Ascot State School ENRICHMENT PROGRAM and DIMENSIONS OF LEARNING Presenter. Angela Dawson
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1 Ascot State School ENRICHMENT PROGRAM and DIMENSIONS OF LEARNING Presenter Angela Dawson
2 DoL AND ENRICHMENT A FOCUS ON THINKING KNOWLEDGE IS POWERFUL! IN ORDER TO USE THAT KNOWLEDGE POWERFULLY YOU NEED THE ABILITY TO THINK! THINKING PROVIDES THE SOFTWARE FOR THE MIND. HIGHER ORDER THINKING ALLOWS STUDENTS MEMORY TO BE USED EFFECTIVELY.
3 How s your thinking? If the day before the day before yesterday was Tuesday, what is the day after the day after tomorrow?
4 Solution Tues Wed Thur Fri Sat Sun Mon DB DB yesterday DB yesterday yesterday today tomorrow DA tomorrow DA DA tomorrow
5 THINKING STRATEGIES To engage in higher order thinking such as: Problem Solving Decision Making Comprehending we commonly use strategies. In order for our students to be able to engage in these activities Ascot has implemented Dimensions of Learning and an Enrichment Program. To enable our students to become life long learners, we are providing learning experiences which encourage complex and creative thinking.
6 COORDINATOR ROLE In-service new staff/staff changing grades (Hot Skills, differentiation, DoL) Model strategies in classrooms Support classroom teacher s in designing and developing differentiated/dol programs Coordinate resources for classroom teachers Select and train children for a variety of competitions and tournaments Participate in GEM Network Meetings.
7 BACKGROUND TO ENRICHMENT Ascot State school has been involved in various enrichment and extension programs to enhance the needs of all learners; We have taken a whole school approach to enrichment and extension. All students need access to programs that facilitate extension and enrichment to nurture the talents of every individual child.
8 BACKGROUND (cont) Ascot encourages learning environments that are supportive and stimulating. Our program encourages a climate which allows risk taking and acceptance of children s individual needs. HOT skill program was devised and has been implemented across all grade levels. Staff regularly receive PD on ways to differentiate the curriculum.
9 PROVISION FOR ENRICHMENT Provision for Enrichment and Extension is developed at the following levels: WHOLE SCHOOL CLASS LEVEL INDIVIDUAL LEVEL
10 WHOLE SCHOOL HIGHER ORDER THINKING SKILL PROGRAM DIMENSIONS OF LEARNING (DIM. 3&4) OPTIMINDS CHESS CLUB DEBATING DRAWING CLUB ROBOTICS SCIENCE CLUB GIDGETS/GADGETS
11 CLASS LEVEL HOT SKILL PROGRAM Key purposes for developing HOT SKILL program: To enhance learners knowledge and use of HOT skills in context; To empower students with the language, tools and strategies to engage in a wide range of analytical, critical, and creative thinking tasks;
12 CLASS LEVEL (CONT) To create a classroom environment which encourages and fosters Thinking and Learning; To assist in the transfer of skills to everyday life and everyday situations as tools for life-long learning.
13 CLASS LEVEL (CONT) DIFFERENTIATION Teachers are trained to differentiate the curriculum. Learning Centres Tiered Projects Multiple Intelligence work Contracts Using Taxonomies Questioning Techniques Independent Projects
14 INDIVIDUAL LEVEL Within the classroom: Alternatives within tasks Small groups of children working with class teacher to work on problem solving, creative thinking etc
15 INDIVIDUAL LEVEL CONT Individual opportunities Children are encouraged to develop their talents by entering competitions Children are welcome to join clubs Trial for OPTIMINDS-years 5 to 7 Children work on Independent Projects related to their talents and interests
16 DIMENSIONS OF LEARNING is about thinking strategies
17 What is DoL? Dimensions of Learning (DoL) is a comprehensive model that uses what researchers and theorists know about learning, to define the learning process; DoL s premise is that five types of thinking ~ the five dimensions of learning are essential to successful learning.
18 DoL at Ascot State School 1999, 5 staff received in-service training by Jane E.Pollock (McREL Institute). 2000, these trained teachers began programme implementation. 2001, Years 4 and 5 implemented programme. 2003, all staff attended one day workshop and are now implementing the DoL model in their classrooms. New staff are in-serviced each year.
19 The DoL framework will help you to... Maintain a focus on learning; Study the learning process; Plan curriculum, instruction, and assessment that takes into account the five critical aspects of learning.
