Review: Teaching for Thinking Forum (Part Four)

“If you spend too much time thinking about a thing, you’ll never get it done.”
– Attributed to Bruce Lee

Today’s article is the final in the review series from the Teaching for Thinking Forum held last week at St Leo’s Catholic College, and focuses on Constantin Lomaca’s concluding presentation titled Towards a Thinking Curriculum. If you have not read the articles covering the previous three speakers, I would recommend you do so, by clicking here for the first presentation. Constantin is the head of Teaching and Learning at St. Leo’s, and opened by thanking everyone for their attendance, and promising that he would push through quickly to preserve the question time that was planned for the end of the evening.

Constantin entry point into the discussion on thinking and philosophy in education was reminiscent of components of the previous speakers’ messages; the current curriculum is crowded, the pressure on teachers stress to “…get through all the content…” and the ensuing stress as we seek to achieve this leads to our students having little time to think and to process the discussions and learning in which they engage; and this on the back of us, as teachers, having only a small amount of time to plan and prepare inside school hours, being forced to take work home far too often.

“By the ‘time our students reach senior school, they have not acquired the tools or dispositions for “thinking through” problems, concepts and ideas independently, which impacts their HSC performance, particularly at the higher bands.”
  Constantin Lomaca

As a primary teacher, I do not necessarily see the end results that Constantin is referring to. What I do see, however, is the effects he is implying when it comes to NAPLAN. Students that do not ‘get’ the answer, or think of the answer within the allotted time (often only a few seconds) and are thus used to being supplied with the answers to ‘problems’ are being asked to think for themselves and this is causing anxiety and stress.

Simon commented in his presentation that “…learning is the product of thinking…” and Constantin extended this statement. To learn something, is to understand it, intrinsically. To be able to transfer the knowledge across domains, and therefore, “…[u]nderstanding is NOT… a precursor to application, analysis, evaluating [or] creating, but a RESULT of them. Thus UNDERSTANDING is the outcome of Thinking” and accordingly, it is only when students have demonstrated with evidence their understanding and reasoning behind a specific concept that our job is done. Constantin’s statement regarding the lack of dispositions for thinking also hearkens back to a comment by Simon ,in his presentation, that without the disposition to think, it is irrelevant how much explicit teaching of thinking [tools] we provide.

Constantin echoed Dr Jensen’s call that thinking skills need to be explicitly taught, and time for authentic practice given, however it is not enough, I believe, to provide time for practice of thinking skills and strategies. The discussions that were engaged in during the evening indicated that there was a general awareness and understanding of this point, and the pedagogical strategies that have been put in place to support the implementation of the explicit teaching of thinking skills and strategies.

Constantin continued his presentation with a brief overview of how St Leo’s were utilising a process to program and plan called Understanding by Designor UbD, to facilitate the inclusion of thinking skills. I had not previously heard of this programming method, but based upon Constantin’s explanation, it does sound somewhat similar to a process that was introduced to me during my undergraduate degree as backward mapping, which is also known as Backward Planning or Backward Design.

Constantin expanded upon how this process was being used to implement teaching for thinking and to make thinking visible within the context of his school, and concluded his presentation by inviting three students to make a presentation based upon their learning during the year thus far. The students demonstrated an awareness of the basic principles of critical thinking skills, and the historical providence from the Age of Enlightenment and other thinkers throughout history, which despite some obvious nervousness from the students, flowed well and was tightly structured.

The Forum at this point, after some closing remarks from Constantin, and an invitation to join himself and others for a meal at a local venue, broke up, with a number of small groups forming to digest, discuss and reflect with each other upon the evening. Given that my mode of travel is motorbike, and that at this point it was around 7.30pm, cold and a little windy, I made the decision to opt out of the dinner in order to make the approximately forty-five minute trip home.

The Forum was, in my mind, absolutely worth attending, and each of the presenters linked in with each other on various points. There was a lot to get excited about, a lot to take back into the classroom and put into action, much to ruminate upon and plans to consider for future action.

