Nurturing Learning Dispositions through Thinking Routines Early Childhood Conference Oct 2018 Jermaine Lim & Jilyn Tan Ministry of Education 1
What do you SEE ? What do you THINK could be the presenters’ focus / key message? I wonder how this can be applied to my own beliefs/centre practice?
“The fundamental purpose of education for the 21 st century it is argued, is not so much the transmission of particular bodies of knowledge, skill and understanding as facilitating the development of the capacity and the confidence to engage in lifelong learning.” (Carr and Claxton, 2002)
‘ Learn for Life ’ is a value, an attitude and a skill that our students need to possess, and it is fundamental in ensuring that education remains an uplifting force in society. Ong Ye Kung, Minister for Education (Opening Speech at School Workplan Seminar 2018)
Objectives of Session • HOW can teachers nurture learning dispositions in young children explicitly and purposefully? WHAT are the key guiding principles and strategies to nurture learning dispositions in young children? • HOW might thinking routines be introduced to integrate learning dispositions into existing classroom activities, routines and transitions?
Why are Learning Dispositions Important? Dispositions should be included in learning goals because “ the acquisition of knowledge and skills alone does not guarantee that they will be used and applied ”. (Katz, 1993)
Why are Learning Dispositions Important? Knowledge + Skills Lifelong Learner + Learning Dispositions
NEL Curriculum Framework Learning dispositions
Desired Outcomes of Education & Key Stage Outcomes of Pre-School Education
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What are the Learning Dispositions? Children will Children will Children will Children will Children will Children will think back be flexible in show immerse in keep be able to interest in about what their what they working at a recognise they have thinking. the world are doing task to individual they live in. done, seen, and enjoy complete it. qualities. They are heard or felt what they willing to try in their do. out They will not experiences. They do not They will something They will afraid to ask give up They will listen to the new or take questions generate different and initiatives to even views of and like to alternative will explore seek though it is others and explore and ideas, gain doing things opportunities challenging. show discover new new in different in learning respect for things. knowledge ways. without others. to improve being asked. their learning
Scenario 1 Teacher Jilyn is facilitating reflection time with a group of children in the classroom. As a child is sharing her artwork with the class, Christopher shouted “Why is your cat blue? Cats are black, brown or white. MY CAT is BROWN!!!”. What do you see in this scenario? Why do you think the child, Christopher responses in this way? I wonder how we can nurture learning disposition(s) in the above scenario?
Scenario 2 Teacher Jermaine’s class is having learning centre time. In one of the small groups, the children are stuck and have difficulty completing their task. In the other group, the children have completed their task and are getting restless. What do you see in this scenario? Why do you think the children react this way? I wonder how we can nurture learning disposition(s) in the above scenario?
How Can We Nurture Learning Dispositions in Children?
Guiding Principles - CRANE R einforce C reate a across contexts Classroom Culture A dopt a whole Kindergarten approach N urture deliberately E stablish a common language
Role of the Teacher Engage children’s affect (heart) and intellect (head) so that they are able to exhibit the disposition in their actions (hand) 3 Key Considerations: • Plan meaningful learning experiences • Design the learning environment • Model through appropriate behaviour and language
C reate a classroom R einforce across A dopt a whole culture context kindergarten approach 1. Plan meaningful learning experiences E stablish a N urture common deliberately 3. Model language through 2. Design the appropriate learning behaviour environment and language
Role of Teacher 1. Plan meaningful learning experiences Aim to nurture learning dispositions deliberately Use common language Reinforce learning dispositions across various contexts
Role of Teacher 2. Design the learning environment a) Physical set-up of the classroom Displaying children’s work to promote reflection and appreciation Seating arrangement to promote inventiveness, engagement and/or appreciation Audio-visual aids to promote reflection and facilitate conversations about other learning dispositions
Role of Teacher 2. Design the learning environment b) Safe and inviting atmosphere (Tone, words)
Role of Teacher 3. Model through appropriate behaviour and language Seize teachable moments to: Strengthen desirable dispositions Weaken undesirable dispositions How might a child who is facing difficulty with a particular task serve as a teachable moment?
Role of Teacher 3. Model through appropriate behaviour and language Act as role-model: Lead by example Recognise and value the learning dispositions
Use of Routines? • In early childhood settings, routines play an important part in shaping the dynamics of the classroom, including teaching and learning. • Routines are simple steps that organise children’s and teachers’ participation in classroom activities.
Characteristics of Routines • Classroom routines tend to be explicit, and goal-driven in nature, usually due to a deliberate choice by the teacher. – Only a few steps – Easy to teach and learn – Easily scaffolded – Used over and over again
Use of Routines? • Ritchhart (2002) identifies 4 types of routines: Types of Purpose Example Routines House-keeping Manage movement and Putting bags in cubby holes physical materials Management Set up the classroom to help Forming groups, coming to children prepare for learning attention Discourse Organise conversations Norms for classroom between teachers and students discussion e.g. raising hands Focus children’s attention on Learning Circle time at the end of the the current topic being day for reflection discussed Thinking routines
Visible Thinking • Developed by Harvard Project Zero • Practices that help to make thinking visible by guiding learners’ thought processes and encouraging active processing • Video https://www.youtube.com/watch?v=oKV_S5NpDdc
Thinking Routines for Nurturing Learning Dispositions C reate a classroom R einforce across A dopt a whole culture context kindergarten approach 1. Plan meaningful learning experiences E stablish a N urture 3. Model common deliberately through 2. Design the language appropriate learning behaviour environment and language 29
Thinking Routines for Nurturing Learning Dispositions • Here are some possibilities for nurturing learning dispositions through thinking routines: Learning Disposition Thinking Routines Perseverance Stuck Talk Think back – Learn From it – Reflectiveness Do it Better Think – Pair – Share Appreciation Imagine if… Inventiveness See – Think – Wonder Sense of Wonder and Curiosity Think – Puzzle – Explore
Thinking Routines for Nurturing Learning Dispositions • “Stuck Talk” VS I am stuck because… I am stuck. • Think back – learn from it – do it better Think Back Learn from it Do it better • • • Do you like to…? What happened? Was it easy or difficult • to…? Why? What was the first thing Why? • • If you are asked to… you did? What have you learnt • from…? What did you do next? again, what else would • What could you have you do? • done? What would you do if this happens again?
Thinking Routines for Nurturing Learning Dispositions • Think-pair-share – Helps children to understand multiple perspectives through sharing ideas. Think Pair Share Think Share your Tell the about your ideas with group answer to a partner. about your partner’s the question. responses.
Thinking Routines for Nurturing Learning Dispositions • See-Think-Wonder/ Think-Puzzle-Explore – Stimulates curiosity and sets the stage for inquiry See Think Wonder What do What do What does you see? you think it make you about that? wonder? Think Puzzle Explore Do you What How can think you questions you explore know about or puzzles this topic? this topic? do you have?
Thinking Routines for Nurturing Learning Dispositions • Imagine if… – In what ways could the bus be made better? – In what ways could the bus be made more beautiful?
Discussion How do you think learning dispositions may be nurtured in your centre through the use of thinking routines? • Which thinking routine might you want to use? • Consider the guiding principles and roles of a teacher – would the thinking routine in question support that?
Q&A
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