Prepare your students to face the challenges of the 21st century becoming better thinkers
WORKSHOP DIRECTED TO TEACHERS FROM CHILDREN TO UNIVERSITY LEVEL
Dr. Swartz (Center for teaching Thinking, USA and Spain) and Dr. Perkins (Project Zero of Harvard University) will guide us through examples and teaching practices on how to use routines and thinking skills for the deep understanding of the contents and the transfer of learning to real life. All in a cooperative learning framework.
In this two-day workshop, Robert Swartz and David Perkins will work together to develop a thought-based instruction framework, necessary today, to teach students how to manage the opportunities, challenges and uncertainties they will face to measure which advances the twenty-first century. They will show examples and practices of classes in which the Thinking-Based Learning Project of the Center for Thought Education (CTT) and the techniques of the Visible Thought project, born in the Zero Project of the University of Harvard, is used.
This instructional framework emphasizes the attitudes and skills necessary to think effectively and act in the best possible way in the opportunities created by new and challenging circumstances.
Both will discuss which techniques work best to achieve these goals and will emphasize how to help students develop thinking skills, use them effectively with relevant curricular content, and transfer their use to contexts of their own lives, so that Interiorize by getting their practice natural and effective. They will also examine how the use of these techniques can help develop provisions to use these abilities naturally, and achieve, a deeper learning and a successful life.
Lesson designs will be distributed and participants will have the opportunity to develop their own ideas by using the techniques discussed to create deep learning based on good thinking in their classes and colleges.
"Knowledge learn through use is later both better remembered and better used. No more of “Will learn it now and do something with it later”. Instead, let’s learn it now by thinking with it now. In such spirit, Thinking-based learning offers an insightful contemporary."
DAVID PERKINS
speakers
David Perkins
David Perkins is Professor Emeritus Carl H. Pforzheimer the Teaching and Learning of the Faculty of Education of the University of Harvard (HGSE). He is a founding member of the prestigious research and development group Proyecto Cero, who has co-directed nearly 30 years, and with whom he now collaborates as senior co-director.
He has directed long-term research and development programs in areas of thought and creativity, art and science, learning for understanding, organizational development, educational innovation and online learning. He has also collaborated with educational initiatives in many parts of the world. He is the author of several very popular books in the educational field, the most recent is Future Wise, about what is worth learning in our era; and Making Learning Whole, an approach to deep and meaningful learning.
Robert Swartz
Robert Swartz is Director of the Center for Teaching Thought in the US and Spain. He is a doctor at the University of Harvard and is a faculty member of the University of Massachusetts, Boston. He is currently a member of the organizing committee of the ICOT International Conference on Thought.
He has worked extensively and internationally for more than 30 years with professors, colleges, educational administrations, and universities, in teaching development projects to restructure teaching and curriculum through the infusion of critical and creative thinking and teaching content. He has developed a large series of books with lessons designed for all school stages, Infusing Critical and Creative Thinking to Content Instruction, in collaboration with other educators, has published numerous articles on teaching and thought assessment, and has been a consultant for the evaluation of Thought abilities in the National Assessment of Educational Progress in the United States. His first book on teaching to think was Teaching Thinking: Issues and Approaches, which he co-authored with David Perkins, was published in 1989, and reprinted in 2016. His most recent work, in which he has led a team of five, is Learning based on thought, published in 2008 and with a Spanish edition in 2012. It is also co-authored with Carol McGuinness, from two studies on the role of thinking in IB schools (International Baccalaureate), published in 2014 and 2016.
""... I ask myself: Can this vision of how we could construct an education that is worth giving perhaps the hope that, through education, we can access the unknown, address its turns and unforeseen and dominate them instead they dominate us? "
ROBERT SWARTZ
schedule
timetable
friday 3
14,00 Accreditation and delivery of material
15,00 Start Workshop Part I
17,30 - 18,00 Coffee Break
19,30 End day
saturday 4
9,00 Inici Workshop Part II
11,00 - 11,30 Coffee Break
14,00 - 15,00 Lunch time
17,00 - 17, 20 Coffee Break
18,30 End Workshop
content
During the different workshops, special emphasis will be placed on the following methodological aspects:
- Use of thinking organizers - strategic and graphic - to apply the types of habitual thinking with more skill.
- Help students learn how to use thinking skills to make curricular content interesting so that they provide them with deeper learning in contrast to memorization as the only way to learn.
- To structure the class so that the students learn to collaborate among them sharing and developing ideas in collaborative groups of thought.
- Create a culture of broad and continuous thinking in class.
- Use the habits of the mind and the routines of thought to deepen and enrich the infusion of critical and creative thinking in the teaching of content.
- A useful framework to encourage students to think about their thinking to be able to self-regulate it.
- Techniques to help students internalize the use with dexterity of thought strategies and develop key thinking provisions that help them think with skill in their lives outside the classroom.
time to ask
At the end of the second day there will be a space for questions in which participants can share their doubts and concerns with the speakers.