I was excited by the results of the two philosophy courses being implemented at Waverley College, and am eager to visit and see some of those classes in action, in order to extrapolate some of the pedagogical strategies backwards to put into place with my Stage Three students. I am also beginning to make explicit thinking time part of my pedagogical practice when asking students to engage with concepts. So far, in the week since the Forum, this has met with mixed responses from students, but I am confident that as it becomes more and more common and that as we continue the conversation about why thinking is critical that more students will get on board with the practice. Finally, I very much want to spend some time considering how, when I do have a full-time class, I can embed the teaching for thinking principles within my class, my pedagogy and my students, to achieve the goal of creating life long learners and thinkers.

I will leave you with a final comment, a reminder that “…learning is the product of thinking…” (Dominic Hearne)that “…good thinking is a disposition as well as a skillset…” (Simon Brooks), that “…we need to explicitly teach and embed thinking skills, including the metalanguage of thinking and metacognition…” (Dr Jensen) and finally, that “…our job is done only when we see evidence of students’ understanding and reasoning…” (Constantin Lomaca).

As always, thank you for reading, and my thanks go to St. Leo’s Catholic College for organising and hosting this event, to the speakers for their time, energy, expertise and ideas, and to my fellow teachers, who gave of their Thursday night to open themselves up to concepts and ideas that can be challenging in the face of needing to “…get through the content…”

Review: Teaching for Thinking Forum (Part Three)

“Thinking is the hardest work there is, which is probably the reason why so few engage in it.”
– Attributed to Henry Ford

My previous two articles in this review series from the Teaching for Thinking Forum have examined the presentations by Dominic Hearne and Simon Brooks. This article follows on with a review of the first presentation after the networking and reflection break, which was delivered by Dr Britta Jensen of Marist College presenting under the title Community of Inquiry – teaching methodology for the thinking classroom.

Dr Jensen opened her presentation by making a statement that I agree with wholeheartedly; “[t]hinking skills should be explicitly taught and practiced,” a statement which harks back to Simon Brooks’ comment that “learning is the product of thinking.”  Dr Jensen produced a non-exhaustive list of thinking skills and some of their applications, which I have included here.

Thinking skills – a non exhaustive list:

  • Discriminate between types of questions
  • Compose conceptual (divergent) questions
  • Give reasons (to justify)
  • Make distinctions, suggestions and inferences
  • Define concepts and test their definitions
  • Hypothesise
  • Examine generalisations
  • Identify (underlying) assumptions
  • Use examples and counterexamples
  • Create and test criteria
  • Engage with the meta-language of thought – to reflect on one’s own and others’ thinking moves

You can see how many of these relate to the Four C’s as previously introduced by Simon and also back to the examination of generalisations and of underlying assumptions that Dominic Hearne spoke about in his presentation. The introduction of thinking skills, and particularly the explicit engagement with the meta-language of thought may increase the quality of class discussions (and as an aside, when combined with other strategies, may reduce the incidence of the Hermione effect) and increase the awareness of the thinking strategies which students are engaging with in a variety of contexts, that is, of meta-cognition around thinking skills and strategies which they are employing.

Dr Jensen then produced the brief version of five steps for a community of inquiry:

  1. Introduce a stimulus
  2. Generate questions
  3. Collaboratively question generation on board
  4. Group the questions based on thematic commonality
    1. This has the side-effect of creating more abstract questions, challenging students to think more abstractly.
  5. Collaboratively choose a question/s (from step four) to explore and examine in depth.

Dr Jensen played for the audience the trailer for Sur le chemin de l’école and then we, as an audience, generated questions that arose from the brief clip (included below).

The underlying aim of the exercise was to demonstrate the ease with which a questioning and thinking exercise can be initiated in a classroom. Dr Jensen followed this up by showing us a stimulus that had been used with a Stage One class:

Stage 1 Stimulus

This stimulus generated a significant level of conversation with Stage One students, and the responses were quite articulate and demonstrate a high level of awareness when it comes to questioning and thinking.

