This course is FREE with an Online Subscription

Course Description

Each week you will learn about effective ways to scaffold higher order thinking in their classroom, including graphic organisers plus strategies and processes that really work.

There will modules on:

  • Learning new concepts
  • Critical thinking
  • Problem solving
  • Creativity
  • Collaboration and learning conversations
  • Metacognition and reflection

Audience

Teachers wanting to increase higher order thinking activities in their classroom

Teaching Standards

3.3.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Use teaching strategies: Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking


$  329 + GST - Individual Enrolment
$1250 + GST - Team Enrolment


FREE with  Online Subscription


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Course curriculum

  • 1

    Module 1: Introduction to Higher Order Thinking (HOT) and Learning New Concepts

    • Welcome to the Higher Order Thinking Scaffolding Toolkit!

    • Module Outline

    • It's All about the Instructional Balance

    • Instructional Balance and Higher Order Thinking

    • Activity

    • Deeper Reading on Instructional Practices Inventories

    • Why is HOT So Important?

    • Activity

    • So What is Higher Order Thinking?

    • Theory and Research Relating to Higher Order Thinking - Readings

    • Learning New Concepts

    • Activity

    • Introducing New Concepts

    • Activity

    • Checking for Conceptual Understanding

    • Progressive Task

    • Library: Scaffolds for Learning New Concepts
  • 2

    Module 2: Critical Analysis

    • Module Outline

    • What is Critical Thinking?

    • Question - Evaluating evaluation

    • Critical Thinking: What it Is and Why it Counts

    • Analysis v Evaluation using Practical Tasks

    • De Bono's CoRT Thinking

    • Activity

    • More Analysis Scaffolds

    • Supporting Documents

    • Activity:

    • More Evaluation Scaffolds

    • Activity

    • Progressive Task: The Next Bit

    • Library: Scaffolds for Critical Thinking
  • 3

    Module 3: Problem Solving

    • Module Outline

    • Why is Problem Solving So Important?

    • Activity

    • Why is Problem Solving So Important? (Continued)

    • Programme for International Student Assessment (PISA)

    • The Problem Solving Process

    • Activity

    • The Problem Solving Process (Continued)

    • Activity

    • Scaffolds for Solving Problems

    • Activity

    • Scaffolds for Solving Problems (Continued)

    • Scaffolds for the Problem Solving Process

    • Activity

    • Assessing Problem Solving

    • The Next Step in Your Progressive Task

    • Library: Scaffolds for Problem Solving

    • Additional Readings
  • 4

    Module 4: Creativity

    • Module Outline

    • What is Creativity?

    • Activity

    • Sternberg and Creativity

    • Activity

    • Can we Assess Creativity?

    • Grant Wiggins' Sample Rubric for Assessing Creativity

    • Activity

    • Some Useful Scaffolds for Facilitating Creativity

    • Activity

    • Classroom Strategies for Teaching Creativity

    • Activity

    • Stage 4 in Your Progressive Task

    • Scaffolds for Creativity

    • Readings on Creativity and Other Resources
  • 5

    Module 5: Metacognition and Reflection

    • Module Outline

    • What are Metacognition and Reflection?

    • Activity

    • Some Metacognitive Scaffolds

    • Activity

    • Scaffolds for Reflection

    • The Penultimate Stage of Your Final Task

    • Scaffolds for Metacognition and Reflection

    • Additional Resources and Readings for Metacognition and Reflection
  • 6

    Module 6: HOT Collaboration and Communication

    • Module Outline

    • Why are Student Learning Conversations the Best Way to Learn?

    • Activity

    • Quick and Easy Ideas for Getting Students Talking and Collaborating

    • Activity

    • Scaffolds for Facilitating Student Collaboration

    • Activity

    • Scaffolds for Meaningful Student Learning Conversations

    • Activity

    • Library: Scaffolds for Student Learning Conversations and Collaboration

    • Research and Other Readings
  • 7

    Module 7: Your Progressive Task

    • Progressive Task Samples

    • Final Progressive Task Stage
  • 8

    Course Feedback

    • Course Feedback

Do you teach in NSW? If so, this is relevant to you:

Completing Growth Mindset: Improving Teaching and Learning will contribute 4 hours of NSW Education Standards Education Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/Early Years Learning Framework, addressing standard descriptor 3.3.2 from the Australia Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

 

Presenter

Sabreena Taylor

Sabreena Taylor

Sabreena has been a successful consultant with TTA since 2008. Her current roles include providing tailored professional learning and consultancy services in Instructional Practices Inventories (IPI - student cognitive engagement and higher order thinking), strategic planning, school evaluation, change management, classroom practice, ICT and History. In 2015 Sabreena traveled to the United States to train with IPI developer, Professor Emeritus Dr Jerry Valentine of the University of Missouri, and is now the only certified teacher trainer for IPIs in the Asia-Pacific region. Sabreena is the Professional Learning Consultant- History/Civics and Citizenship as part of the quality assurance team at TTA. Sabreena has presented at both State and National conferences on topics such as user engagement in workplace online learning, augmented reality and using data in schools including Instructional Practices Inventories. Sabreena’s career in education has been varied, contributing at local, regional and State levels. In her 32 years in education Sabreena has been a head of History, regional Quality Teaching Consultant and Professional Learning and Leadership Coordinator with the Education Department of New South Wales. Sabreena’s work has included developing online learning, the implementation of the Australian Curriculum and designing and delivering a wide range of courses registered with the NSW Institute of Teachers. Sabreena was School Planning and Performance Advisor in the Learning, High Performance and Accountability directorate developing online solutions for effective school planning, monitoring, evaluation and reporting. Sabreena has been able to feed her passion for all things History through forming networks of History teachers, Ancient History HSC marking, developing ICT History resources and, of course, travel. Sabreena has also been Head judge during the standards setting process for the Ancient History HSC.

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