James Nottingham
Sustained Success, UK
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Published in: Conference on Thinking - Nordic Follow-up; Norrköping; October 28-29th; 2008
Linköping Electronic Conference Proceedings 39:4, p.
Published: 2009-10-19
ISBN:
ISSN: 1650-3686 (print), 1650-3740 (online)
What does it mean to think? What ARE thinking skills? What are thinking tools? What is the relationship between thinking skills and thinking tools? What ARE levels of thinking? Does thinking occur in levels? Is it possible to engage in higher level thinking without lower level thinking? Conversely; is it possible to engage in lower level thinking without higher level thinking? What is the relationship between thinking and learning? Is it necessary to understand the relationship between thinking and learning in order to authentically and successfully infuse thinking into classroom practice?
Thinking and learning are inextricably linked. To address one independent of the other; is to limit both. When students learn HOW to learn; when they are provided with a repertoire of tools to think in a diversity of ways; when they are taught the ways in which thinking tools are layered and framed to ensure rigor and deep thinking; WITHIN the learning process; they become enabled and empowered to stretch their own thinking and learning.
This session examines and challenges participants’ current understanding of thinking; learning; and the relationship that exists between the two.