Stage 1 Responses

There are a range of potential benefits to explicitly teaching and practicing thinking skills, some of which Dr Jensen elucidated on, including the ability to contribute, constructively, to discussions, the ability to refine ideas and arguments upon the reception of new information (a skill which will carry across to the scientific domain), and very importantly, it teaches students to respectfully disagree. This last skills in particular is a critical skill for all students, indeed, all adults, to possess as it will be required, essentially, throughout their lives as a skill to avoid creating arguments and disharmony in various contexts.

Dr Jensen closed with discussion of two schools in Australia, Buranda State School in Queensland and Bondi Public School in NSW, both of whom have introduced explicit teaching of philosophy and thinking, which has had a flow-on effect on NAPLAN results. Dr Jensen was quick acknowledge that NAPLAN is merely one way to measure, and that there is knowledge of any other programs that may have been put in place by those schools that may have assisted with the results.

Dr Jensen provided some links to other resources for anyone interested in further development and using philosophy and thinking their teaching, as well as some links to academic resources:

FAPSA approved and BOSTES accredited workshops and courses can be found through KinderPhilosophy and Philosophy in Schools NSW and through the Federation of Australasian Philosophy in Schools.

Academic References

  • Cam, P. (2010). Philosophy for a Thinking Curriculum. Accessed 1 June 2013 via http://www.philosophyinschoolsnsw.com.au/index.php?page=philosophy-fora-thinking-curriculum
  • Cam, P. (2015). Educational Disadvantage and the Community of Inquiry (manuscript).
  • Jensen, B. (2013). 21st Century teachers should promote thoughtful dialogue: We should establish and sustain communities of inquiry. Poster presented at Department of Education Knowledge Fair, Macquarie University.
  • Jensen, B. & Kennedy White, K. (2014). The case for Philosophical inquiry in the K- 12 Classroom SCAN Volume 33, Issue 2 pp 6-11.
  • Kennedy White, K. (2013) “How to embed Philosophy into the Crowded Curriculum” presented at the Australasian Conference on Philosophy for Children, Sydney and the International Conference of Philosophy in Schools, Cape Town, South Africa.
  • Kennedy White, K. & Jensen, B. (2015) Creating a thinking school: a case study in the value added by philosophy inquiry. To be presented at the International Conference of Philosophy in Schools, University of British Columbia, Vancouver.
  • Topping, K.L. and Trickey, S. (2007). ‘Collaborative philosophical inquiry for school children: Cognitive gains at 2-year follow-up,’ British Journal of Educational Psychology 77, 787-796.

I would like to hear from anyone who has implemented explicit teaching and practice of thinking skills in their classroom, and the problems that were encountered and strategies for solving them, as well as the success stories with using explicit teaching and practice of thinking skills.

As always, thank you for reading, and tomorrow will see the last article in this series on the Teaching for Thinking Forum, a review of Dean Lomaca’s presentation under the title Towards a Thinking Curriculum.

Review: Teaching for Thinking Forum (Part Two)

“The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.”
– Attributed to Albert Einstein

I like to open each of my blog posts, where appropriate, when I type it at the desktop computer (as opposed to the iPad) with a quote that is somehow relevant to the topic of that particular article. Today’s quote is, I believe, particularly fitting as the topic of this article is the presentation titled  Why and How might schools build cultures of thinking? by Simon Brooks from Masada College as delivered at Thursday’s Teaching for Thinking Forum (#T4TConf) hosted by St. Leo’s Catholic College. If you have not read the introductory review article from that conference, I would recommend you do so by clicking here.

Simon opened his presentation with the statement, and I am paraphrasing here, that:

“…learning is the product of thinking, and that for those teachers who hold that they are unable to take on new educational fads, such as allowing their students time to genuinely think and reflect about their learning because “…we have to get through all the content…” then it has to be asked, what does getting through the content look like?

This was a very interesting statement, as it is one that I have heard numerous times throughout my undergraduate degree from lecturers and tutors at university and from many teachers with whom I interacted whilst on various professional placements. I have found that this statement is elicited by teachers being advised that they need to undertake a particular professional development activity, or in relation to the use of technology in the classroom .

