Thinking skills and creativity in Geography Sharon Witt 9 th October 2006.
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Transcript of Thinking skills and creativity in Geography Sharon Witt 9 th October 2006.
Thinking skills and creativity in Geography
Sharon Witt 9th October 2006
Aims
To reflect critically on geography’s distinctive contribution to thinking skills and creativity
To develop awareness of recent research findings about the teaching of thinking and creativity
To review progress with your assignment To explore the use of ICT for geographical
enquiry.
Brain theories about the optimum conditions for learning
high level of sensory stimulation high levels of challenge low levels of threat the learner is motivated and having fun immediate feedback ( adjusts its neurons) making choices the brain learns best in short chunks operates ALWAYS on 2 levels – conscious and
unconscious language and music are key processing mechanisms for
the brain which loves patterns and rhythms
My three point plan for the Next Education Secretary
“The battle to restore the true purpose of education based on the transmission of knowledge – is an uphill battle too. We reintroduce the traditional teaching of literacy and numeracy into primary schools and low and behold the Secretary of State opens the Pandora’s box of citizenship and welcomes “thinking skills” as the pedagogic discovery of the new millennium . They are not.”
Chris Woodhead, 2001.
The mind is not a vessel to be filled, but a fire to be ignited.
(Plutarch)
Thinking skills in the National curriculum
Information processing skillsReasoning SkillsEnquiry SkillsCreative thinking Skills Evaluation skills
How do they relate to geography?
Neuro- geography Geography appears well placed to promote
connectivity ( the neurological basis of learning) because it makes links with other subject areas
Learning is highly individualised, heavily influenced by the environment and previous experience
We remember things best when they are contextualised and have personal significance for us
Thinking skills focus on the practical, visual, graphical, social, verbal and numerical – all central to geography.
Good practice in geography teaching appears to be consistent with recent findings about the workings of the brain
Scoffham, S ( 2002) Neuro-geography in Primary Geographer April 2002 , number 47.
Poor critical thinkerHow would a poor critical thinker approach a problem?
Muddled, confused, disorganised, overly simplistic, complicated or vague solution, uncaring about getting facts, applies unreasonable data, ready to give up at first obstacle.
Thinking skills promote learning for life
inquisitive
open-minded
seeks truth judicious
analytical
systematic
reason confidently
What tools do you have in your tool box to promote thinking in geography?
Use of Photographs Use of drama
Blooms Taxonomy to promote higher order thinking
Multiple Intelligences –Howard Gardner
Mind- mapping – Tony Buzan
Thinking Hats- Edward de Bono
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Use of photographs
Why? Used to enliven and
customise units of work
Promotes visual literacy
Removes some of the barriers to information that text imposes
Ideas Pair photographs
and justify your decision
“ most likely… statements
Identify similarities and differences
“Most Likely…”( based on weather photographs)
In which photographs are you most likely to: Need wellingtons? Wear sun cream? Feel thirsty? Travel by boat? Repair your house? Feel uncomfortable? Relax? Use headlights on a car? Travel on skis? Need an umbrella? Wrap up warm? Put sandbags by your door? Wear light clothes and cover up? Get covered in dust?
Martin, F and Matthews (2002) Primary Geographer April 2002
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What connects What connects this picture this picture
with overwork, with overwork, the Gobi Desert the Gobi Desert
and a pint of and a pint of Guinness?Guinness?
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Yasu Ozeki cycled from Tokyo to Dublin in order to campaign for people who overwork.
He stopped by in a primary school to share his experiences.
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Where are these places?Where are these places?
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This isThis is Birmingham Birmingham
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Visual critical Visual critical literacyliteracy
Develops thinking skills: Creative Reasoning I nf ormation processing Enquiry Evaluative
I ncorporates a range of learning styles: Kinaesthetic I nterpersonal Linguistic
Requires: Co-operation Collaboration
Develops emotional intelligence: Social skills Self -confi dence
Develops speaking and listening skills.
Aids writing by providing: a purpose f or writing; the opportunity to orally
rehearse bef ore writing and
structures f or writing.
Teaches skills that are transferable across all curriculum areas.
KR Kingsfleet 2002
Develops inf erential comprehension skills.
Thinking Pictures
Questions I would like to
ask the tourists?
Freeze Frame
Hot Seating
A pupil takes the hot-seat in role to discuss geographical issue, place or problem.
( as a person in a photograph, in role as aplanning officer, local villager etc).
The rest of the class asks him/her questions
Empathy Glasses
What might this child be thinking?
What questions would I like to ask him?
BLOOMS REVISED TAXONOMY
CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingEvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging AnalysingAnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding
Mind Mapping
De Bono’s Thinking Hats
feelings
negative
facts
control
positive
creative
Directed task
Visit your chosen local area
Draw a sketch map/annotated diagram of the area
Undertake an audit for the area and mark in main features of interest (and possible trails) if applicable
Identify possible ideas and location for an enquiry
To report back at the next session
De Bono Evaluation
Red Hat: How do you feel about your assignment?
Yellow Hat: What has worked well? Why?
Black Hat: What is not going so well?
Green Hat: What new ideas have you got?
Assignment 1- Your teaching pack should contain: Planning sheet to provide an overview of enquiry activities,
identify programmes of study to be covered and key objectives for assessment
Accompanying notes/ relevant materials to communicate key information and ideas to the teacher e.g. Photos of the local area, outline map and notes about the locality identifying key geographical features.
Resources needed to support the enquiry e.g. An introductory motivating scenario for the children, data collection sheets, key vocabulary, information required by the children and task sheets for decision making activities, ideas for processing the data, ideas for presenting and sharing finding and evaluating the enquiry
Hand in assignment dates
Hand in for both assignments is week 12 - December 11th
Hand back will be week 1
Semester 2 2007 to be confirmed
Next week’s session- 16th October 2006
No formal session- Groups arrange to meet and develop enquiry teaching
pack for assignment 1 .
Room 110 is available .
Bibliography
Buzan, T.( 2003) Mind Maps for kids, Harper Collins, London,
Fleetham, M. ( 2003) How to…create and develop a thinking classroom, LDA, Wisbech.
http:www.teachingthinking.net/home.htm http://www.kurwongbss.qld.edu.au/thinking/Blo
om/bloompres:ppt Read,K.(2003) http://www.slamnet.org.uk/art