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…about thinkcharts The thinkchart organiser is a strategically designed tool to guide learners in their investigation of new informationThe tool is framed to ensure that rigor is accessed, but as importantly, that the rigor is deliberately processed by the learner so that understanding is promoted and enhanced
what matters is that the rigor is unpacked specifically to represent a designated degree of breadth PHYSICAL …or the rigor is organised across the top BEHAVIOURAL
…in this example you can see that learners are invited to identify the elements of a fairytale…
…however in this more senior example, learners are required to consider much more than the elements of victim, villain and hero …the more subdivisions, the greater the breadth of focus
FRAMING•you will notice that there is a PHYSICAL, BEHAVIOURAL and ENVIRONMENTAL sections - these terms represent the CHARACTERISTICS of something•you will also notice a section entitled: S.W.SW - this is a thinking tool that can deliberately guide analysis, evaluation and synthesis thinking•let’s look at each section to learn more
PHYSICAL•what did you see/hear/taste/touch/smell?•basic knowledge•head knowledge•superficial understanding•area addressed during traditional research approaches
ENVIRONMENTAL•where is the element found?•location / environment•head knowledge•important rigor•because this section is on the organiser, learners see connections that might otherwise be missed•in this example learners are invited to consider the setting and plot in relation to each element (ie. where in the setting and plot do you see the victim?)
BEHAVIOURAL•what is the cause and effect of what you discovered?CAUSE = why? purpose? function? reasons?EFFECT = impact? consequence? implication? result? •examination of head knowledge•processing of basic knowledge•leads to greater depth or understanding•this section can be modified to heighten processing and therefore significantly deepen understanding•in a traditional approach to research, the teacher ‘hopes’ the learner engages in this kind of thinking•without this examination, superficial knowledge and understanding will be achieved at best
BEHAVIOURAL•this section can be framed to manipulate the degree of processing that a student engages in•the more sophisticated the processing, the greater depth of understanding achieved•let’s look at how this critical section of the organiser can be changed to impact thinking through a series of thinkcharts designed for a TAFE course on preparing and applying chemicals - E+ - E+ - E+ - E+ - E+ - E+ - E+ - E+ - E+ - E+ - E+
Learners will eventually be expected to design a chemical strategy for a client. In preparation for this task, they must first learn more about chemicals… chemical x BEHAVIOURAL•in this first example, learners are invited to consider why they would use the specific chemical identified in the physical section•they are then invited to consider the effect or impact of using the designated chemical
chemical x BEHAVIOURAL•in this example, learners are invited to considermultiple reasons why they would use the specificchemical identified in the physical section•note the ‘c’s’•if you would like the learner to identify 3 causes then indicate the expectation specifically in your framing•learners are then invited to consider one positive effectandone negative effect of using the designated chemical•is this a better design - why or why not?
BEHAVIOURAL•in this example, learners are invited to considermultiple reasons why they would use the specificchemical identified in the physical section•they are then invited to consider one positive effectandone negative effect of using the designated chemical in the immediate, short term and long term (C&S or consequences and sequels is a Edward deBono tool)•is this a better design - why or why not?
BEHAVIOURAL•in this example, learners are invited to considermultiple reasons why they would use the specificchemical identified in the physical section•they are then invited to consider the immediate, short term and long termpositive effectsandnegative effects of the chemical on multiple elements•is this a better design - why or why not?
S.W.SW (strengths, weaknesses, so what ideas)• learners consider both the strengths and weaknesses associated with newly acquired information•they are invited to consider how the might USE new information as they generate ‘so what’ ideas•the s.w.sw section directs further processing; engages the learner emotionally as he generates opinion; directs the learner to link learning to self when he generates ideas
the left section directs rigor the physical section ensures the learner attains foundational knowledge/understanding the behavioural section ensures the learner processes base knowledge so that depth of knowledge and understanding is obtained the S.W.SW section directs further processing: engages the learner emotionally; directs the learner to link learning to self when he generates ideas
you should be able to cross check the left hand column with the specific rigor ‘unpacked’ during your planning
What do you want them to know at the end? What are the characteristics of a great brochure? Purpose Audience Material Stock - size, colour, weight Title - words, text font, size, colour, location Sub-title - words, text font, size, colour, location Copy - words, text font, size, colour, location Spacing Bullets Numbers Boxes Graphics - what, number, size, colour, type, location Language - formal, informal, technical, emotive Layout
where to begin… identify what you want them to know at the endunpack your outcomes in specific detailcreate sub-divisions to address greater breadth of knowledgeinclude the specific learning outcomes beside each ‘unpacked’ criterion; these will be framed into the design of the organiser
•you should be able to cross check the rigor section with the specific rigor ‘unpacked’ during your planning•because learners are considering both celebrations and commemorations, the rigor for this investigation has been built into the physical section through the specific subdivisions included
where to next… Create the BEHAVIOURAL section which will deliberately promote the processing of the rigor consider the depth of understanding required CAUSE or EFFECTCAUSE and EFFECT EFFECTS on multiple elements EFFECTS in the immediate, short term, long term consider language When referring to the CAUSE component should you use the word: why?function?purpose?reason?When referring to the EFFECT component should you use the word: impact?consequence?implication?
•for the purpose of this investigation learners were invited to consider the cause or WHY in respect to the celebration or commemoration itselfWhy is this day recognised?
•learners were also invited to consider the effect or IMPACT if the celebration or commemoration was not recognisedWhat would be the impact if this day was not recognised?NOTE the way this organiser was framed to include two physical sections followed by behavioural sections; the first behavoural section had a focus on CAUSE; the second behavioural section has a focus on EFFECT
where to next… develop the S.W.SW section to engage the learner metacognitively with the research
•learners must analyse and evaluate when considering strengths and weaknesses; synthesis type thinking is integrated as learners consider so what ideas; the idea generation also links the learner to the learningNOTE the way in which the strength, weaknesses and so what idea sections are annotated so that learners are directed in their thinking
The following example shows the History standards for the Australian Curriculum - Year 1-On the following screens you will see the standards as they appear within the curriculum; the way in which they were unpacked into a rubric; and the corresponding organisers.
The following example shows the social studies AO for the New Zealand Curriculum - Level 1-Understand how the cultures beliefs/values of people in New Zealand are expressed in their daily lives On the following screens you will see the unpacking of this AO as it could appear within a rubric; and the corresponding organisers.