Simon then led us into the first of his four focuses, a poem. Specifically, The Schoolboy, by the poet William Blake.

I love to rise in a summer morn,
When the birds sing on every tree;
The distant huntsman winds his horn,
And the sky-lark sings with me.
O! what sweet company.

But to go to school in a summer morn,
O! it drives all joy away;
Under a cruel eye outworn.
The little ones spend the day,
In sighing and dismay.

Ah! then at times I drooping sit,
And spend many an anxious hour,
Nor in my book can I take delight,
Nor sit in learnings bower,
Worn thro’ with the dreary shower.

How can the bird that is born for joy,
Sit in a cage and sing.
How can a child when fears annoy.
But droop his tender wing.
And forget his youthful spring.

O! father & mother. if buds are nip’d,
And blossoms blown away,
And if the tender plants are strip’d
Of their joy in the springing day,
By sorrow and care’s dismay.

How shall the summer arise in joy.
Or the summer fruits appear.
Or how shall we gather what griefs destroy
Or bless the mellowing year.
When the blasts of winter appear.

Simon prefaced his reading of this poem by very briefly introducing us to the thinking routine known as the four C’s with the side-note that we would be returning to it reading through Blake’s words. The four C’s is a thinking routine that can be deployed in any context and which encourages the user to think critically.

Specifically, the four C’s consists of the following thinking prompts:

  • Connections: What connections do you make between the poem and today’s Teaching for Thinking Forum?
  • Challenge: What ideas, positions or assumptions in this poem do you want to challenge or argue with?
  • Concepts: What are the key concepts or ideas in this poem that you think are important and worth holding on to?
  • Changes: What changes in attitudes, thinking or action are suggested by the poem, either for you or others?

My initial connection was with the third-to-last stanza, and it took me to the very structure of education and its relationship with the origins of education in the industrial revolution, a topic that was covered extensively during my initial teacher education, and the dichotomous relationship that is shared between early-childhood and primary education structures, and indeed, between primary and secondary education structures  and then following on, between secondary and tertiary education structures. Focusing on the first, the structure of early-childhood education (or my understanding thereof at least, I am sure that my readers involved in that sector will disabuse me of any misconceptions) is that learning is largely play-based and more free-form than it is structured. Upon arrival at ‘big school,’ we expect students to stand in two straight lines, adhere to rigid structures administered by bells, eat when they are allowed to, go to the bathroom during specific breaks, sit at their desks in chairs and utilise pencils, all in ways that would be as alien to them as the concepts of neurological surgery would be to me.

The obvious challenge from this connection, then, is why is education structured in such a way? Why, two hundred years after the industrial revolution have there been so few changes to the way in which we structure our children’s education? Why is the assumption that all students should be grouped by age still prevalent, other than convenience? The key idea from this is that education, or rather, schooling, is something to be abhored and avoided in favour of the summer morn’ and that changes need to be made, effectively, to change this mindset.

“Cultures of thinking are places in which a group’s collective as well as individual, thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all the group’s members.”
-Simon Brooks

This exercise started the audience along the pathway of thinking, and of questioning what they were reading, and Simon lead on from this by posing that there are a total of eight cultural forces, that are  entirely unavoidable, that impact upon our thinking and that a culture of thinking is apparent when all eight forces are aligned and directed towards encouraging and appreciating thinking.  These eight forces have been identified by Ron Ritchart in his 2002 publication Intellectual Character and can be directed towards thinking as indicated below:

Excerpted from ROn Ritchart's 2002 publication - Intellectual Character
Excerpted from ROn Ritchart’s 2002 publication – Intellectual Character
Returning to the notion of there being no time for thinking because “…we need to get through all the content…”  SImon made the point that it is in the time of thinking and reflecting that the richness of understanding develops, and further posited that our classrooms walls be used not just to show off students’ completed works, but their in-progress works, to demonstrate, and to empower our students to think of thinking as being an on-going process, a tool for them to deploy, rather than being the goal for them to achieve.

