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Tools, tips, resources, advice, and humor to support today's school leader and leaders, in general
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Ruth Chang: How to make hard choices - YouTube

Here's a talk that could literally change your life. Which career should I pursue? Should I break up — or get married?! Where should I live? Big decisions li...

Via Art Jones
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Art Jones's curator insight, July 2, 2014 4:02 PM

Ruth Chang offers us a process for making hard decisions.


She says:


"Drifters allow the world and circumstance to write the story of their life.


We each have the opportunity to take control of the story via knowing how to make the hard decisions and thus become the authors of our own lives".


#Storytelling #Reason

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5 Reasons to Calm Down Your Analytical Mind

5 Reasons to Calm Down Your Analytical Mind | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Your analytical mind comes with both advantages and disadvantages. There are certain situations where it's better to calm down too much thinking and rationality.
Sharrock's insight:

This is part of a useful cycle. You race the analytical mind to absorb knowledge and to explore information. Then you run the creative, associative mind to find connections between personal experiences, observations, and information. But too much of anything can be bad.

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Robert Fisher Teaching Thinking homepage

This article explores what metacognition is, why it is important and how it develops in children. It argues that teachers need to help children develop metacognitive awareness, and identifies the factors which enhance metacognitive development. Metacognitive thinking is a key element in the transfer of learning. The child's development of metacognitive skills is defined as meta-learning. Meta-teaching strategies can help mediate the metacognitive skills of children, help to stimilate children's metacognitive thinking. The article draws upon reserch currently being undertaken in London schools on raising achievement in thinking and learning through developing the metacognition of children as learners in schools.


Sharrock's insight:

excerpt: "Brown claims that two versions of metacognition are often confused, namely 'the essential distinction between self regulation during learning' and 'knowledge of, or even mental experimentation with, one's own thoughts' (Brown et al 1983). Adey & Shayer (1994) agree with this distinction, which they categorise as going beyond, and going above, the present learning behaviour. Going beyond one's present repertoire of reasoning is linked to 2,3 and 4 in Brown's list above. This can be equated with what Newman et al (1989) call 'construction zone activity', a concept derived from Vygotsky's Zone of Proximal Development, which refers to mental activity, usually of a collaborative nature, which involves children going beyond their present levels of competence. 

 
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True Mentorship Goes Deeper than You Think - The Thinking/Critical Blog

True Mentorship Goes Deeper than You Think - The Thinking/Critical Blog | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
True mentorship involves coaching on behavior, professionalism, accountability, and maturity. (We never grow too old or too successful to need mentors.
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Interview Tip: Use Examples to Demonstrate Your Experience

Interview Tip: Use Examples to Demonstrate Your Experience | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
So you have sent off your documents, waited patiently and finally ou get summoned for an interview, well done! This is when the fun starts and you now have to think tactically to ensure you are offered the job after all interviews have been done.
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Robert Fisher Teaching Thinking homepage

Robert Fisher Teaching Thinking homepage | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

He was awarded a PhD for research into Philosophy for Children from Brunel University where he is a Professor of Education.

His books include Teaching Children to Think, Teaching Children to Learn, Teaching Thinking, Stories for Thinking, Poems for Thinking, Values for Thinking and Games for Thinking. For more on his publications see Books.

A selection of Robert Fisher's papers on teaching thinking and creativity is available on this website. See Web resources

 

Sharrock's insight:

His name was raised in this LInkedIn discussion: http://lnkd.in/bqJgx62. Is anyone familiar with his work? 

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Lessons from Thinking, Fast & Slow - System 1 and System 2

Lessons from Thinking, Fast & Slow - System 1 and System 2 | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
The Nobel Prize winner and the intellectual godfather of behavioral economics, Daniel Kahneman, has summarized a lifetime of research in his recent book Thinking, Fas & Slow.
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Reading Sage: Webb's Depth of Knowledge (DOK) | Bloom's Taxonomy vs. Norman Webb's depth of knowledge