20 Implicit in the Dimensions of Learning model, or framework, are five basic assumptions: 1. Instruction Five Basic Assumption must reflect the best of what we know about how learning occurs. 2. Learning involves a complex system of interactive processes that include various types of thinkingrepresented by the five dimensions. 3. Curriculum programs should include the explicit teaching of attitudes, perceptions and mental habits that facilitate learning. 4. A comprehensive approach to instruction includes both teacher directed and student directed instruction. 5. Assessment should focus on students' use of knowledge and complex reasoning processes rather than on their recall of information.
21 Habits of Mind DoL Framework Graphic Use Knowledge Meaningfully Extend and Refine Knowledge Acquire and Integrate Knowledge Attitudes and Perceptions
22 DoL # 1 Attitudes and Perceptions I. Climate A. Acceptance 1. Teacher 2. Peers B. Comfort and order II. Task A. Value B. Ability C. Clarity
23 DoL # 2 Acquire and Integrate Knowledge I. Declarative A. Construct meaning; B. Organize; C. Store. II. Procedural A. Construct models; B. Shape; C. Internalize.
24 DoL # 3 Extend and Refine Knowledge Comparing; Classifying; Abstracting; Inductive reasoning; Deductive reasoning; Constructing support; Analyzing errors; Analyzing perspectives.
25 DoL # 4 Use Knowledge Meaningfully Decision making; Problem solving; Invention; Experimental inquiry; Investigation; Systems analysis.
26 ASCOT STATE SCHOOL HOT SKILL PROGRAM YEAR ONE De Bono s Thinking Hats; YEAR TWO Extended Brainstorming; YEAR THREE Questioning Techniques; YEAR FOUR Thinkers Keys; YEAR FIVE Graphic Organisers / Multiple Intelligences; YEAR SIX Bloom s Taxonomy; YEAR SEVEN Decision Making and Creative Problem solving.
27 SIX THINKING HATS
28 BRAINSTORMING Extended brainstorming encourages students to develop both cognitive and affective components of thinking Fluency Flexibility Originality Elaboration Curiosity Complexity Risk taking Imagination
29 Extended Brainstorming
30 QUESTIONING Term one Open and Closed Questions Term two Fat and Skinny Questions Term three and Four The Question Matrix
31 Tony Ryan's Thinker's Keys The Reverse Listing Key Place words such as cannot, never or not in a sentence. Eg. Name 10 things that you could not clean. The Disadvantages Key Choose an item and list a number of its disadvantages. Then list some ways of correcting or eliminating these. Eg. An umbrella, a computer, a hairbrush. The Combination Key List the attributes of two dissimilar objects, then combine the attributes into a single object. Eg. The telephone and a lounge chair. The BAR Key Make an item BIGGER, ADD something to it, REPLACE something on it. Eg. A skateboard, an umbrella, a freezer.
32 Graphic Organiser - Venn Diagram Whales and Fish Whale Breathe with lungs Are mammals Some hair on skin Suckle young Swim Live in water Have a brain Fish Breathe with gills Scaly skin Lay eggs Do not care for young
33 Mind Map
34 Bloom s Revised Taxonomy Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding
35 Creative Problem Solving Model 1. Mess finding; 2. Data finding; 3. Problem finding; 4. Idea finding; 5. Solution finding; 6. Acceptance finding. It is important to follow the above sequence as each step is an outgrowth of the preceding step and follows in sequential order.
36 DoL # 5 Habits of Mind Critical Thinking Be accurate and seek accuracy; Be clear and seek clarity; Maintain an open mind; Restrain impulsivity; Take a position when the situation warrants it; Respond appropriately to others feelings and level of knowledge.
37 DoL # 5 Habits of Mind con t Creative Thinking Persevere; Push the limits of your knowledge and abilities; Generate trust, and maintain your own standards of evaluation; Generate new ways of viewing a situation that are outside the boundaries of standard conventions.
38 DoL # 5 Habits of Mind con t Self-Regulated Thinking Monitor your own thinking; Plan appropriately; Identify and use necessary resources; Respond appropriately to feedback; Evaluate the effectiveness of your actions.
39 Hands On Activities At your table have a go at an activity. We ll share at the end.
40 How s Your Thinking? O S * * M E I R R D E E * * I E If the missing letters in the two circles are correctly inserted they will form synonymous words. The words do not have to be read in a clockwise direction. What are the words and missing letters?
41 Solution P M O I S R E T R D E E V C I E Imposter and deceiver. The missing letters are: P and T (imposter), and C and V (deceiver).
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