Simon continued by introducing us to six contiguous key principles for a culture of thinking, which are expanded in an article by Ron Ritchhart and David Perkins.

  1. Learning is a product of thinking.
  2. Good thinking is not just a skill, but is also a disposition.
    1. I believe that this goes back to the saying that you can lead a horse to water, but you cannot make it drink. We can provide students with the skills, but if they are not disposed to use them, a disposition which can be encouraged, then it is unlikely that the skills will be deployed.
  3. The development of thinking skills is a social endeavour.
    1. This statement is powerful, and I believe, very true. Without the skills for thinking, our students are increasingly likely to become adults who do not possess the ability to discern bias, to determine fact from fiction, who fall for scams.
  4. The culture of thinking needs to be the default setting for classroom teachers.
    1. Students can tell when a teacher is faking it. If we are going to create a culture of thinking, we need to embody it, and to do so authentically.
  5. Fostering thinking means making thinking visible.
    1. To foster thinking, we need to model thinking. This could potentially include explicit out-loud thinking or the use of the meta-language of thinking, but making thinking visible will make it real and enable our students to engage with it more easily than if it is merely an abstract tool that we talk about  rather than use.
  6. For a classroom to have a culture of thinking, the school needs to have a culture of thinking for the teachers.
    1. I have found that teachers are often predisposed to engaging with a new concept, idea, technology, process when they see authentic engagement coming from the leaders within the school, whether this be the executive team, or a classroom teacher who is acknowledged as being a leader among their colleagues. If the leadership provides a culture of thinking for their teachers to operate within, this culture then permeates all facets of the school, including the daily classroom operations.

A comment that Simon made on a number of occasions throughout the night, and I think one that is fitting with which to close out this article is that a culture of thinking is not something you do. Simon related that he often hears teachers say to him that they are “….doing this culture of thinking thing” and Simon responds that you do not do a culture of thinking, you are and you have a culture of thinking.

Thank you, as always, for taking the time to read, and I would very much like to hear from my readers in regards to where the four C’s took them after reading The Schoolboy by William Blake, and strategies that have been used in your school or classroom to create a culture of thinking.

References

Ritchhart, R. (2002), Intellectual Character: What It Is, Why It Matters, and How to Get It, San Francisco, California, United States, Jon Wiley & Sons.

Ritchhart, R., & Perkins, D. (2008). Making Thinkin Visible. Educational Leadership, 65(5), 57-61

Review: Teaching for Thinking Forum

“Five percent of the people think;
ten percent of the people think they think;
and the other eighty-five percent would rather die than think.”
-Attributed to Thomas A. Edison

The teaching profession, I have often heard, and am discovering for myself, is often about the networking you have done and the connections you have forged through a professional learning network (PLN), both online and offline.Or, to put it in the vernacular, it is all about who you know. The only reason I heard about the Teaching for Thinking Forum, that was hosted last night by St Leo’s Catholic College in Wahroonga, was that my sister-in-law is a teacher there and shared the flyer on her Facebook wall, which is yet another indicator for the need for teachers to have a professional presence online, but I digress.

This particular conference was aimed at showing how a culture of thinking can be and has been applied, and the beneficence of stretching our students to think in genuine ways, and the beneficence of us, as teachers, allowing time and appreciating our the output of our student’s thinking. To this end, the four speakers targeted different aspects of thinking and how they have been implemented in their schools.

The night was arranged with two speakers on either side of a fifteen minute networking and refreshment break. At the conclusion of the forum, there was a further opportunity for networking and conversation with many attendees going for dinner together at a nearby eatery.

The first speaker, and for me personally, the most engaging and motivating speaker was Dominic Hearne, the Head of Learning Enrichment and the Head of Religious Education at Waverley College. under the heading A model of / for Gifted and Talented Education (as used at Waverley College). Dominic outlined a BOSTES approved series of courses that that they developed and targeted towards those students who sat in the 80% – 95% range across key learning areas as a way of extending those students and providing opportunities for them to be challenged.

