. As teachers, we often struggle letting go of the power and letting students choose/guide their own learning. If we want students to problem solve and think critically, we have to let go and allow them to. Too often we worry about meeting this standard or learning that piece of content, that we try to control the (learning) process to ensure that, when in reality we are simply limiting potential and possibilities.
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Students need to feel “safe” enough to think in your class. There should be an equity of voice, everyone’s thoughts are valued and mistakes aren’t given an “F”, but are seen as an opportunities to rethink.
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time. We all want more of it, including our students. Some of our greatest thinkers may only need more time; instead we serve them detentions and poor conduct grades because they don’t work fast enough. Yes, I believe that at some point its time to move on, but make sure to plan appropriate time for learning to occur.
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Feeling safe is really important too. Nobody (not adults either) likes to express their thinking in a threatening or critical environment.
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11 Aug 10
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09 Aug 10
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07 Aug 10
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05 Aug 10
Jeff HarbertInteresting post - 10 ways to create a culture of thinking http://j5h.us/36
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Elizabeth Zodda1. Model thinking.
Talk about your own thinking. Make your thinking explicit. Share ideas. Wonder aloud. Explore possibilities with your students. Acknowledge that you don’t have all the answers. -
03 Aug 10
Tracey GentleRon Ritchhart, in his book Intellectual Character, as well as his work with Visible Thinking through Harvard’s Project Zero, describes the forces that comprise a ‘culture of thinking‘ in the classroom. Here’s my take…
Critical_Thinking_&_Problem_Solving thinking culture pedagogy creativity learning edchat critical-thinking
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29 Jul 10
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25 Jul 10
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24 Jul 10
Monte TatomRT @ShellTerrell: 10 ways to create a culture of thinking… http://bit.ly/a96pC8 gr8 post by @WhatEdSaid #fhuedu610
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Shelly Terrell10 ways to create a culture of thinking… http://bit.ly/a96pC8 gr8 post by @WhatEdSaid #edreform
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23 Jul 10
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22 Jul 10
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Mike O'ConnorWe must do a better job of encouraging thinking in our classrooms instead of just regurgitating!
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Tania Sheko10 ways to create a culture of thinking by What Ed Said blog
thinking culture 10 ways whatedsaid pedagogy blog creativity education learning create
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21 Jul 10
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Ivo Richaersblog over educatie leuk voor ideeen blogs studiekrant
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10 ways to create a culture of thinking…
-
Model thinking
-
Talk about your own thinking. Make your thinking explicit. Share ideas. Wonder aloud. Explore possibilities with your students. Acknowledge that you don’t have all the answers.
-
Allow thinking time.
-
Don’t expect answers as soon as you have asked a question.
-
Don’t repeat or rephrase the question if there isn’t an immediate response.
-
Get used to the silence.
-
Give students time to formulate their thinking. Don’t call on the first kids to have their hands up.
-
Sometimes, get every student to write their thoughts down before you call on anyone.
-
Provide opportunities for thinking
-
Set meaningful, real-life problems.
-
Pose problems.
-
Encourage students to take and defend a position, make predictions, support their ideas with evidence, articulate and test theories, make connections with prior knowledge.
-
Encourage exploration and inquiry.
-
Create a physical environment conducive to thinking.
-
Don’t have seats facing the front
-
Display student thinking on the walls. Put up a series of sticky notes showing development of thinking over a unit.
-
Allow movement for interacting with different people.
-
Introduce thinking routines.
-
In the same way that classes have routines for management and organization, students get used to thinking when it becomes routine.
-
Routines need to be short, clear and easy to remember and repeated often.
-
Thinking routines provide a scaffold and structure for thinking.
-
It gives students guidelines within which to think and a direction to head towards in their thinking.
-
Show that you value thinking.
-
Name and notice thinking.
-
Acknowledge every contribution. Make it clear that all thinking is acceptable. Respond respectfully to all students.
-
Avoid praise for individual thinking.
-
Ask for clarification and development of ideas. Encourage students to build on each others’ thinking.
-
Give them something worth thinking about!
-
Make sure your stimulus is always something worth thinking about.
-
Create tension and cognitive disonance.
-
Ask powerful questions. Think laterally, it isn’t always something obvious. Use art. Use music. Use artifacts.
-
Create strong provocations that will invite students into the topic.
-
Let go.
-
Sit at the back sometimes, don’t always stand in front.
-
A thinking culture works best when the teacher isn’t in charge.
-
Don’t paraphrase student’s thinking into what you think they mean.
-
Every response does not have to go through the teacher. Don’t be the filter.
-
Focus on big ideas.
-
Don’t teach only facts and content.
-
Look at big ideas, rather than just topics.
-
Explore events and ideas through one or more conceptual lenses for deeper learning.
-
Facts are locked in time, place or situation, while concepts are transferable.
-
Encourage transfer of learning to other contexts.
-
Focus on learning, not work
-
Don’t give ‘busy work’. Avoid worksheets where possible.
-
Make sure you and your students know the reason for every learning experience.
-
Don’t start by planning activities, start with the ‘why‘ and then develop learning experiences which will encourage higher order thinking.
-
-
20 Jul 10
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José CavalcanteRon Ritchhart, in his book Intellectual Character, as well as his work with Visible Thinking through Harvard’s Project Zero, describes the forces that comprise a ‘culture of thinking‘ in the classroom. Here’s my take…
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