Student Learning

PoLT Online Professional Learning Resource – Principle 4

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Theory snapshot

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Aims of the principle

Principle 4 asserts that the key foundations to good thinking are attention to a ‘thinking culture’ and ‘thinking dispositions’ and not ‘thinking skills’ alone. This broader understanding challenges the notion that ‘thinking’ can be reduced to a discrete set of skills.

Substantive and productive thinking is supported through ‘content neutral questions’ (Golding 2002) that do not lead students to a particular response. These are reflective of a philosophical inquiry approach (Lipman) Other approaches link thinking skills, thinking dispositions and understanding of knowledge (Harpaz, 2001). The thinking curriculum brings to the fore the importance of student generated questions. This work is strongly linked to student power and ownership of learning (see Principles 1 and 2).

Interdisciplinary learning, as articulated in the Victorian Essential Learning Standards, identifies a range of knowledge, skills and behaviours. The knowledge, skills and behaviours that cross disciplinary boundaries, are essential to ensuring students are prepared as active learners and problem-solvers for success at school and beyond. Interdisciplinary learning focuses on ways of thinking, communicating, conceiving and realising ideas and information. Through posing their own problems, students develop the capacity to design and create.

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Caring Thinking: The new intelligence

Lipman’s philosophical inquiry approach asserts that what is taught in schools is not (and should not be) subject matter but rather ways of thinking. He believes that ‘people of any age can reflect and discuss philosophical issues profitably’; and explore a set of ideas that leads to questioning, exploring concepts and values, and posing problems. The classroom should be converted into a ‘community of inquiry’: a group (social setting) of individuals who use dialogue to search out the problematic borders of a puzzling concept.

Lipman Link:

For more information see: Teaching for Higher Order Thinking Skills (http://www.chss.montclair.edu/inquiry/summ95/splitter.html)

 

Paideia Philosophy:

For more information see: What is Paideia? (http://www.lps.tas.edu.au/philosophy.html)

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Innovating with Intelligence Project

As educators, we can work to make thinking increasingly visible in classrooms. Tishman & Perkins (1997) suggest the simplest strategy is to use the language of thinking. Rich vocabularies of thinking consider terms like hypothesis, reason, evidence, possibility, imagination, perspective. Their routine used in a natural intuitive way helps students catch on to the nuances of thinking and thoughtfulness that such terms represent. Teachers should also be a model of thoughtfulness for one’s students. Through not expecting instant answers, displaying honest uncertainties, and taking time to think about ‘What if’, ‘What if not’, ‘How else could this be done?’ or ‘What’s the other side of the case?’ teachers visibly express respect for the process of thought and encourage students to notice problems and think them through. There are many thinking routines, however the ultimate aspiration is building a strong culture of thinking in the classroom.

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