Critical a and C d Crea eative e Thinking i in Mathem ematics Penny Crossland penny.crossland@ggs.wa.edu.au June 2019
CSI I Critical a and C d Crea eative e Thi hinking
CSI I Critical a and C d Crea eative e Thi hinking
CSI I Critical a and C d Crea eative e Thi hinking
CSI I Critical a and C d Crea eative e Thi hinking Source: Screenshot from https://www.youtube.com/watch?v=xPPaWTuoyzQ
Sessi ssion O n Objec ectives es • Revise the Curriculum Capabilities and specifically, Critical and Creative Thinking • Share a range of Critical and Creative thinking routines • Provide examples of how to easily implement routines • Motivate and encourage you to implement critical and creative thinking routines in your setting. • AITSL standards addressed today: 2.1, 2.2, 2.5, 6.2
Curriculum Capabilities and Gonski 2.0 Recomm ommendation on 7 7 “Strengthen the development of the general capabilities, and raise their status within curriculum delivery, by using learning progressions to support clear and structured approaches to their teaching, assessment, reporting and integration with learning areas.” Sourc rce: https://docs.education.gov.au/system/files/doc/other/662684_tgta_accessible_final_0.pdf
Curricul ulum C Capa pabilities es • The Victorian Curriculum F – 10 includes capabilities, which are a set of discrete knowledge and skills that can and should be taught explicitly in and through the learning areas, but are not fully defined by any of the learning areas or disciplines.
Critical a and C d Crea eative e Thi hinking • Responding effectively to environmental, social and economic challenges requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully . • Explicit attention to and 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 .
Why did d I dev evel elop a p a pass ssion f n for C Critical and C Creative T Thinking? • Involve the learners in the process. • Encourage problem solving and grappling with questions that have more than one answer • Promote Mathematics as a broad, rich, subject area. https://www.youcubed.org
Map o of U Understanding Use these questions ns to shape pe y your ur s stude dents’ t think nking ng! Understanding M Map Adapted from Culture of Thinking Project Harvard Project Zero Resources
We A e Are e Learning T To o – as q ques estions. s.
We A e Are e Learning T To o – as q ques estions. s. • What are the Curriculum Capabilities, and specifically, Critical and Creative Thinking? • Why should we promote Critical and Creative Thinking in Mathematics? • What are thinking routines that promote critical and creative thinking? How can I implement these? • AITSL standards addressed today: 2.1, 2.2, 2.5, 6.2
WALT q ques estions a ns and nd enc ncouraging ng c curiosi sity
Dat ata P a Pretest – Enc ncouraging ng c cur uriosi sity Image taken from Boaler , J., Munson, J & Williams, C. Mindset Mathematics (Year 3)
Dat ata P a Pretest – Enc ncouraging ng c cur uriosi sity Image taken from Boaler , J., Munson, J & Williams, C. Mindset Mathematics (Year 3)
Dat ata P a Pretest – Enc ncouraging ng c cur uriosi sity Image taken from Boaler , J., Munson, J & Williams, C. Mindset Mathematics (Year 3)
Dat ata P a Pretest – Enc ncouraging ng c cur uriosi sity Image taken from Boaler , J., Munson, J & Williams, C. Mindset Mathematics (Year 3)
Dat ata P a Pretest – Enc ncouraging ng c cur uriosi sity
WALT q ques estions a ns and nd enc ncouraging ng c curiosi sity
My Mystery ry Ma Maths Jars
My Mystery ry Ma Maths Jars
Maths r s ref eflec ections t ns throug ugh M Maths T hs Tales es
Excellen ent r reso sour urce: e: Search “Visible Thinking Core Routines” for excerpts.
Maths T s Tales es Projec ect
USING THE W E WHEEL EEL Classr ssroom T Thi hink nking ng Activities es
Chal alk T Tal alk
Ch Chalk T Talk I Instr tructi tions
See T Think W Wonder
See T Think W Wonder – 3D S Shapes
Yello ellow Thin inkin ing W Whee eel
Claim S Support Qu Question
Chec eck t the C e Clues ues
Imagine p possib ibilit ilitie ies a and connect i ideas “Ge Gee W Whizz!” !” P Prove i it!” o or “What m makes you say t that at?”
Ref eflec ecting ng o on l learni ning ng
Addi dition H Headlines es
Integ egrating c critical a and c d crea eative t e thi hink nking ng into t the e Mathem hematics c s classr ssroom: Benefi fits ts: • Student ownership • Deeper thinking – relies on student ownership and sharing of ideas • Deeper Mathematical learning • Connections to lots of learning areas and external learning – kids made these naturally • Every lesson was rich with language and discussion • Growth mindset – I felt a shift in students’ mindsets – this was notable in discussions which moved to language like “I used to think… but now I think… and “A problem I had was…” or “A mistake we corrected was…”
Integ egrating c critical a and c d crea eative t e thi hink nking ng into the M e Mathe hematics class ssroom: Things gs to t think a about: t: • How to teach thinking skills – you must allocate adequate time • Kids don’t always love thinking deeply (particularly some bright students used to getting all the answers right) • How will you record / honour their thinking? • What will you need to implement this?
Impl plem emen enting i in your ur c class ssroom Choose one lesson that you might teach next week. • Choose a section of the wheel • Create an idea or activity • Share with a peer. Things gs to t think a about: t: • Will you assess this thinking? If so, how? • What will you need to implement this?
Refle lectio ion – Crea eate a e a headline! e!
Final t thought…
Critical a and C d Crea eative e Thinking i in Mathem ematics Penny Crossland penny.crossland@ggs.wa.edu.au June 2019
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