Getting Ready for Thinking Cover

Getting Ready for Thinking

Strategies to support teachers in the inquiry classroom

Getting Ready for Thinking identifies three central elements of a thinking classroom:

  • physical environment
  • shared language
  • social scene.

Building from these elements, this book includes a sample of structures, strategies and learning experiences that you can implement to get students ready for thinking. It is designed to assist you in establishing a classroom structure and environment that supports students to think and learn. As well as highlighting the importance of making a commitment to the explicit teaching of thinking skills, it contains a collection of ideas that you can reflect on and modify appropriately to align with your practice and the needs of your students.

Ages: 5-12 | Pages: 56 | Code: 5374 | ISBN: 9781877478710

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Picture of Amber Kite

Amber Kite

Amber Kite has been teaching for six years. Her early childhood teaching experience highlighted how much teaching students to think and wonder can assist their learning. Amber strives to create learning opportunities that are inquiry based, relevant and challenging. She aims to provide resources that offer opportunities for teachers to reflect on their practice and to support students in the thinking classroom.

Picture of Marc Warwick

Marc Warwick

Marc Warwick is is an executive teacher and curriculum leader. He utilises thinking tools to find out what students know and what they want to know; and then to identify what they have learnt through an inquiry. Marc encourages students to take responsibility for their own learning and to reflect critically on their learning processes. He is in demand as a presenter of practical workshops in literacy, numeracy and integrated curriculum.

Contents

Introduction4
The big picture: the look, sound and feel of the thinking classroom5
Part A: The physical environment6
Making it appealing6
Displaying inviting environmental print9
Displaying a visual timetable13
Managing resources and space14
Part B: Shared language15
Developing a class code of practice and establishing expectations15
Talking about thinking and learning (reflecting)21
Sharing thinking beyond the classroom26
Part C: Social scene32
Building and fostering self-esteem32
Providing positive rewards for the individual37
Providing positive rewards for the team/group42
Providing positive rewards for the class45
Harnessing table teams and teamwork49
Assigning responsibilities52
Appendix: Links to habits of mind54