Rountable, Moderated by Aixa Perez-Prado
Location
CBC 155
Start Date
17-5-2018 11:45 AM
End Date
17-5-2018 12:45 PM
Presentation Type / Tipo de propuesta
Roundtable Discussion / Mesa redonda
Description / Descripción
Ana Maria Conde The power of Theory Constraints in a Thinking Culture
Abstract:
Creating Thinking Cultures in schools requires changing paradigms. But traditional educational paradigms have shown to be strong, as they are learned throughout an educator’s life and reinforce in her/his practice. Theory of Constraints have shown to have an impact supporting the paradigm shift to build Thinking Cultures. It gives simple thinking tools to reconcile the needs behind changing pedagogical practices that does not lead to valuable learning and holistic development, with those needs that are being satisfied by using those teaching strategies. Empowering educators to commit to build Thinking Cultures, therefore, is mainly a process of changing “what I think” to be able to transform, what “I do”. TOC thinking tools (the cloud, the branch and the prerequisite tree) can be used strategically to give sense, meaning and purpose to the educator’s role and everyday actions in a Thinking Culture.
Natalia Marándola Acquiring Understanding: From the Inner School Environment to the Outer Unknown World
Education, Learning and the Brain: How do we develop mindfulness and thinking dispositions to learn?
Big question: What are essential life-skills for success in school and in life, now and in the emerging future?
This proposal aims at focusing on how we might experience the cultural forces in our own process as teachers-learners so that we can collaborate in building a culture of thinking in our own communities. The presentation also aims at rethinking the notion of understanding and the importance of developing our thinking dispositions in order to undergo the same acquisition process that will later take place among our students. Working in cooperative groups of learning, sharing ideas with other educators and considering different viewpoints will be crucial factors when it comes to teachers’ constructive feedback and learning.
Jessica Espinosa and Suzanne Cruz Visible Thinking Routines in the College Classroom: Helping Preservice Teachers Enhance Critical Thinking Skills
This presentation will provide participants with a glimpse into the experiences of two early childhood teacher educators and their journey into experimenting with the use of visible thinking routines. During the course of an academic year, we each incorporated various visible thinking routines to unpack language, literacy, and basic art concepts. We used these visible thinking routines to help preservice teachers understand how to foster critical thinking skills in both themselves and their students. Throughout this session, the presenters will share their experiences and provide examples of the discussions and interactive journals used. As a result, we hope this session can be used to facilitate teachers and teacher educators in understanding how they can begin to incorporate visible thinking routines into their practice.
Rountable, Moderated by Aixa Perez-Prado
CBC 155
Ana Maria Conde The power of Theory Constraints in a Thinking Culture
Abstract:
Creating Thinking Cultures in schools requires changing paradigms. But traditional educational paradigms have shown to be strong, as they are learned throughout an educator’s life and reinforce in her/his practice. Theory of Constraints have shown to have an impact supporting the paradigm shift to build Thinking Cultures. It gives simple thinking tools to reconcile the needs behind changing pedagogical practices that does not lead to valuable learning and holistic development, with those needs that are being satisfied by using those teaching strategies. Empowering educators to commit to build Thinking Cultures, therefore, is mainly a process of changing “what I think” to be able to transform, what “I do”. TOC thinking tools (the cloud, the branch and the prerequisite tree) can be used strategically to give sense, meaning and purpose to the educator’s role and everyday actions in a Thinking Culture.
Natalia Marándola Acquiring Understanding: From the Inner School Environment to the Outer Unknown World
Education, Learning and the Brain: How do we develop mindfulness and thinking dispositions to learn?
Big question: What are essential life-skills for success in school and in life, now and in the emerging future?
This proposal aims at focusing on how we might experience the cultural forces in our own process as teachers-learners so that we can collaborate in building a culture of thinking in our own communities. The presentation also aims at rethinking the notion of understanding and the importance of developing our thinking dispositions in order to undergo the same acquisition process that will later take place among our students. Working in cooperative groups of learning, sharing ideas with other educators and considering different viewpoints will be crucial factors when it comes to teachers’ constructive feedback and learning.
Jessica Espinosa and Suzanne Cruz Visible Thinking Routines in the College Classroom: Helping Preservice Teachers Enhance Critical Thinking Skills
This presentation will provide participants with a glimpse into the experiences of two early childhood teacher educators and their journey into experimenting with the use of visible thinking routines. During the course of an academic year, we each incorporated various visible thinking routines to unpack language, literacy, and basic art concepts. We used these visible thinking routines to help preservice teachers understand how to foster critical thinking skills in both themselves and their students. Throughout this session, the presenters will share their experiences and provide examples of the discussions and interactive journals used. As a result, we hope this session can be used to facilitate teachers and teacher educators in understanding how they can begin to incorporate visible thinking routines into their practice.