> surq` 0&bjbjqPqP ?J:: F!F!F!8~!$!d `6""(:":":"###y`{`{`{`{`{`{`$0chep` #####`:":"`(((#b:" :"y`(#y`(([l _:""PicTF!E&*]*_`0`+]fo'fT_f _##(#####``3(j###`#### `Thinking about Thinking
The purpose of this activity is to see how thinking skills are embedded in teaching and learning. Below are two sets of vignettesone on mathematics and one on nutrition. The classrooms described include a wide range and variety of levels of thinking skills, as well as different contexts for learners learning. Read both sets of vignettes and then choose one to reflect upon. Both sets reflect different teachers teaching the same topic.
Grade 3 MathematicsMrs. Chens ClassMr. Mollos ClassMrs. Chens Grade 3 class are learning about multiplication. To encourage her learners to deepen their understanding of numbers, Mrs. Chen urged them to look for patterns in the chart and to make conjectures.
She asked them, Do you see any patterns in the charts you are making? Can you make any guesses about any of those patterns? The class worked in pairs to investigate the multiplication chart.
Jesse and Samantha noticed that they could compute 4 x 8 by doubling 2 x 8 and wondered if that worked for other problems. During whole class discussion, Mrs. Chen asked Jesse and Samantha to share what they had noticed with their classmates.
She asked several learners to restate the idea and then discussed this process with the class
Mrs. Chen: Do you think Jesse and
Samanthas way of multiplying by 4by doubling and then doubling againworks with problems other than 4 x 8?
Matt: Because if you have 2 times 8 and 4
times 8, youre doubling the answer. It works every time.
Lindsey: It has to be doubled because youre
doing the same thing over again. Its like you did 2 times 8 is 16 and then you did 2 times 8 is 16 again, so it has to be 32.
Ben: What you are doing is counting by 8s,
so youre counting ahead, youre skipping some of the 8s. Youre doing another two of them, so its like doubling them up.
Mrs. Chen: What do others think about this
idea? Does it always work?
Lindsey: I tried to see if it would work with
triples, so I did 2 times 8 and 6 times 8, and it worked. You multiply it by 3 and the answer is tripled.
Mrs. Chen: I want you to use your
multiplication charts to further explore this idea for tomorrow. I want all of you to see if you can find out if Jesse and Samanthas method always works and explain why or why not.Mr. Mollos Grade 3 class have been studying multiplication. He gave his learners a partially constructed multiplication chart and asked them to complete it. The class worked individually to complete their multiplication charts.
He asked them, Do you see any patterns in the chart you are making? Are there easy multiplication facts that can help you with the harder ones?
Aisha said that she noticed, The twos were easier than the fours. Mr. Mollo began asking Aisha a series of questions:
Mr. Mollo: How can you use the twos to
help you with the fours Aisha?
Aisha: ummm, I dont know.
Mr. Mollo: What is 2 times 8 Aisha?
Aisha: 16
Mr. Mollo: What is 4 times 8 Aisha?
Aisha: ummm.(long pause)
Mr. Mollo: Can someone help Aisha with
the answer to 4 times 8? Trevor?
Trevor: 32
Mr. Mollo: Thank you Trevor. So, Aisha,
how much bigger is 4 than 2?
Aisha: 2 times bigger.
Mr. Mollo: Yes, or could we say that it is
double? That 4 is double 2?
Aisha: Uh, huh.
Mr. Mollo: What about 16 and 32 Aisha,
how much bigger is 32 than 16?
Aisha: (pause) ummmdouble?
Mr. Mollo: Yes, very good. (turning to
the class). Can you see this double rule and how it can help you with bigger multiplication problems? I want you to look at your multiplication charts and try out the double rule with other numbers.
Grade 7 NutritionMrs. Chettys ClassMr. Hortons ClassMrs. Chettys Grade 7 class are continuing their study of nutrition. Mrs. Chetty reviews the food groups with the learners. She lists the six categories shown in the food pyramid on the board. She names different foods and has the learners identify in which food group that food belongs. The class has a discussion on how different food may fit in more than one category. They analyse different foods, such as pizza and hamburgers, to see into which categories they fit. She calls on learners to share their favourite food and identify in which food group(s) it belongs.
Mrs. Chetty asks each learner to list what they eat in a typical day. She tells them to make sure they include how many of each item. Mrs. Chetty then hands out copies of the Department of Health Food Guide Pyramid. She tells them that these servings apply to all people, but as adolescents they should make one adjustment and that is they should make sure that they eat three or more helpings every day from the dairy group to get enough calcium. Mrs. Chetty shows a chart of what it considered a serving size for each of the food groups.
Using the Food Guide Pyramid and the serving information as guides, she asks learners to compare what they eat in a typical day with what is considered a healthy, well-balanced diet. Throughout the next week Mrs. Chettys learners record all the food they eat and then analyse whether or not they typically eat in a healthy manner.Mr. Hortons Grade 7 class are learning about the basics of good nutrition. He begins todays lesson by passing out this months school tuck shop menu. He tells the learners they will be working together in teams to analyse the school menu in terms of good nutrition. Their job as nutritionists will be to decide what is staying, what is going, and what else needs to be included in order to be a balanced and healthy diet.
After an introductory discussion about the six food groups, the learners are instructed to research what constitutes a healthy diet by reading their Health book, searching the Internet, talking with the school nurse, etc. in order to justify their proposed menu for next month. A few groups find the food pyramid in their Health books or on the Internet when searching for resources. Others find information about carbohydrates and protein, and some learners find information about organic foods.
As Mr. Horton walks around the room observing his learners, he notices how animated they are as they discuss, debate, and decide upon the school menu. He hears many of his learners justifying their choices with reasoned arguments backed by nutritional facts and sources. When they complete their research, they create a lunch menu for one week and submit their ideas and rationale to the school nutritionist.
Choose one set of vignettes on the previous pages and think about the differences between the two classrooms. With a partner answer the following questions. Be prepared to share your answers with the large group.
1. Which set of vignettes did you choose to reflect upon?
Mathematics Nutrition
2. What kinds of thinking skills did learners demonstrate in each classroom?
Classroom 1:
Classroom 2:
3. Which teachers classroom do you think was more successful at fostering, supporting, and encouraging learners' higher-order thinking skills? Why?
4. Considering the classroom that you felt was more successful, reflect upon the following questions.
a. What did the teacher do?
b. What did the learners do?
5. In which classroom do you think learners were more engaged? Why?
MODULE 1 1- PAGE 2
TARGETING THINKING IN THE CLASSROOM
1- PAGE 1 MODULE 1
TARGETING THINKING IN THE CLASSROOM
Intel Teach Programme Copyright 2006, Intel Corporation.
Teaching Thinking with Technology v2.0 All rights reserved.
Copyright 2006, Intel Corporation. Intel Teach Programme
All rights reserved. Teaching Thinking with Technology v2.0
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