TRANSFORMIN

G
MY SCIENCE
CLASSROOM
INTO
A THINKING
CLASSROOM
Charmalou P. Ogarte
T-III, ZNNHS
COMPASS
POINTS
 NEED TO KNOW
What else do you need to know
about this topic?

WORRISOME EXCITED
What do you find worrisome What excites you about
about the topic? this topic?
What’s the downside? What’s the upside?

STANCE/SUGGESTION
What is your current stance on the idea ?

How might you move forward in your evaluation of this idea ?

You are an Engineer working at the
North Wind Power Development
Corporation in Bangui Bay, Ilocos Norte.
Your former high school teacher in
Manila has just invited you to speak in
her physics class to inspire her students
to pursue STEM related careers.
Wanting to make a good impression,
you decided to do a simple
demonstration of how wind energy is
converted into electrical energy, instead
of just simply telling the kids what you
do. As you scoured for scraps in your
work shop, you found a box that would
help you with your problem.
Your best friends, volunteered to help you
out with the preparations and the polishing
of your presentation. Use the engineering
process design in constructing your device.
Using only the materials inside the box,
construct a device that will produce the
most number of lighted bulbs.
HOW WILL YOUR PERFORMANCE BE
EVALUATED?
HOW WILL YOUR PERFORMANCE BE EVALUATED?
HOW WILL YOUR PERFORMANCE BE EVALUATED?
HOW WILL YOUR PERFORMANCE BE EVALUATED?
WHEN DONE, MAKE A
YELL!
(1) What stages did you go through as you solve the problem?
(2) What challenges did you meet?
(3) How did you overcome the challenges?
(4) Is the time to solve the problem enough?
TRANSFORMING
MY SCIENCE
CLASSROOM
INTO
A THINKING
CLASSROOM
Charmalou P. Ogarte
T-III, ZNNHS
 Why do we need to
01 transform our existing
classroom into a thinking
GUIDING classroom?
QUESTIONS

02 What is the nature of a

thinking classroom?
 How will I transform my
03 classroom into a thinking
classroom?
GUIDING
QUESTIONS What is the role of higher
04 order thinking skills in the
context of a thinking
classroom?
 Why do we need to transform our
QUESTION # 1 existing classroom into a thinking
classroom?
Study the scenario :

Mr. Ahmad, the school head, is shown

presiding an academic staff meeting at the
beginning of the new school year.
Mr. Ahmad:

Last week, I received a circular from the

Secretary of Education. For the new
academic session, we have been directed
to find ways to create thinking classroom.
There is hushed silence in the classroom.
Then, slowly some teachers raise their
hands to ask questions. As expected, the
atmosphere in the room became a little
chaotic, with many raised hands and
simultaneous chatter from among the
teachers.
Question:

In your opinion, why did the Secretary of Education

issue the new directive to schools?
Question:

If you were one of the teachers in that school, what

questions would you raise in response to this new
directive?
Question:

Why would you have these concerns?

Question:

Have you experienced a similar situation in your

school?

What was your reaction?

Why change when it has been working fine before?

How soon will it happen?

How will it impact me?

Will I receive new training?

• Caldwell (2004) defines
transformation as “a significant
systematic and sustained change
that results in high levels of
achievement for all students in all
settings, especially under
challenging circumstances, thus
making a contribution to the well-
being of the individual and
society.
How do you define
thinking?
the process of using your mind to
understand matters, make
judgments, and solve problems

- Cambridge Dictionary
think creatively

think critically

make decisions

analyze and evaluate information

plan for the future

 Why do we need to transform our
QUESTION # 1 existing classroom into a thinking
classroom?
 WINDOW
APPLICATION
KEYBOARD
MOUSE
FILE
HARDDRIVE
CUT
PASTE
WEB
VIRUS
APPLE
BLACKBERRY
We cannot return to the world as it was before.
 Developing critical thinking skills
THE NEED needed for success beyond the
TO classroom has been recognized as a
primary goal of colleges and
TRANSFOR universities (Astin, 1993; Gellin, 2003;
M Stedman & Adams, 2012).
 • detected the inability of
university graduates to make
THE NEED decisions independently
TO
TRANSFOR
M
SURVEY

