Title: The best teachers are those who equip students to THINK for themselves.
1- The best teachers are those who equip students
to THINK for themselves.
2Creating a Thinking Curriculum Higher-order
Thinking Across KLAs
- Presented by Alison Rose
- Di Marsden
- Denise Tarlinton
- Kurwongbah State School
3- He who learns but does not think is lost
- (Chinese Proverb)
4Overview
- Why HOTS?
- What is higher-order thinking?
- Blooms Revised Taxonomy and higher-order
thinking - Planning with Blooms Revised Taxonomy
- Dimensions of Learning Framework
- HOTs in action Making decisions with the
Decision Making Matrix
5The students of the future should be able to
- Solve problems
- Think creatively- invent and produce/ generate
new ideas and knowledge - Think critically- challenge, debate, refute
- Make decisions- compare, analyse, select, justify
- Analyse and evaluate information and ideas
- Plan for the future
6Employability skills for the Future (DEST)
- Communication
- Team work
- Problem solving
- Initiative and enterprise
- Planning and organising
- Self-management
- Learning
- Use of technology
- (Department of Education, Science and Training)
7- The early self-fulfilling prophecy studies
(Rist) and studies of streaming and tracking
(Oakes, Gorman and Page, 1992), show that one of
the main reasons some students do not achieve
high academic performance is that schools do not
always require students to perform work of high
intellectual quality. - (Queensland School Reform Longitudinal Study,
2001a, p. 3)
8- Newmann and Associates (1996) suggest that
when students from all backgrounds are expected
to perform work of high intellectual quality,
overall student academic performance increases
From this research, we would generalise that a
focus on high intellectual quality is necessary
for all students to perform well academically. - (Queensland School Reform Longitudinal Study,
2001a, p. 3)
9QSRLS
- The Queensland School Reform Longitudinal Study
(1998-2000) commissioned in 1997 by Education
Queensland reported on the need to shift
teachers attention and focus beyond basic skills
to key aspects of higher-order thinking towards
more productive pedagogies (QSRLS, 2001b, p.
15). - The key finding was that intellectual demand of
students has significant links with improved
productive performance in schools and, hence,
with improved student outcomes (QSRLS, 2001b,
p.15). - The overall findings suggested that high
intellectual demand may be a key rallying point
for innovative change, school renewal and reform
of support mechanisms for curriculum
implementation and assessment (QSRLS, 2001b, p.
15).
10MYRAD Middle Years Research and Development
- The more students believe their teachers to be
emphasising thinking and learning strategies - The greater the motivation
- The more strongly they are involved in productive
cognitive strategies - The more firmly they focus on the task goals
- The less they see school to be focussed on
individual ability and competition - The less they perceive a lack of control over
their own learning - (Victoria)
11Barratts Model for Adolescent Learning (1998)
- Purpose Having opportunity to negotiate learning
that is useful now, as well as in the future - Empowerment Viewing the world critically and
acting independently, cooperatively and
responsibly - Success Having multiple opportunities to learn
valued knowledge and skills as well as the
opportunity to use talents and expertise that
students bring to the learning environment. - Rigour Taking on realistic challenges in an
environment characterised by high expectations - Safety Learning in a safe, caring and a
stimulating environment
12What Is Higher-order Thinking?
- Higher-order thinking by students involves the
transformation of information and ideas. This
transformation occurs when students combine facts
and ideas and synthesise, generalise, explain,
hypothesise or arrive at some conclusion or
interpretation. Manipulating information and
ideas through these processes allows students to
solve problems, gain understanding and discover
new meaning.
(Department of Education, Queensland, A guide to
Productive Pedagogies Classroom reflection
manual , 2002, p. 1)
13What Is Higher-order Thinking?
- Continued.
- When students engage in the construction of
knowledge, an element of uncertainty is
introduced into the instructional process and the
outcomes are not always predictable in other
words, the teacher is not certain what the
students will produce. In helping students
become producers of knowledge, the teachers main
instructional task is to create activities or
environments that allow them opportunities to
engage in higher-order thinking. -
- (Department of Education, Queensland, A
guide to productive pedagogies - classroom reflection manual , 2002, p. 1)
14Higher-order Thinking is
experimenting
deciding
creating
comparing
checking
inventing
interrogating
deconstructing
hypothesising
critiquing
organising
producing
finding
judging
planning
designing
constructing
15Higher-order thinking is not
- regurgitation
- rote learning
- recall
- remembering
16What does the Thinking Classroom look like?