The Common Core Standards are the cornerstones of the Smarter Balanced and PARCC assessments, Webb’s Depth of Knowledge (scale of cognitive demand) and Blooms Revised Taxonomy (levels of intellectual ability) are the framework and the structures that will be used to evaluate students. Assessing curriculum, developing formative assessments, evaluation curriculum, and evaluation of students knowledge at the highest levels is being shared by two progressive cognitive matrices. Depth of knowledge, and complexity of knowledge is the heart of the more rigorous assessments being implemented in 2014. They share many ideas and concepts yet are different in level of cognitive demand, level of difficulty, complexity of verbs vs. depth of thinking required, and the scale of cognitive demand. Teachers need to learn how the frameworks are used to develop curriculum and how to use them to enhance instructions. Teachers and students can use Blooms Questions Stems and Webb’s DOK questions stems to create higher order thinking and improve achievement. 80% of the PARCC assessments will be based on the highest levels of blooms and the deepest levels of Webb’s DOK. Are you ready to use the DOK or Blooms daily in your class? 

 The links below are a great resources of Blooms Taxonomy and Webb’s Depth of Knowledge.Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of KnowledgeHess’ Cognitive Rigor Matrix & Curricular Examples | Revised Bloom’s Taxonomy | Webb’s Depth of Knowledge GuideDepth of Knowledge: Assessing Curriculum with Depth and MeaningBlooms and Webb ComparisonDepth of Knowledge ConsistencyDeveloping Higher Order Thinking Questions Based on Webb’s DOK andFCAT Content ComplexityPARCC Transition Information: AIMS Test and Common CoreDOK Question StemsDepth of Knowledge (DOK) LevelsINTRODUCTION TO WEBB’S DEPTH-OF-KNOWLEDGE LEVELSMathematics Depth-of-Knowledge LevelsDepth-of-Knowledge Levels for Four Content Areas

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A Model for the National Assessment of Higher Orde

In our view, a rich, substantive concept of critical thinking, and it alone, provides an intelligible and workable means of meeting all 21 criteria. In this section we will briefly consider each objective in turn, not as a definitive response to the criteria, but merely to suggest the fuller response in Section Three below.


Section Three: The Four Domains of Critical Thinking

What are the four component domains of critical thinking and their implications for the assessment of higher order thinking?




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Defining Critical Thinking

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Ivon Prefontaine's curator insight, August 20, 2013 2:50 PM

These are the people who help a gret deal with critical thinking.

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Creativity, Thinking Skills, Critical Thinking, Problem solving, Decision making, innovation

Sharrock's insight:

This is interesting. It is created by "Air University" with the slogan, "Air Education and Training Command - Develop America's Airmen Today...For Tomorrow." My assumption is that problem solving, decision making, thinking skills, creativity, and thinking skills will receive a rigorous approach...more so than many other fields. 

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Swati Lahiri's comment, March 20, 2013 2:53 PM
Spot on Duane..this is so much useful and you know how passionately I feel about incorporating all this into the core curiculum or for that matter just include all this as an after school programme- does not matter which route we take ,as long as the transmission happens. Many thanks !
Swati Lahiri's curator insight, March 20, 2013 2:54 PM

These are all the core skills that our students/children need to get more empowered and have a better tomorrow !

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Book Review: Marriage, a History: From Obedience to Intimacy or How Love Conquered Marriage by Stephanie Coontz

I had the joy of reading this book last year and I've been meaning to do a review on it.  Well, the time is now.  However, I'm not going to simply spell out the book.  It's so good that you have to...
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How to Train Your Mind to Think Critically and Form Your Own Opinions

How to Train Your Mind to Think Critically and Form Your Own Opinions | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
"Critical Thinking" may sound like an obnoxious buzzword from liberal arts schools, but it's actually a useful skill. Critical thinking just means absorbing important information and using that to form a decision or opinion of your own--rather than just spouting off what you hear others say. This doesn't always come naturally to us, but luckily, it's something you can train yourself to do better.
Sharrock's insight:

share this with your students, with colleagues, with friends. 

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Learning to Think: A Foundation for Analysis

Learning to Think: A Foundation for Analysis | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Teaching students how to think and analyze are important goals of today's teacher. See how one high school teacher uses a two day lesson to get students to analyze texts and develop more critical ways of thinking.