Dominic’s first point was a discussion of the models of extension that are traditionally utilised which tend to fall into one of two buckets. The first bucket that Dominic identified was where those students are withdrawn from the regular classroom context and provided with either one-to-one or small-group learning situations where they are extended and stretched in their particular learning area. It was pointed out that this can create further difficulties in itself, as the student is then required to catch-up on the learning they were not present for as a result of their extension opportunities. This can have the flow-on effect of creating additional stress for the student, which is of course not a desirable outcome.

The alternative that is often implemented is team-teaching, whereby a second teacher enters the classroom and provides one-to-one instruction that is aimed at extending the student. This however has its own pitfalls. In the early stages of such a practice, it can often be a source of much distraction to other students, as the new sounds, the discussion of the teacher and the student being extended, in provide an undercurrent of noise to the primary teacher delivering instruction to the majority of the class.

Dominic indicated that Waverley College wanted to combine the beneficial aspects of both practices, and developed two courses which they have been approved by BOSTES. ‘Learning Enrichment’ is now compulsory for Years Seven and Eight, and ‘Human Society and Applied Philosophy’ is now an elective for Years Nine and Ten.

Pure philosophy scares the [students]. Learning Enrichment dresses it up in respectability”
Dominic Hearne

Taking a step backwards, Dominic indicated that when they, as a school, identified that they wished to provide stretch learning opportunities for those students who were between the average and the top end of the academic bell-curve, the first thing that was done was the removal of the term Gifted and Talented as there is an extraordinary amount of baggage and expectation attached to that label. The use of Learning Enrichment as an alternative is not simply a case of ‘the same thing dressed differently’ but is an opportunity to widen the catchment net and enable those students who may not ordinarily be considered for a Gifted and Talented program, to be considered for this ‘Learning Enrichment’ opportunity.

The entry course, Learning Enrichment, delivers explicit teaching in critical thinking skills, and forward-maps the current learning to the future, explicitly, so that students understand why they are undertaking the project. The statement is put to them that they are the future leaders, and that in ten years they will have graduated, not only from high school, but from university. This creates, immediately, high expectations, by saying to the students that you will graduate from university, rather than you might graduate from university. In addition to this, all members of the school executive are expected to engage with the delivery of this course as a matter of fact.

“If students are not engaging with the [higher order thinking skills from] Bloom’s Taxonomy, that indicates a problem with the pedagogy, not with the student.”
-Dominic Hearne

The first unit, Dominic related to us, was an examination of epistemology, delivered as if it were a one hundred level undergraduate course, and done so without apology. Other units included were Problem Solving Skills, which was largely based on the concepts of the Future Problem Solving Program, in which students were expected to identify and solve a problem that was present within the school. This has result in presentations to the school business manager of how solar power can be utilised to save money, a presentation that included costings, and which has since acted upon with one building’s roof now being covered with solar panels.

Dominic gave us an example of how the Applied Philosophy course is delivered to Year Nine and Ten students, by asking us as an audience a question he asks those students: what are the life lessons we can learn from Bugs Bunny? If it has been a while since you have watched a Bugs Bunny cartoon, here is a clip from YouTube from the fiftieth anniversary of Bugs Bunny featuring highlights of fifty years of Bugs Bunny in three and a half minutes:

The question was hat are the life lessons we can learn from Bugs Bunny? Some of the responses that were offered up included that Bugs is always right, that animals can talk, that having a speech impediment is normal (think about how many of the core Looney Tunes characters have one), that cross dressing is normal (think about how many times you have seen Bugs or any of the others cross-dressing), that all skunks are French and are lechers and that death is not real. The point of the exercise is that the life lessons we learn from watching Bugs is that we create, in our minds, a universe which we accept without question. I remember watching Michael Jordan in the movie Space Jam, and not even blinking when Michael Jordan fell from the sky into the Looney Tunes world without getting hurt, because that is the world which my mind has constructed and accepted based upon years of watching cartoons.