- There are significant opportunities for
- higher-level thinking
- complex problem solving
- open-ended responses
- Thinking skills are explicitly taught in an
authentic and meaningful context. - http//www.sricboces.org/Goals2000/rubric1.htm
17A guide to Productive Pedagogies Classroom
reflection manual lists three degrees of
incorporation of Higher-order thinking skills in
a Continuum of practice
- Students are engaged only in lower-order
thinking i.e. they receive, or recite, or
participate in routine practice. In no
activities during the lesson do students go
beyond simple reproduction of knowledge. - Students are primarily engaged in routine
lower-order thinking for a good share of the
lesson. There is at least one significant
question or activity in which some students
perform some higher-order thinking. - Almost all students, almost all of the time are
engaged in higher-order thinking. - (Department of Education, Queensland, 2002, p. 1)
18Blooms Revised Taxonomy?
- Higher-order thinking occurs at the top three
levels of Bloom's Revised Taxonomy - Analysing
- Evaluating
- Creating.
19Blooms Revised Taxonomy
- Taxonomy of Cognitive Objectives
- 1950s- developed by Benjamin Bloom
- Means of expressing qualitatively different kinds
of thinking - Been adapted for classroom use as a planning tool
- Continues to be one of the most universally
applied models - Provides a way to organise thinking skills into
six levels, from the most basic to the more
complex levels of thinking - 1990s- Lorin Anderson (former student of Bloom)
revisited the taxonomy - As a result, a number of changes were made
- (Pohl, 2000, Learning to Think, Thinking to
Learn, pp. 7-8)
20Original Terms New Terms
- Evaluation
- Synthesis
- Analysis
- Application
- Comprehension
- Knowledge
- Creating
- Evaluating
- Analysing
- Applying
- Understanding
- Remembering
(Based on Pohl, 2000, Learning to Think, Thinking
to Learn, p. 8)
21Change in Terms
- The names of six major categories were changed
from noun to verb forms. - As the taxonomy reflects different forms of
thinking and thinking is an active process verbs
were used rather than nouns. - The subcategories of the six major categories
were also replaced by verbs and some
subcategories were reorganised. - The knowledge category was renamed. Knowledge is
an outcome or product of thinking not a form of
thinking per se. Consequently, the word knowledge
was inappropriate to describe a category of
thinking and was replaced with the word
remembering instead. - Comprehension and synthesis were retitled to
understanding and creating respectively, in order
to better reflect the nature of the thinking
defined in each category. - http//rite.ed.qut.edu.au/oz-teachernet/training/b
loom.html
22Change in Emphasis
- The revision's primary focus was on the taxonomy
in use. Essentially, this means that the revised
taxonomy is a more authentic tool for curriculum
planning, instructional delivery and assessment. - The revision is aimed at a broader audience.
Blooms Taxonomy was traditionally viewed as a
tool best applied in the earlier years of
schooling (i.e. primary and junior primary
years). The revised taxonomy is more universal
and easily applicable at elementary, secondary
and even tertiary levels. - The revision emphasizes explanation and
description of subcategories. - http//rite.ed.qut.edu.au/oz-teachernet/training/b
loom.html
23BLOOMS REVISED TAXONOMYCreatingGenerating new
ideas, products, or ways of viewing
thingsDesigning, constructing, planning,
producing, inventing. EvaluatingJustifying a
decision or course of actionChecking,
hypothesising, critiquing, experimenting,
judging AnalysingBreaking information into
parts to explore understandings and
relationshipsComparing, organising,
deconstructing, interrogating, finding Applying
Using information in another familiar
situationImplementing, carrying out, using,
executing UnderstandingExplaining ideas or
conceptsInterpreting, summarising, paraphrasing,
classifying, explaining RememberingRecalling
informationRecognising, listing, describing,
retrieving, naming, finding
Higher-order thinking
24CreatingGenerating new ideas, products, or ways
of viewing thingsDesigning, constructing,
planning, producing, inventing. EvaluatingJusti
fying a decision or course of actionChecking,
hypothesising, critiquing, experimenting,
judging AnalysingBreaking information into
parts to explore understandings and
relationshipsComparing, organising,
deconstructing, interrogating, finding
25Analysing
- The learner breaks learned information into its
parts to best understand that information. - Comparing
- Organising
- Deconstructing
- Attributing
- Outlining
- Finding
- Structuring
- Integrating
-
- Can you break information into parts to explore
understandings and relationships?
Each of these is a thinking skill that should be
explicitly taught to students.