Via Tracee Orman, Mary Clark
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Mary Clark's curator insight, January 8, 2014 1:42 PM

This video would be great for professional development. It's short enough to share during an hour long PD session, leaving time to discuss and create ideas for implementing in the classroom.  

Dr. Dea Conrad-Curry's curator insight, January 9, 2014 9:55 AM

So many good videos on this website. This lesson reminded me of one I typcially taught as my students moved into analytic literary research. Like Wessling, I would work with students to generate a list of all the aspects within a piece of literature that one could analyze throughout the text. And the, I would ask them to choose two or three and explore not only how they found the aspects interacting, but what literary critics before them said about the text's development in those areas.

Nalya Ovshieva's curator insight, October 25, 2014 4:48 PM

A great way of thinking - looking for concrete and conceptual patterns, and then draw conclusions.. 

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57 Cognitive Biases That Screw Up How We Think

57 Cognitive Biases That Screw Up How We Think | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

Via Marci Segal, MS
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Marci Segal, MS's curator insight, January 4, 2014 9:25 PM
Becoming aware of biases gives you opportunity to explore beyond them
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Robert Fisher Teaching Thinking homepage

How could facilitators encourage and develop the philosophical thinking and dialogue within enquiries?

RF: There are two main ways of doing it – one is through what we may call the Socratic Method – helping children to move from the literal level of comprehension (understanding the words) to the critical level of analysis (analysing the story) and to understanding at the conceptual level (understanding what key concepts mean). What a good facilitator does is to push for depth and higher order thinking by moving through a series of questions and prompts that push children from the concrete through to the abstract and conceptual.

 

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9 Ways To Get The Most Out Of Design Thinking

9 Ways To Get The Most Out Of Design Thinking | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
How Lippincott, the branding and strategy firm behind Coca-Cola's swirl, Starbucks's logo, and Samsung's global identity, fuses creativity and analytics.
I lead an unusual company.
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Stop Worrying About Making the Right Decision

Stop Worrying About Making the Right Decision | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
We can’t always make the right decision, but we can make every decision right.
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Complex Thinking Skills & Reasoning | AEA 267 Curriculum

Complex Thinking Skills & Reasoning | AEA 267 Curriculum | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Area Education Agency 267 supports educators, parents, and the communities we serve as we work together toward one ultimate goal--to improve student learning.
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Why Your Friends Have More Friends Than You Do

Why Your Friends Have More Friends Than You Do | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

The title of Feld’s paper says it all, and here’s a little demonstration you can do to confirm his conclusion.  List all of your friends.  Then ask each of your friends how many friends they have.  No matter who you are, whether you are a man or a woman, where you live, how many (or few) friends you have, and who your friends are, you will very likely discover that your friends on average have more friends than you do.

Sharrock's insight:

We need to explore the social-emotional impacts of maintaining social networks (digital as well as face-to-face). This is topic relates well to math and science. The topic may interest secondary students and could be tied in to critical thinking skills, explorations of cognitive bias, fallacies, and other ways to be more rational. Kids in high school are familiar with social networds and recognize that some keep count of numbers of connections/friends/nodes in the network of a specific person. The article also introduces the social-emotional impact of becoming aware of those numbers, saying that this awareness "depresses" the person. School counselors might crosswalk a lesson that explores this impact: math, social studies, science, health. 

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"Why we don't reach our intellectual potentials" or "Reasons We Aren't Operating At Our Best"

"Why we don't reach our intellectual potentials" or "Reasons We Aren't Operating At Our Best" | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Owning and operating a brain is hard. You are issued one at birth, a model that comes riddled with delusions and biases, prone to logical fallacies, and built to create stories to help explain the difficult and messy business of being a person.
Sharrock's insight:

There are a few tendencies and distractions listed. I was inpressed with the info on will power.

from the article: "The latest research suggests that willpower is a depletable resource. In other words, the more you exert self control, the less self control you have until you either rest for a while or give in."

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How Busy People Find Time to Think Deeply

How Busy People Find Time to Think Deeply | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
During the first presidential campaign Michelle Obama was worried her husband's schedule allowed him "no time to think." You hear the same from business executives who traverse impossibly
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