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1. Respond/Comment on the Key Question provided by your Host

2. Post your own question

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I think in many ways, yes. Not only do we need to understand clearly what we want from our students, we should also show it, and build a habit of it. Like what are the things you say - are these what we want to hear our students say too?
- DG

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Sometimes we find it difficult to 'say what is on our minds' as our thought processes may be slowed down by interference from multiple triggers and stimulus happening concurrently. The ability to think clearly requires practice before it becomes a habit and this may (but not surely) lead to clarity in communication. Our students surely have to grapple with these challenges too. How do we allow ourselves and our students to find the time and space to develop clarity in thinking?
-Taufiq-

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When 2 people share their ideas. Each walks away with more ideas. Are we seeking to create a culture of creating platforms for conversations and sharing ideas with each other and are we able to make the time for it? Hence my earlier point on think and communicate. With a sense of purpose, more thinking will happen.
-Taufiq-

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Cultures of Thinking Principles and Theories

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Cultures of Thinking Principles and Theories

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To enculturate dispositions of thinking in our students, and for us teachers to model dispositions of a facilitator of learning, what some implications the the resourcing (e.g. time) and pacing of our lessons?

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Principle: Questions Drive Thinking And Learning

How do we make the thinking visible? Our questions will reflect the learning.

Questions should also start to ask questions to deepen their learning. Teaching students to ask proper questions.

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Students asking questions can allow thinking be made visible and enables AFL

Not only the teachers’ effective questioning, but also student’s questions reflects their curiosity within the lesson and learning taking place

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Effective Questioning - key component for Northbrooks T&L.

Questioning techniques.

Asking kids what they want to learn and helping them achieve their goals.

KWL Model:
Know (they already know)
Want to know
Learn (check for understanding)

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- Critical thinking questions: ignite thinking process
- Sparking students curiosity: relating subject topics to personal lives
- Accepting students responses / not diminishing students questions and responses - linking it back to the classroom

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- How do we enable or provide time to allow students to ask questions and for teachers to link it to the subject

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Questions drive thinking and learning

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Thinking teachers = Thinking students

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To help us become better thinking professionals, perhaps we can model the disposition of thinking at staff meetings. Items for information can be sent via email. Items for discussion, consensus making, could be tabled for thinking and discussion.