Thinking for Learning (Accelerated Learning S.) by Simon Percival, Mel Rockett
By Simon Percival, Mel Rockett
This useful publication is peppered all through with particular examples of the way academics have used considering for studying of their study rooms. The authors current the arguments for and opposed to a pondering talents method and describe alternative ways to reinforce pondering. They convey you what's attainable on your school room, together with: • varied tools for constructing considering for studying • options for constructing the suitable setting • instructions for constructing a neighborhood of inquiry • the significance of emotional intelligence and the way to advance it • Questions for studying • instructing techniques that may be tailored to any school room • priceless evaluation tools Grades K–12.
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Extra info for Thinking for Learning (Accelerated Learning S.)
List relevancies and irrelevancies for them. Facts and opinions Fallacies Separate into fact and opinion using a Venn diagram. What assumptions are being made? Why? Evaluation Activities Prioritise Rate Questions for Learning Reorder with a justification. Grade Design a mechanism to evaluate the importance of... Devise a hierarchy of significance. Critique Discuss the relative merits in relation to... Judge Following your critique, say which is better and why. What is the best option? Why? List five reasons.
Geography for the Young School Leaver (GYSL) and Nuffield Science both used this hierarchical theory of thinking to structure learning activities. Bloom called his work a 'taxonomy' because he believed it to be a system classifying the levels of thinking, and it has much to offer the teacher when organising learning experiences. However, the theory has often been misinterpreted and misused under the assumption that young pupils, or those labelled as Tess able', can only deal with the first one or two, maybe three, rungs on the ladder.
Which similarities and differences seem significant? What pattern does this suggest to you? What conclusion can you draw from the significant similarities and differences? Making predictions, hypothesising What might happen? What evidence indicates this? Based on the evidence, is the prediction likely or not? KING LLS Drawing conclusions What is the source trying to convince you of? How are they trying to do this? Does the language they use influence you in any way? What reasons do they provide for their opinion?