ROBERT S. WELCH CENTER FOR
GRADUATE AND PROFESSIONAL STUDIES
Goucher College
Teachers Institute
©2010
SYLLABUS
ED 564
THE THINKING CLASSROOM:
MAKING THE CLASSROOM COME ALIVE INTELLECTUALLY
Instructor: Dr Sandy Dolan
Phone: (410) 706-7669
E-Mail: sdolan@meded.umaryland.edu
Based on the research of Harvard’s Project Zero and Cognitive Skills Group as well as that conducted by
Edward De Bono and psychologist Martin Seligman, this course explores the nature of the ‘thinking
classroom’ and encourages teachers to explicitly teach and assess a variety of cognitive skills to their
students.
Monday, July 12, 2010 – Friday, July 16, 2010 (8:30am-4:00pm)
Course Date/Time
Required Readings & Exercises
Supplemental resources include
Packet handouts supplied by instructor
De Bono, Edward. De Bono’s Thinking Course
Heiman & Slomianko (eds). Thinking Skills Instruction: Concepts & Techniques
Seligman, Martin. Learned Optimism
Ericsson, K & Smith, J (eds). Toward a General Theory of Expertise
Ericsson, K (eds). The Road to Excellence
Ericsson, K. (eds). The Cambridge Handbook of Expertise and Expert Performance
“Pleasure in the job puts perfection in the work” Aristotle
Instructional Goal:
Refine ability in applying key concepts when facilitating, analyzing
and gauging creative and critical thinking skills in the classroom
Instructional Content
-attributes of a “thinking classroom”
-environmental factors that nurture the development of thinking
-ongoing assessment of ED 564 students’ own thinking tendencies & habits
-setting personal/professional goals for growth in this area
-targeted readings
Student Evidence of Goal Attainment
-lab work
-class discussion & participation
-completion of reflect-and-connect assignments
-research paper
Instructional Goal:
Demonstrate an in-depth understanding of the theory behind,
and the implementation of, De Bono’s “6 thinking hats” in
the classroom
Instructional Content
-clear defining of the “thinking” roles involved and their theoretical framework
-targeted readings
-lesson plan creation employing De Bono’s 6 thinking hats
Student Evidence of Goal Attainment
Dolan/Thinking Classroom syllabus Jan 2010
-lab work
-simulations
-class discussion & participation
-completion of reflect-and-connect assignments
Page 1
Instructional Goal:
Recognize the functions of disposition, transfer and think-points in
designing a thinking classroom
Instructional Content
-Seligman’s optimistic VS pessimistic learner
-explaining transfer and think-points as they relate to creative & critical thinking
-drawing from personal and professional experiences in further understanding
these intellectual operations
-targeted readings
Student Evidence of Goal Attainment
-lab work
-class discussion & participation
-completion of reflect-and-connect assignments
-research paper
Instructional Goal:
Utilize a variety of classroom-appropriate thinking “tools”
Instructional Content
-review a number of specific strategies aimed at developing thinking students
-targeted readings
Student Evidence of Goal Attainment
-individual student presentation
-class discussion & participation
-completion of reflect-and-connect assignments
Instructional Goal:
Explicitly connect reading and writing to thinking and learning
Instructional Content
-investigate the academic relationship among these four functions
-targeted readings
Student Evidence of Goal Attainment
-lab work
-class discussion & participation
-completion of reflect-and-connect assignments
HOW TO LIVE
change the rules  dream big  keep your eye on the moment  swing hard, follow through 
learning is a muddy business ~ expect to get messy  lead with your heart  detours can become
main roads  everyone needs a big eraser  add relish  play fair  sometimes you find buried
treasure when you’re out looking for worms  there are a lot of different ways to get there from
here  recess!!!  a sharp pencil usually helps  you can learn from the stupidest things  how is
more important than what  you don’t need to buy tools first  unzip your mind  belly laugh  if
you wait until you’re ready, you’ll never suit up for the game  even huge elephants go vast distances
one step at a time  get out of your own way  wait out the hard rains  kindness counts  ready,
on your mark, get set, grow . . .