This line of thinking then gets applied to our own world, and leads the way into questioning our assumptions and beliefs, and to becoming critical thinkers, and is an exercise I would like to undertake with some of my Stage Three students to get them thinking about critical thinking and questioning assumptions.

Other units throughout the program include a study of the Art of War and the Ethics of peace, an examination of St Augustine’s concept of a Just War leading into an examination of what happens when the war stops, and questioning why are some wars not really wars, why does the war on terror, need the ‘on terror’ designation and what that mean for the supposed war, and what happens when the Peacekeeping forces and humanitarian agencies enter after a war has concluded.

“Gifted and Talented is perjorative and we wanted to avoid that due to the loading and expectations already found. Learning Enrichment widens the net.”
Dominic Hearne

The last aspect of the course was the literary study. To be quite honest, this literary study sounds more difficult than what I was required to do in order to attain Honours Class I at university. Students are required to submit a three thousand word literary study, that is not about the story, but that is about the subtext of the story and the social, political and economic times in which the story was written, and in which the story is set. The student is then required to conduct a viva-voce, consisting of a fifteen minute presentation of their thesis and a fifteen minute defense thereof. This creates a mindset and a skillset in the students where they are required to thoroughly know and understand and be able to apply their knowledge and the concepts within their thesis, in order to adequately defend it from the questioning of their peers. It forces students to be able to organise their writing and their notes, and finally it forces them to be able to think on their feet. All of these are skills they will need to succeed in academia, both at the senior High School level and at the tertiary level, and are skills that will be useful in later life. It also creates a mindset for the students upon entering university that a fifteen-hundred word essay is nothing to sweat over, which puts them ahead of their peers.

I took a lot from Dominic’s presentation, and much of what he talked about is very similar to what I hope to achieve with my primary students during the research project. Dominic kindly provided a copy of the Human Society and Applied Philosophy course outline to the audience, which I will be reading with great interest. I spoke briefly with Dominic afterwards, and will be contacting him to arrange a suitable time to visit the college and observe a lesson, and speak further to determine ways in which I can adapt the pedagogy and the concepts of the course to be suitable for my Stage Two and Stage Three students.

If you are teaching explicit philosophy or applied philosophy, I would very much like to hear from you in regards to the pedagogical strategies you are using to allow the students to understand the complex concepts contained therein, and then apply them critically.

My next article, on Tuesday (delayed due to the long weekend here in NSW), will focus on the second speaker, Simon Brooks, the Head of Teaching and Learning at Masada College and his presentation entitled Cultures of Thinking – An Introduction to the Why and How.

Until then, thank you for reading, and my thanks again, to St Leos Catholic College for organising and hosting such a wonderfully inspiring and challenging conference, and to the speakers for giving up their time.

EDIT: Jump to Part Two of the Review: Teaching for Thinking Forum series.

#TeachforThink

Just a very brief post today, simply to say that I will not be posting article as I am off to a Teaching for Think Forum, to be held at St Leo’s Catholic College in Waroongha.

I do not plan to live tweet from the forum, so that I can focus on what the speakers are saying and take some notes. I do plan to post a review tomorrow afternoon though, so keep an eye out for that. There may be some live tweeters at the event, so keep an eye out for #TeachforThink on Twitter. 

EduTech and The Teaching for Thinking Forum

The annual EduTECH conference is on this week in Brisbane, and it promises to be an excellent event, with some great keynote speakers, and of course the large range of exhibitors. I would have liked to have gone, but am unable to do so. If you are interested in following the happenings, keep your eyes open for #EduTECH and if you are at EduTech, then make sure you get along to one of the #TMEduTech sessions. I would particularly like to hear about Monika Kern’s two minute session on The RAT model – an alternative to SAMR.

If you are unable to make it EduTech, consider sending an RSVP to the email on the bottom of the below invitation to attend the Teaching for Thinking Forum at to St Leo’s Catholic College this Thursday at 4.30.

Teaching for Thinking Forum FlyerThe agenda looks interesting, and I will either live tweet (look for #TeachforThink) or write a review the following day.

Have a great week everyone, and as always, thank you for reading.