26Analysing cont
- Compare
- Contrast
- Survey
- Detect
- Group
- Order
- Sequence
- Test
- Debate
- Analyse
- Diagram
- Relate
- Dissect
- Categorise
- Discriminate
- Distinguish
- Question
- Appraise
- Experiment
- Inspect
- Examine
- Probe
- Separate
- Inquire
- Arrange
- Investigate
- Sift
- Research
- Calculate
- Criticize
Breaking information down into its component
elements
- Products include
- Graph
- Spreadsheet
- Checklist
- Chart
- Outline
- Survey
- Database
- Mobile
- Abstract
- Report
27Classroom Roles for Analysing
- Teacher roles
- Probes
- Guides
- Observes
- Evaluates
- Acts as a resource
- Questions
- Organises
- Dissects
- Student roles
- Discusses
- Uncovers
- Argues
- Debates
- Thinks deeply
- Tests
- Examines
- Questions
- Calculates
- Investigates
- Inquires
- Active participant
28Questions for Analysing
- Which events could not have happened?
- If. ..happened, what might the ending have been?
- How is...similar to...?
- What do you see as other possible outcomes?
- Why did...changes occur?
- Can you explain what must have happened when...?
- What are some or the problems of...?
- Can you distinguish between...?
- What were some of the motives behind..?
- What was the turning point?
- What was the problem with...?
- (Pohl, Learning to Think, Thinking to Learn, p.
13)
29Analysing Potential Activities and Products
- Design a questionnaire to gather information.
- Write a commercial to sell a new product
- Make a flow chart to show the critical stages.
- Construct a graph to illustrate selected
information. - Make a family tree showing relationships.
- Devise a play about the study area.
- Write a biography of a person studied.
- Prepare a report about the area of study.
- Conduct an investigation to produce information
to support a view. - Review a work of art in terms of form, colour and
texture.
30Evaluating
- The learner makes decisions based on in-depth
reflection, criticism and assessment. - Checking
- Hypothesising
- Critiquing
- Experimenting
- Judging
- Testing
- Detecting
- Monitoring
- Can you justify a decision or course of action?
31Evaluating cont
- Judge
- Rate
- Validate
- Predict
- Assess
- Score
- Revise
- Infer
- Determine
- Prioritise
- Tell why
- Compare
- Evaluate
- Defend
- Select
- Measure
- Choose
- Conclude
- Deduce
- Debate
- Justify
- Recommend
- Discriminate
- Appraise
- Value
- Probe
- Argue
- Decide
- Criticise
- Rank
- Reject
Judging the value of ideas, materials and methods
by developing and applying standards and criteria.
- Products include
- Debate
- Panel
- Report
- Evaluation
- Investigation
- Verdict
- Conclusion
- Persuasive speech
32Classroom Roles for Evaluating
- Teacher roles
- Clarifies
- Accepts
- Guides
- Student roles
- Judges
- Disputes
- Compares
- Critiques
- Questions
- Argues
- Assesses
- Decides
- Selects
- Justifies
- Active participant
33Questions for Evaluating
- Is there a better solution to...?
- Judge the value of... What do you think about...?
- Can you defend your position about...?
- Do you think...is a good or bad thing?
- How would you have handled...?
- What changes to.. would you recommend?
- Do you believe...? How would you feel if. ..?
- How effective are. ..?
- What are the consequences..?
- What influence will....have on our lives?
- What are the pros and cons of....?
- Why is ....of value?
- What are the alternatives?
- Who will gain who will loose?
- (Pohl, Learning to Think, Thinking to Learn, p.
14)
34Evaluating Potential Activities and Products
- Prepare a list of criteria to judge
- Conduct a debate about an issue of special
interest. - Make a booklet about five rules you see as
important. Convince others. - Form a panel to discuss views.
- Write a letter to. ..advising on changes needed.
- Write a half-yearly report.
- Prepare a case to present your view about...
35Creating
- The learner creates new ideas and information
using what has been previously learned. - Designing
- Constructing
- Planning
- Producing
- Inventing
- Devising
- Making
- Can you generate new products, ideas, or ways of
viewing things?
36Creating cont
- Compose
- Assemble
- Organise
- Invent
- Compile
- Forecast
- Devise
- Propose
- Construct
- Plan
- Prepare
- Develop
- Originate
- Imagine
- Generate
- Formulate
- Improve
- Act
- Predict
- Produce
- Blend
- Set up
- Devise
- Concoct
- Compile
Putting together ideas or elements to develop an
original idea or engage in creative thinking.