(anonymous)
Contacting Instructor To contact Dr Dolan outside of class:
Phone:
(410) 917-4521 or (410) 706-7669
E-mail:
sdolan@medex.umaryland.edu
Mailing address:
9451 Common Brook Road, 302
Owings Mills, MD 21117
Attendance Policy
lateness, absence from scheduled activities and leaving early are not permitted
Dolan/Thinking Classroom syllabus Jan 2010
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ROBERT S. WELCH CENTER FOR
GRADUATE AND PROFESSIONAL STUDIES
Goucher College
Teachers Institute
©2010
Course Schedule
(all times approximate & minor adjustments may be made in assignments/activities)
Day One
Module 1: Defining the thinking classroom
8:30am
Welcome & introductions
8:45am
Opening exercise: brainstorming
9:15am
Course overview and presentation selections
9:35am
Lecture: What “good thinking” looks like and the environments that foster it
10:30am Break
10:45am
Regrouping/explanation of next activity
11:00am
Lab: self-assessment of one’s own thinking tendencies & habits
Noon Lunch
Module 2: Thinking through disposition, transfer and think-points
1:00pm
Exercise: illuminating lab findings
Exercise: sharing specific “transfer” and “think-point” moments
1:30pm
Lecture: The interplay of disposition, transfer and think-points in the thinking classroom
2:15pm Break
2:30pm
Lab: optimistic VS pessimistic learners
3:15pm
Reflect-and-connect
Upon completion of these two modules, participants will be able to:
-define the thinking classroom and those qualities that make it distinct from classrooms less committed to explicitly
promoting thinking-centered instruction & learning
-acknowledge their own thinking tendencies and habits, and the influence these cognitive tendencies and habits may
have on their own learning and teaching
-set personal goals for new directions in which they can expand and deepen their own learning and teaching repertoire
- understand why & how to implement Martin Seligman’s ‘positive thinking’ in the thinking classroom
-take greater advantage of opportunities (planned & unplanned) for good thinking that arise during the school day …
that is, not letting ‘teachable moments’ pass unnoticed
-appreciate the importance of transfer (i.e., connecting what we learn and know to other contexts) in the thinking
classroom, and monitor their own interactions to ensure that such cognitive transfers occur in their own
classrooms
-consolidate the insights gained from modules 1 and 2
Dolan/Thinking Classroom syllabus Jan 2010
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Day Two
Module 3: Put on your thinking caps!
8:30am
Recap and preview
9:00am
Simulation: 3 of 6 De Bono hats
9:45am
Lecture: Formal introduction to De Bono theories on thinking, part I
10:45am Break
11:00am
Lab: lesson plan creation based on De Bono
Noon Lunch
Module 4: Put on your thinking caps! . . . continued
1:00pm
Simulation: involving all of the De Bono six hats
1:30pm
Exercise: revise previously completed lesson plans by incorporating additional “hats”
2:00pm
Lecture: Formal introduction to De Bono theories on thinking, part II
2:30am Break
2:45pm
Reflect-and-connect
3:15pm
Student presentation preparation
At the end of these two modules, participants will be able to:
-use the simulation of De Bono’s Six Thinking Hats as a touchstone experience when, in the future, developing their
own thinking-centered instruction
-devise lessons in their own specialty disciplines incorporating the first of these three ‘hats’
-possess knowledge of the history of De Bono’s conceptual framework
- use the second simulation as an another touchstone experience when participants later are developing their own
thinking-centered instruction
-clearly be able to explain the role of all six thinking ‘hats', and state how these thinking modes contribute to extending
thoughtful enquiry, including the essential quality of cognitive flexibility
-devise lessons incorporating all six ‘hats’
-have a deeper understanding of De Bono’s conceptual framework and research
Dolan/Thinking Classroom syllabus Jan 2010
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Day Three
Module 5: Explore specific thinking-centered instructional techniques and strategies
8:30am
Recap and preview
9:00am
Student presentations
Possible topics:
► OPV
► if-box maps
► AGO
► simple matrix
► the 5-minute think
10:30am Break
10:45am
11:00am
Lecture: lateral thinking and other related approaches, part 1
Lab: building on specific instructional techniques and approaches
