ICT for Visualising Thinking

Western RegionStevenson P S

1 May 2008Paula Christophersen

Discipl ine-basedLearning

Int erdisciplinaryL earning

Physical , Personal& Social Learning

VELS

Dimen

sions

Domains

Stra

nds

What has 3 main pillars, 16 components and 39 divisions?

Disciplinary/Interdisciplinary?

Declarative knowledge

Knowing about:- concepts

- relationships- properties- causality

- patterns of meaning

DISCIPLINES

INTERDISCIPLINARY & PPSProcedural knowledge

Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.

Interdisciplinary learning is about …

Developing competencies such as:• Organising Personal Learning• Using ICT to solve problems, represent

ideas, communicate knowledge ICT• Designing and thinking creatively D,C,T• Thinking critically Thinking Processes

• Knowing how to conduct authentic research (mathematical inquiry; historical reasoning, scientific inquiry)

Interdisciplinary learning is about

• Locating, accessing and filtering information to build knowledge

• Verifying new knowledge through argument, evidence and reflection

ICT domain focuses on tools to:

• change how students learn

• enrich their learning environment

ICT for visualising thinking

ICT for creatingICT for communicating

ICT perceptions

Visualise your perceptions of ICT

How can this be used?

Questioning and investigating

Observing and describing

Comparing and connecting

ReasoningExploring viewpoints

Finding complexity

Artful thinking palette

I see(list, itemise, deconstruct)

I thinkWhat’s the purpose?How does it work?

What are the reasons?Who would use/like it?

I wonderWhat if …?

What would happen if ..?What would change if?

Project Zero, Harvard University

ThinkWhat do you know about

this?

PuzzleWhat questions do you

have?

ExploreWhat does this topic

make you want to explore?

Project Zero, Harvard University

ICT for visualising thinking

ICT tools that facilitate visual thinking are ones that allow ideas and information for all areas of learning to be easily and quickly:• drafted • filtered• reorganised• refined• systematically assessed in order to make meaning for students.

Students use text and image representations, such as graphic organisers, ICT-generated simulations and models to help structure their thinking processes and assist in constructing knowledge.

Visualising thinking tools:

• help represent abstract information in concrete forms

• depict relationships between facts and concepts

• depict relationships between new information and prior knowledge

• are construction tools for the mind

Concept organisers• Brain does not store

information in lines or columns

• Brain stores information by patterns and association

Focus of dimension:assist thinking

processesreflect on the

thinking strategies used to develop understanding.

www.austhink.com

SIMILARITIES DIFFERENCESDIFFERENCES

Double Bubble Template

http://www.intel.com/education/seeingreason/

visualthesaurus.com

http://web.singnet.com.sg/~axon2000/

http://learninggames.wordpress.com/2008/02/22/physics-phun/

A dog is/is a …Generic classifications of concept and qualities

A dog has …Attributes of concept/term

Dog examples …Specific examples/instances

A dog can …Dynamic aspects of concepts

CONCEPT FRAME: level 1

A dog is/is a …• a mammal• loyal

A dog has …• a tail• four legs

Examples of a dog …• spaniel• poodle

A dog can …• catch a ball • swim

A dog is/is a …Sequence Attribute1 a mammal3 loyal X meat eater2 pet

A dog has …Sequence Attribute2 a tail3 four legs 1 fur

A dog can …Sequence Attribute4 catch a ball3 swim1 lead people2 save people

Examples of a dog …Sequence Attribute1 spaniel2 poodle3 dingoes4 foxes

Add new examples

Identify redundant examples

Sequence/order for importance

Dogs are man’s best friend

By Kim TranGrade 5P