- Products include
- Film
- Story
- Project
- Plan
- New game
- Song
- Newspaper
- Media product
- Advertisement
- Painting
37Classroom Roles for Creating
- Student roles
- Designs
- Formulates
- Plans
- Takes risks
- Modifies
- Creates
- Proposes
- Makes
- Active participant
- Teacher roles
- Facilitates
- Extends
- Reflects
- Analyses
- Evaluates
38Questions for Creating
- Can you design a...to...?
- Can you see a possible solution to...?
- If you had access to all resources, how would you
deal with...? - Why don't you devise your own way to...?
- What would happen if ...?
- How many ways can you...?
- Can you create new and unusual uses for...?
- Can you develop a proposal which would...?
-
- (Pohl, Learning to Think, Thinking to Learn, p.
14)
39Creating Potential Activities and Products
- Invent a machine to do a specific task.
- Design a building to house your study.
- Create a new product. Give it a name and plan a
marketing campaign. - Write about your feelings in relation to...
- Write a TV show play, puppet show, role play,
song or pantomime about.. - Design a record, book or magazine cover for...
- Sell an idea
- Devise a way to...
- Make up a new language and use it in an example.
40Explicit Teaching of the Thinking Process
- Help students understand the process.
- Give students a model for the process, and create
opportunities for them to practice using the
process. - As students study and use the process, help them
focus on critical steps and difficult aspects of
the process. - Provide students with graphic organisers or
representations of the model to help them
understand and use the process. - Use teacher-structured and student structured
tasks.
41We believe
- Higher-order thinking skills and strategies can
be applied - Across all year levels
- Within and across all KLAs
- Throughout all aspects of life, during school and
beyond - Form the basis of Life Long Learning
42Sample Unit Space
43Sample Unit Travel
44(No Transcript)
45- Good teaching is more a giving of right
questions than a giving of right answers. - Josef Albers
46(No Transcript)
47- A good teacher makes you think even when you
dont want to. - (Fisher, 1998, Teaching Thinking)
48What our staff has to say
- Impact on planning
- Planning has become easier and more organised
- Helps to give a unit flow
- Blooms and MI tasks integrate well with outcomes
and provide better quality assessment tasks and
ideas for future planning - More aware of planning for individual needs
- Provides different ways to approach planning
- Easier to create groupings of various kinds
- Made planning more relevant to class needs
- It has made planning more detailed as to the
final outcome I wish to achieve with each student
49What our staff has to say
- Impact on the Classroom
- The classroom seems more active and vibrant when
children are involved in many of these activities - More varied and interesting activities
- Students are presenting work with greater thought
and creativity evident - Students are more motivated to complete tasks
- Using Multiple Intelligences has enhanced our
classroom because it forces us to cater for
different learning styles and interests - Kids have a keen attitude and more imaginative
thoughts - Opened out activities and made the classroom more
student based - Students are happy to work in any given group-
the focus is on - the task and not the group dynamics
- More cooperation between some students
50What our staff has to say
- Impact on students
- Students are more able to respond to questioning
at a higher level - The depth of their thinking is becoming more
obvious the more the program is used - It makes learning more accessible to a variety of
children via catering for learning styles - Individual needs/ interests being catered for
- Students have been helped to identify their
strengths - Its got to be a positive that students are aware
of these skills and can verbalise the different
approaches - Productive work, on-task
- Everyone gets an opportunity to become special or
good at something - FUN being the favoured word
- Loads of positive encouragement
- Enjoyable and rewarding experience
51TRY THIS
- While sitting at your desk, lift your right foot
off the floor and make clockwise circles (That's
to the right.... -)Now, while doing this, draw
the number "6" in the air with your right hand.
52Dimensions of Learning Framework
53Dimensions of Learning
- is about thinking strategies
54Dimensions of Learning
is a model/framework that provides a common
understanding and language related to learning.
55- Dimensions of Learning is a comprehensive model
that uses what researchers and theorists know
about learning to define the learning process. -
- Its premise is that five types of thinking-
called the five dimensions of learning, are
essential to successful learning. -
- The Dimensions framework helps teachers 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.
56- Implicit in the Dimensions of Learning model, or
framework, are five basic assumptions - Instruction must reflect the best of what we know
about how learning occurs. - Learning involves a complex system of interactive
processes that include various types of thinking-
represented by the five dimensions. - Curriculum programs should include the explicit
teaching of attitudes, perceptions and mental
habits that facilitate learning. - A comprehensive approach to instruction includes
both teacher directed and student directed
instruction. - Assessment should focus on students' use of
knowledge and complex reasoning processes rather
than on their recall of information.