Noon Lunch
Module 6: Explore specific thinking-centered instructional techniques and strategies continued
1:00pm
Student presentations
Possible topics:
► questioning (ReQuest)
► FI-FO
► Buridan’s ass
► spell-out
► thinking-about-thinking
2:30pm Break
2:45pm
Lecture: lateral thinking and other related approaches, part II
3:15pm
Reflect-and-connect
At conclusion of modules, participants will be able to:
-demonstrate to the group how to apply one of the techniques discussed during these modules
-compare & contrast each of these 10 techniques based on instructional needs and goals
-explore how to put into practice the 10 specific instructional techniques discussed during these modules
-use these 10 techniques as a springboard to other similar instructional techniques and ideas
Dolan/Thinking Classroom syllabus Jan 2010
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Day Four
Module 7: Thinking across the curriculum with a focus on the reading-thinking connection
8:30am
Recap and preview
9:00am
Exercise: addressing the reading-thinking continuum
10:00am
Lecture: iteration of the parallels and interface between reading & thinking instruction
10:45am Break
11:00am
Lab: practice in thinking through reading
Noon Lunch
Module 8: Thinking across the curriculum with a focus on the writing-thinking connection
1:00pm
Exercise: addressing the writing-thinking continuum
2:00pm
Lecture: writing, a counterintuitive process
2:30am Break
2:45pm
Completion of lecture on writing
3:15pm
Reflect-and-connect
Upon conclusion of modules, participants will be able to:
-review general curriculum design tools targeted at promoting the thinking-centered curriculum
-experiment with and use the Harvard Project Zero/Cognitive Skills Group “the learning spiral”
-better foster a thinking attitude in students
-improve the ability of their classroom lessons to encourage activities designed to enhance higher-order thought
-pair reading-thinking instruction not only in the reading/literature classroom but also when teaching content coursework
-continue to build on the groundwork laid in module 7 in order to employ general curriculum design tools targeted at promoting the
thinking-centered curriculum
-pair thinking-writing instruction not only in the reading/literature classroom but also when teaching content coursework
Dolan/Thinking Classroom syllabus Jan 2010
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Day Five
Module 9: Assessing thinking skills in the classroom
8:30am
Recap and preview
9:00am
Exercise: Bloom’s taxonomy (cognitive and affective)
9:45am
Lecture: Authentic assessment of students’ thinking skills
10:30am Break
10:45am
11:10am
Revisit ED 564 students’ self-assessments completed on Day One and blend that
information with Bloom’s taxonomy
Lab: construct realistic scenarios for advancing & assessing cognitive performance
in a variety of classrooms
Noon Lunch
Module 10: Connecting the dots – a summary review
1:00pm
Exercise: “gaming”
2:00pm
Lecture: what have we learned and tying up any loose ends
2:30am Break
2:45pm
Course evaluation
3:00pm
Final reflect-and-connect
Upon completing these modules, participants will be able to:
-investigate authentic assessment techniques in evaluating students’ thinking skills
-integrate the use of Bloom’s taxonomy as one way to measure cognitive performance
-access the learning spiral in gauging growth in thinking skills
-draw on a strong theoretical and functional framework for incorporating information processing, enquiry, reasoning, creative
thinking and the evaluation of thinking skills in the classroom
-design concrete plans for highlighting, encouraging and tracking thinking skills in their instruction
-address any questions and concerns arising from this course and have a ‘real life’ plan for addressing these questions/concerns
Course Assignments:
●Work completed in five labs
●Submitted 5 reflect & connect assignments
●Small group presentation
●Research paper
●Attendance and participation
Dolan/Thinking Classroom syllabus Jan 2010
[20% of final grade] due during course (designated times)
[20% of final grade] due during course (designated times)
[15% of final grade] due during course (designated time)
[30% of final grade] due as email by July 23rd
[15% of final grade] evaluated throughout course
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Dolan/Thinking Classroom syllabus Jan 2010
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