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Module
An introduction to thinking
skills
1
Module aims
• To introduce or refresh colleagues’
understanding
thinking skills.
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• To establish a link between thinking
skills and PISA.
2
Module objectives
•
•
Examine the term ‘thinking’ in the context of
PISA.
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Make links between classroom practice and
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the Welsh Government guidance on PISA and
thinking skills.
•
Establish good practice in thinking skills and
share some current educational initiatives
used to develop thinking in schools.
•
Identify and explore the role of thinking skills in
promoting improved learning.
3
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Connections
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Thinking warm-up
activity
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Connections
PISA encourages us to make connections:
master
• Corporate
within andslide
across
a range of texts
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• within and across a range of themes
• from across a range of personal
experiences.
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master
‘Thinking’ in the
context of PISA
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estimate
visualise
identify
calculate
analyse
think
critically
reason
evaluate
reflect
hypothesise
deduct
sequence
infer
create
predict
define
solve
explain
propose
problems
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Developing thinking skills in the context of PISA
Plan
Asking questions
Activating prior skills,
knowledge and
understanding
Gathering information
Develop
Generating and developing ideas Reviewing outcomes and
success criteria
Valuing errors and unexpected
Reviewing the
outcomes
process/method
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Entrepreneurial
thinking
With guidelines
Determining
the
process/method and
strategy
Determining success
criteria
Reflect
for
corporate
Thinking
about presentations
cause and effect
and making inferences
Evaluate own learning
and thinking
Linking and lateral
thinking
Thinking logically and seeking
patterns
Considering evidence,
information and ideas
Forming opinions and making
decisions
Monitoring progress
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Extracted from: OECD (2012) A Guide To Using PISA as a Learning Context
Developing thinking skills in the context of PISA
Plan
Develop
Asking questions
Generating and developing ideas
Activating prior skills,
knowledge and
understanding
Gathering information
Valuing errors and unexpected
outcomes
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master
Entrepreneurial
thinking
With guidelines
Determining
the
process/method and
strategy
Determining success
criteria
Deciding on a time scale
for
corporate
Thinking
about presentations
cause and effect
Reflect
Reviewing outcomes and
success criteria
Reviewing the
process/method
Evaluate own learning and
thinking
Linking and lateral thinking
and making inferences
Thinking logically and seeking
patterns
Researching context,
other precedents,
exemplar material and
applying it.
Considering evidence, information
and ideas
Forming opinions and making
decisions
Monitoring progress
Application of knowledge
9
Extracted and adapted from: OECD (2012) A Guide To Using PISA as a Learning Context
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Establishing what
we are already doing
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How does the curriculum in
Wales support the
development of thinking
skills in the context of PISA?
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Developing thinking enables
learners to:
• gain a deeper understanding of concepts
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• understand how they arrived at an idea
and the strategies they used to develop it
• be more critical about evidence
• think flexibly
• make reasoned judgements and decisions
rather than jumping to conclusions.
Together these promote improved learning.
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Development of learning strategies can
help students learn more effectively
and perform better in PISA
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• Students
who
know
how best to
summarise information that they read can
perform much harder reading tasks, on
average, than those who do not.
(OECD, 2010: page 72)
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Development of learning strategies can
help students learn more effectively
and perform better in PISA
Corporate
slide
masterbetter when they
• Students
also
perform
know which strategies help them to
understand and remember information,
and by adopting strategies to guide their
own learning.
(OECD, 2010: page 72)
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Development of learning strategies can
help students learn more effectively
and perform better in PISA
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slideunderstanding
master
• Having
a deep
of reading
strategies, and using those strategies, are
even stronger predictors of reading
performance than whether students read
widely for pleasure.
(OECD, 2010: page 72)
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Task
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Identifying
thinking
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skills using PISA
assessments
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Task – Greenhouse: questions
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Thinking skills assessed by the
Greenhouse task
•
•
•
•
•
•
•
•
•
Activating prior skills, knowledge, understanding.
Gathering information.
Generating and developing ideas.
Thinking about cause and effect and making
inferences.
Thinking logically and seeking patterns.
Considering evidence, information and ideas.
Forming opinions and making decisions.
Evaluate own learning and thinking.
Linking and lateral thinking.
(OECD, 2012, page 21)
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PLAN
• Activating prior skills, knowledge, understanding
• Gathering information
DEVELOP
• Generating and developing ideas
• Thinking about cause and effect and making
inferences
• Thinking logically and seeking patterns
• Considering evidence, information and ideas
• Forming opinions and making decisions
REFLECT
• Evaluate own learning and thinking
• Linking and lateral thinking
(OECD, 2012, page 21)
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Classroom activities which
foster thinking within literacy
•
Performing different kinds of reading tasks,
such as retrieving specific information,
developing an interpretation or reflecting on
the content or form of the text.
•
Reading texts written for different situations,
e.g. for personal interest, or to meet work
requirements.
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Classroom activities which
promote mathematical thinking
• Mathematical competencies – e.g. modelling,
problem-solving, divided into three classes:
1. carrying out procedures
2. making connections
3. mathematical thinking and generalisation.
• Using mathematics in different situations, e.g.
problems that affect individuals, communities
or the whole world.
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Classroom activities which
promote scientific thinking
•
Process skills – e.g. identifying evidence,
drawing, evaluating and communicating
conclusions.
•
These do not depend on a pre-set body of
scientific knowledge, but cannot be applied in
the absence of scientific content.
•
Using science in different situations, e.g.
problems that affect individuals, communities
or the whole world.
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How will I make an impact?
One thing I need
to remember . . .
The most
important thing I
learned in this
session . . .
Today I have
learnt that . . .
I did know how to
...
but now I can . . .
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References
•
OECD (2009) Take the test sample questions from
OECD’s PISA Assessments. [Online]. Available at:
www.oecd.org/pisa/pisaproducts/pisa2006/41943106
.pdf (Accessed 24th October 2012)
•
OECD (2010) PISA 2009 at a Glance. [Online].
Available at:
www.oecd.org/pisa/pisaproducts/pisa2006/41943106
.pdf (Accessed 24th October 2012).
•
OECD (2012) A Guide To Using PISA as a Learning
Context. [Online]. Available at:
http://dera.ioe.ac.uk/13915/1/120229pisabookleten.p
df (Accessed 24th October 2012).
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Web-based links to initiatives
available to schools
• www.sapere.org.uk/
• www.philosophy-foundation.org/
• www.cognitiveacceleration.co.uk/
• www.debonoforschools.com/asp/six_hats.asp
• www.thinkingschool.co.uk/
• http://thinkingtogether.educ.cam.ac.uk/
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Further reading
•
Bradshaw, J., Ager, R., Burge, B. & Wheater,
R. (2010): Achievement of 15-Year-Olds in
Wales. Slough: NFER.
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