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What are the advantages and Disadvantages of having door knobs made out of chocolate?

St Benet Biscop Teaching Thinking Session Two. What are the advantages and Disadvantages of having door knobs made out of chocolate?. Share one positive outcome from using the strategies we looked at last time (1 minute each)

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What are the advantages and Disadvantages of having door knobs made out of chocolate?

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  1. St Benet Biscop Teaching Thinking Session Two What are the advantages and Disadvantages of having door knobs made out of chocolate?

  2. Share one positive outcome from using the strategies we looked at last time (1 minute each) Jointly formulate one question arising from what we looked at last time (3 minutes) Link Previous Learning ‘Bridging’

  3. Teaching Thinking Strategies ODD ONE OUT

  4. Bamburgh Holy Island Hadrian’s Wall Alnwick

  5. Odd One Out • Health & Social Care • ASPRIN CANNABIS LEMSIP • ALCOHOL NICOTINE HEROIN • PARACETAMOLSOLVENTS COCAINE

  6. A CIRCLE K AREA U TRIANGLE B MULTIPLY L PARALELLOGRAM V DIVIDE C OBTUSE ANGLE M 60 W RECTANGLE D 360 N RIGHT ANGLE X DIAMETER E ADD O 3 Y ACUTE ANGLE F 180 P SQUARE Z 4 G DIVIDE Q LINE AA VENN DIAGRAM H SPHERE R EQUILATERAL BB REFLEX ANGLE I QUADRILATERAL S CIRCUMFERENCE CC CUBE J 90 T PYRAMID DD ROOT Teaching Thinking StrategiesOdd One Out MATHS ODD ONE OUT

  7. Odd One Out Developmental use Pictures Words and numbers Find just one odd one out Justify any one as the odd one out Provide words/pictures/lists/ add a further word etc to each set numbers without changing the odd one out ( adding to their classification group) Give sets Pupils make up their own sets

  8. Reflection Think back over the lesson Note down what you consider to be the MOST IMORTANT POINT from the lesson

  9. PRINCIPLES There is more than one credible answer and/ or there is more than one way to reach an answer. It’s often helpful to struggle. Dialogue is more important than answers, process than product.

  10. Bloom’s Taxonomy of Thinking

  11. Mystery • A Mystery must have one central question to investigate • Eg Why did this Corner Shop Close?

  12. Debriefing a Mystery • Using words to describe thinking skills based upon Bloom’s Taxonomy Open questions, individually, in small groups and as a whole class What did you physically do with the pieces of paper and why? How did your ideas and approach change over the course of the activity? Ho did your group operate? Who took the lead role? Was it hard to get everyone to listen? How did you resolve arguments? What did you remember? How? Were some statements harder than others to classify? What did you learn from the exercise? How do these skills link to real life? Where have you used these skills before? Where could you use it in future?

  13. PRINCIPLES There is more than one credible answer and/ or there is more than one way to reach an answer. It’s often helpful to struggle. Dialogue is more important than answers, process than product.

  14. In pairs chose two examples of skills you have used in The Mystery Activity

  15. TEACHING THINKINGA Summary • Makes explicit what is usually implicit • Inclusive • Engaging • Raises standards

  16. Plenary/Review of the Day Reflect back over the day In pairs Chose one activity to trial before our next meeting, feedback to the group which activity & topic

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