Introducing Critical and Creative Thinking - PowerPoint Presentation

Slide1

Introducing Critical and Creative ThinkingSlide2

Agenda

The importance of Critical and Creative Thinking

What is in the curriculum?

QuestionsPlanning for implementationRelationship to other curriculum areasProgressing learningWhole school planning Assessing Questions

Using pollsSlide3

“

In the new work order, young people will need excellent enterprise skills – digital literacy, critical thinking, creativity, financial savvy, flexibility, the ability to collaborate, self sufficiency – to survive and thrive in a radically altered economy

.” The Age, 3 May 2016Slide4

“For unless students are creative, curious, resilient and resourceful they will neither be prepared for a lifetime of learning new things nor be able to thrive in a fast changing world.”

The Age, 15 March 2016

http://www.theage.com.au/comment/schools-need-to-teach-capabilities-as-well-as-knowledge-and-skills-20160314-gnic8t.htmlSlide5

http://australia.teachingandlearningtoolkit.net.au/toolkit/

Most effective strategiesSlide6

What is meta-cognition and self-regulation?

Meta-cognition and self-regulation approaches aim to help learners think about their own learning more explicitly. This is usually by teaching students specific strategies to set goals, and monitor and evaluate their own academic development.

Self-regulation

means managing one’s own motivation towards learning. The intention is often to give students a repertoire of strategies to choose from during learning activities. ... These strategies are usually more effective when taught in collaborative groups so learners can support each other and make their thinking explicit through discussions. Source: Australian Teaching and Learning ToolkitSlide7

What should you consider when teaching meta-cognition and self regulation?

Teaching approaches which encourage learners to plan, monitor and evaluate their learning have very high potential, but require careful implementation.Have you taught students explicit strategies on how to plan, monitor and evaluate specific aspects of their learning? Have you given them opportunities to use them with support and then independently?

Have you asked students to: identify the different ways that they could plan (general strategies) and then how best to approach a particular task (specific technique)?consider where the task might go wrong? identify the key steps for keeping the task on track?consider how they would improve their approach to the task if they completed it again? Source: Australian Teaching and Learning ToolkitSlide8

Structure

Questions

and

PossibilitiesExplore the nature of questioning and a range of processes and techniques to develop ideas and possibilitiesReasoningExplore how to compose, analyse and evaluate arguments and reasoningMeta-Cognition

Explore the range of strategies to understand, manage and reflect on thinking and learning processes

Achievement standards

The

first achievement standard

is Foundation

to Level 2 and then at Levels 4, 6, 8 and 10.

“Towards Foundation Level” (Levels A-D) for

students with disabilities

is included

StrandsSlide9

Implementing the capabilities

The Victorian Curriculum F–10 includes capabilities, which are a set of discrete knowledge and skills that can and should be

taught explicitly.

It is expected that the skills and knowledge defined in the capabilities will be developed, practised, deployed and demonstrated by students in and through their learning across the curriculum. Slide10

How and where to teach this?

An example Content description:

Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities. Achievement standard (part of): Students apply questioning as a tool to focus and expand thinking. Possibilities – Where will it be:introduced/developed practised deployeddemonstratedSlide11

Year XXX

Introduced/

developed

Practised DeployedDemonstratedEnglish

Maths

The Arts

History

Geography

Civics and Citizenship

Economics and Business

Languages

Health and Physical Education

Science

Digital Technologies

Design and Technologies

How and where to teach this?Slide12
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Planning for progression in learning

Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities

What will you teach to progress the student’s learning?

Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements

By the end of Level 6, students apply questioning as a tool to focus or expand thinking. 

What will the students be able to demonstrate

as they are progressing towards the standards?

By the end of Level 8, students prioritise the elements of a question and justify their selection.Slide14

Analysing whole school planning

What are the implications when English is used as the main vehicle for teaching critical and creative thinking?

How do you build consistency for the students?

What are the implications for sequencing the concepts?Could you “over teach” the content? Slide15

Assessing

If we articulate the

learning progression with standards, we can teach it and assess itSlide16

Key messages

Critical and creative thinking processes are fundamental to effective learning across the curriculum.

This Victorian Curriculum F-10 design

assumes that knowledge and skills are transferrable across the curriculum and therefore are not duplicated. For example, where skills and knowledge such as asking questions, evaluating evidence and drawing conclusions are defined in Critical and Creative Thinking, these are not duplicated in other learning areas such as History or Health and Physical Education. Slide17

Key messages

Explicit teaching of and the application

of thinking skills enables students to develop an increasingly sophisticated understanding of the processes they can employ whenever they encounter both the familiar and unfamiliar, to break ineffective habits and build on successful ones, building a capacity to manage their thinking

.Thinking that is productive, purposeful and intentional is at the centre of effective learning and the creation of new knowledge, with the progressive development of knowledge about thinking and the practice of using thinking strategies fostering students’ motivation for, and management of, their own learning.Slide18
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Location / Contact details

VCAA

websitesVictorian Curriculum F-10

http://victoriancurriculum.vcaa.vic.edu.auVictorian Curriculum F-10 Resources and Supporthttp://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/viccurr-resources.aspxCurriculum Planning Resources: http://curriculumplanning.vcaa.vic.edu.au/home

Queries

Email: vcaa.f10.curriculum@edumail.vic.gov.au

Sharon Foster – 90321680

Email – foster.sharon.a@edumil.vic.gov.au