57Explicit teaching of thinking skills
- Help students understand the thinking process.
- Give students a model for the process, and create
opportunities for them to practice using the
process. - As students study and use the process, help them
focus on critical steps and difficult aspects of
the process. - Provide students with graphic organisers or
representations of the model to help them
understand and use the process. - Use teacher-structured and student-structured
tasks.
58- Making Decisions with the Decision Making Matrix
Decisions, decisions
59Habits of Mind
Use Knowledge Meaningfully
Extend and Refine Knowledge
Acquire and Integrate Knowledge
Attitudes and Perceptions
60- Activity
- A local coffee shop has decided to serve
customers complimentary chocolate chip biscuits
when they order coffee - Assist the manager in selecting the best biscuit
from the packets in front of you.
61Whats going on here?
- You are being asked to make a decision
- What is a decision?
- According to the Compact Oxford English
Dictionary a decision is - A conclusion or resolution reached after
consideration - The action or process of deciding (p. 280).
- According to Dimensions of Learning it is a
Complex Reasoning Process.
62Decision Making The process of generating and
applying criteria to select from among seemingly
equal alternatives.
- Identify a decision you wish to make and the
alternatives you are considering. - Identify the criteria you consider important.
- Assign each criterion an importance score.
- Determine the extent to which each alternative
possesses each criterion. - Multiply the criterion scores by the alternative
scores to determine which alternative has the
highest total points. - Based on your reaction to the selected
alternative, determine if you want to change
importance scores or add or drop criteria.
63The Decision Making Matrix
64Alternatives
65Alternatives
66Alternatives
67Alternatives
68- Activity
- A local coffee shop has decided to serve
customers complimentary chocolate chip biscuits
when they order coffee - Assist the manager in selecting the best biscuit
from the packets in front of you.
69Now its your turn
Score
70Why Decision Making and the Decision Making
Matrix?
- We need to make decisions EVERY day- vital skill
- This process encourages thinking (complex
reasoning process). - Requires reading, writing, research and fact
finding. - Can requires the use of a variety of sources of
information- books, WWW, charts, CD Roms,
videos/DVDs, etc. - Graphic Organiser provides students with a means
to organise their thinking and research. - Provides a structure for student writing.
- Allows students to make decisions more easily.
- Gives students facts to help them justify their
decisions.
71Secondary School Context
- Civics deciding on the best item to buy (eg
mobile phones) and why - Geography most livable Brisbane suburb
- Computing best internet site on a particular
topic - History most important aspect of daily life in
Ancient Rome - Civics best country to migrate to in the Asia
Pacific region - Home Economics best fabric to use to make a
particular item
72Some ideas for using the Decision Making Matrix
- You are a Journalist with Life Magazine. Choose
the most influential person from the 1990s to be
included in a special issue. - What is the best tree for the Australian
rainforest? Choose from four alternatives. - Where will you go with your family on the
Christmas holidays? - Which Captain would you have most liked to have
sailed under? - Which planet in our solar system (other than
Earth) would best support human life? - If you could have a pet, which one would you
choose? - Who was the best Australian Prime Minister?
- Would you have rather lived in Ancient Egypt,
Rome or Greece? Justify your answer. - Which system of government is the most fair?
- Which is the best magazine for children
available in shops today? - Which animal would make the best pet for an
elderly person? - Which painter of the 18th Century would you have
most liked to have studied under?
73This world is but a canvas for our imaginations.
(Henry David Thoreau)
74 - Kurwongbah State School Thinking Skills Program
on the Internet - Resources
- Theme-based contract activities
- Copies of all PD session presentations
- Links to other information on the Net
- Annotated bibliography
- http//www.kurwongbss.eq.edu.au/thinking/thinking.
htm -
75References
-
- www.mcrel.org (accessed 10 August 2003)
- Education Queensland. (2001a). The Queensland
School Reform Longitudinal Study Supplementary
material. Brisbane State of Queensland,
Department of Education. -
- Education Queensland. (2001b). The Queensland
School Reform Longitudinal Study A strategy for
shared curriculum leadership. Brisbane State of
Queensland, Department of Education. - Frangenheim, E. (2002). Reflections on
classroom teaching, 4th ed. Loganholme, Qld
Rodin Educational Planning. - Langrehr, J. (2003). Thinking Lessons
Critical and Creative Thinking for the Middle
Years. Ballarat, Vic Wizard Books. -
- Marzano, Robert J., Pickering, Debra J., et
al., (1997). Dimensions of Learning Teacher's
Manual, 2nd ed. Aurora, Colorado McREL. - Marzano, Robert J., Pickering, Debra J., et
al., (1997). Dimensions of Learning Trainer's
Manual, 2nd ed. Aurora, Colorado McREL.
