Deep Thinking for Deep Learning
The infusion of thinking into classroom pedagogical practice is paramount because deep learning requires deep thinking. But deep thinking doesn’t just happen…
What knowledge do teachers need in order to make the most effective decisions about curriculum, instruction, assessment and evaluation? What is the knowledge and understanding that must underpin quality teaching and deep learning?
In this workshop, participants will explore research that focuses on Cognitive Information Processing and Cognitive Load Theory to discover how this research can significantly impact student learning outcomes when it underpins and informs our pedagogic practice. Participants will engage in an intensive examination of the critical and creative thinking skills required for a deep thinking and learning classroom. While the macro learning process will be shared for contextualising purposes, this workshop will focus at the micro level of pedagogic practice.
How do the sensory register, working memory and long-term memory work in concert to enable learning to occur?
What does it mean to attend, code, encode, consolidate and retrieve information; why is it important to understand these terms; what can teachers to do enhance a learner’s ability to engage in each of these all important components of the cognitive processing system?
What does it mean to engage in maintenance rehearsal versus elaborative rehearsal; what is the relationship between elaborative rehearsal, deep thinking and deep learning; and what can teachers do to promote elaborative rehearsal?
How does cognitive load impact a learner’s capacity to learn? What can teachers do to reduce intrinsic and extraneous cognitive loads and increase germane cognitive load?
Why must teachers know and understand the ‘acquiring and integrating’ phase of learning and the ‘extending and refining’ phase? How can teachers design instruction that includes both phases successfully in their practice?
What is the difference between depth and breadth of thinking? How do teachers rigorously unpack curriculum for its specific schema, the breadth and depth they wish to address with their learners?
What specific tools and strategies can teachers plan into instruction in order to promote breadth and depth of thinking and learning?
Participants will be able to use their new ‘pedagogic capital’ to reflect deeply on their current practice and make the pedagogic changes necessary to significantly impact student learning outcomes!
• discover how the brain processes information and what you can do to facilitate this all important process
• develop your knowledge and understanding of Cognitive Load Theory; and the implications of this theory on learning
• develop your knowledge and understanding of the ‘acquiring and integrating’ and ‘extending and refining’ phases of the learning process; explore the relationship between the information processing system and these critical phases of learning
• learn how to strategically aid learners in the acquisition, integration, extension and refinement of new learning
• develop your knowledge and understanding of breadth vs depth of thinking; learn to frame organisers and sequence learning to deliberately meet the individual cognitive capacity of your learners
• develop your practical knowledge of a diversity of thinking and learning tools, strategies and processes that activate deep thinking and learning
• develop practical knowledge and understanding of the ‘clark 9 step planning process’ – a process that will enable and empower teachers to change their pedagogical practice
Target Audience: Teachers (all grades), Instructional Coaches, Allied Educators and School Leaders