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A curriculum that supports the development of thinking skills has
the following components:
- teaches students about thinking and learning
- engages students in complex thinking to manage new situations
and
- solve problems
- studies topics in-depth
- has extended periods of time for sustained thinking
- relates thinking and learning strategies to subject knowledge
- embeds thinking and learning strategies in every activity and
- is accessible to every student.
What is "thinking"? This question was raised at a workshop
on NAVCON 2k3 and responses such as:
"Dreams in my head"
"Talking to myself without saying anything" or
"Thinking is when you change your world view" were provided.
Carol McGuinness (University of Belfast) identifies the following
as key characteristics to enhance thinking in the classroom:
* developing and managing classroom talk
* making thinking visible in the classroom
* using thinking diagrams
* vocabulary for talking about thinking
* giving pupils time to think
* thinking aloud - explaining/justifying thinking
* facilitating dialogue in groups/pairs discussion
* developing teacher and pupil questioning
* making links and connection (transfer)
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Thinking
Principle 1: The learning environment
is supportive and productive.
Principle 2: The learning environment
promotes independence, interdependence and self motivation.
Principle 3: Students' needs, backgrounds,
perspectives and interests are reflected in the learning program.
Principle 4: Students are challenged and
supported to develop deep levels of thinking and application
Principle 5: Assessment practices
are an integral part of teaching and learning.
Principle 6: Learning connects
strongly with communities and practice beyond the classroom.
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