76Bloom on the Internet
- Bloom's(1956) Revised Taxonomy
- http//rite.ed.qut.edu.au/oz-teachernet/training/b
loom.html - An excellent introduction and explanation of the
revised Taxonomy by Michael Pole on the
oz-TeacherNet site written for the QSITE Higher
order Thinking Skills Online Course 2000. Pohl
explains the terms and provides a comprehensive
overview of the sub-categories, along with some
suggested question starters that aim to evoke
thinking specific to each level of the taxonomy.
Suggested potential activities and student
products are also listed. -
- Blooms Revised Taxonomy
- http//coe.sdsu.edu/eet/articles/bloomrev/index.ht
m - Another useful site for teachers with useful
explanations and examples of questions from the
College of Education at San Diego State
University. -
- Taxonomy of Technology Integration
- http//education.ed.pacificu.edu/aacu/workshop/rec
oncept2B.html - This site compiled by the Berglund Center for
Internet Studies at Pacific University, makes a
valiant effort towards linking ICT (information
and communication technologies) to learning via
Bloom's Revised Taxonomy of Educational
Objectives (Anderson, et. al., 2001). The
taxonomy presented on this site is designed to
represent the varying cognitive processes that
can be facilitated by the integration of ICT into
the teaching and learning process. - Critical and Creative Thinking - Bloom's Taxonomy
- http//eduscapes.com/tap/topic69.htm
- Part of Eduscape.com, this site includes a
definitive overview of critical and creative
thinking as well as how Blooms domains of
learning can be reflected in technology-rich
projects. Many other links to Internet resources
to support Blooms Taxonomy, as well as research
and papers on Thinking Skills. Well worth a look.
77Bloom on the Internet
- http//www.tedi.uq.edu.au/Assess/Assessment/bloomt
ax.html -
- http//www.acps.k12.va.us/hammond/readstrat/Blooms
Taxonomy2.html -
- http//www.teachers.ash.org.au/researchskills/dalt
on.htm -
- http//www.officeport.com/edu/blooms.htm
-
- http//www.quia.com/fc/90134.html
-
- http//www.utexas.edu/student/utlc/handouts/1414.h
tml Model questions and keywords -
78Bloom on the Internet
- http//schools.sd68.bc.ca/webquests/blooms.htm
-
- http//www.coun.uvic.ca/learn/program/hndouts/bloo
m.html -
- http//caribou.cc.trincoll.edu/depts_educ/Resource
s/Bloom.htm -
- http//www.kent.wednet.edu/KSD/MA/resources/blooms
/teachers_blooms.html -
- http//www.hcc.hawaii.edu/intranet/committees/FacD
evCom/guidebk/teachtip/questype.htm -
- http//www.nexus.edu.au/teachstud/gat/painter.htm
Questioning Techniques that includes reference to
Blooms Taxonomy. -
- http//scs.une.edu.au/TalentEd/EdSupport/Snugglepo
t.htm
79Print Resources
- Clements, D. C. Gilliland and P. Holko. (1992).
Thinking in Themes An Approach Through the
Learning Centre. Melbourne Oxford University
Press. - Crawford, Jean (ed.) (1991). Achieveing
Excellence Units of Work for levels P-8.
Carlton South, Vic. Education Shop, Ministry of
Education and Training, Victoria. - Crosby, N. and E. Martin. (1981). Dont Teach!
Let Me Learn. Book 3. Cheltenham, Vic. Hawker
Brownlow. - Dalton, Joan. (1986). Extending Childrens
Special Abilities Strategies for Primary
Classrooms. Victoria Department of School
Education, Victoria.
80Print Resources
- Forte, Imogene and S. Schurr. (1997). The All-New
Science Mind Stretchers Interdisciplinary Units
to Teach Science Concepts and Strengthen Thinking
Skills. Cheltenham, Vic. Hawker Brownlow. - Fogarty, R. (1997). Problem-based learning and
other curriculum models for the multiple
intelligences classroom. Arlington Heights, IL
IRI/Skylight Training and Publishing, Inc. - Frangenheim, E. (1998). Reflections on Classroom
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82- A pebble cast into a pond causes ripples that
spread out in all directions. - (Dorothy Day)