433
institutions

95%
chief academic officers

81%
employers
 THE NEED
TO
TRANSFORM

discredits knowledge
from rote learning
 THE NEED
TO Information
TRANSFORM
 complex
THE NEED modern jobs
TO
TRANSFORM
WORKERS

fully equipped

system thinkers
continuous learners
 • LECTURE
THE NEED
TO
TRANSFOR
M
THE NEED Do we really teach
TO our students how
TRANSFOR
M to think?
THE NEED Do I really teach
TO my students HOW
TRANSFOR to think?
M
 A
THINKING
CULTURE
BEGINS
WITH ME!
 A
THINKING
CULTURE
BEGINS
WITH ME! RATING OF LEVEL OF
SKILL IN DIFFERENT
THINKING AREAS
 A
THINKING
CULTURE
BEGINS
WITH ME!
Facilitator of learning
Do you believe that your
thinking is pretty good now?

Do you believe that there is

something that can be done
about your thinking?
 Intelligence = horse power of a car

Thinking = skill with which that

horsepower is used
 THINKING AREAS
Pushing the Being aware of your
Being accurate and limits of your thinking
seeking accuracy knowledge
Evaluating the
Generating new effectiveness of your
Being clear and ways actions
seeking clarity of viewing a
situation outside the Being sensitive to
boundaries feedback
Being open- of standard
minded conventions
Critical Thinking Creative Thinking Self - Regulated
Thinking
 01
A
THINKING
CULTURE
BEGINS
WITH ME!
 02
A
THINKING
CULTURE
BEGINS
WITH ME!
 03
A
THINKING
CULTURE
BEGINS
WITH ME!
 02
What is the nature of
GUIDING a thinking classroom?
QUESTION
 01 Teaching FOR Thinking

THINKING 02 Teaching OF Thinking

CLASSROO
M
03 Teaching WITH Thinking

Elements
04 Teaching ABOUT Thinking
 Teaching and class organization

Establishing the climate

for learning
Teaching
Supportive individual relationships
FOR
Thinking Effective classroom management

Safe learning environment

Supportive risk-taking
in reasonable and reflective ways
Teaching
FOR
Thinking
Teaching
FOR
Thinking
Teaching
FOR
Thinking
Teaching
FOR
Thinking
Teaching
FOR
Thinking
 Direct instruction of
Teaching OF thinking skills and
strategies
Thinking
Critical, creative, caring
thinking
 Costa (2001) refers to teaching of
thinking as the direct instruction of the
Teaching OF thinking process.

Thinking
Each process taught is aligned to
student development and to higher-
order, more complex thinking
operations.
 De Bono’s
Teaching 01 Six Thinking Hats
OF
02 PMI
Thinking
03 Thinker’s Keys
 useful thinking tool

group decision
De Bono’s
Six Thinking Hats individual thinking

based on the premise that we

can programme our brain to
think in a structured way
 actually directions
De Bono’s
Six Thinking Hats rather than labels
for thinking
 GROUP ACTIVITY

Mr. Olivero and his students are planning for their class educational field
trip. He gives them two options: either go to a hill resort to learn more
about tea cultivation, or go to an island fishing village to see how
fishermen make a livelihood from catching fish. He provides further
information for them to work on: The hill resort is situated 200 kilometers
away, whereas the island is 100 kilometers away. However, to reach the
island, they have to take the ferry. He reminds them that they have limited
funds for this trip. Nevertheless, the school bus is available to take them to
and from whichever venue.
 GROUP ACTIVITY

How did the Six Thinking Hats help you in solving the problem
and decision making?
 GROUP ACTIVITY

Teachers will be grouped into six.

The teachers will pick colored cards from a box.

The color of the card that they picked will determine the color of the hat that they
will use in the discussion.

Allows groups 10 minutes to discuss the issue, giving each teacher a chance to
embody the cognitive function of the hat color they chose.
 SUMMARY

The Six Thinking Hats tool can be used in problem-solving and decision-
making,

first, by exploring the problem;

then by developing a set of solutions; and

finally, by selecting the best solution through critical examination of the

solution set.
 developed by Edward De
Bono

Plus
Minus powerful tool for generating
many creative ideas to
Interesting address challenges

scanning tool
 Think about all the Plus
01 or good points of the subject.
Plus
Minus 02
Think about all the Minus or bad
points of the subject.
Interesting
03 Think about all the Interesting
points of the subject.
Plus One of your colleagues proposes that,
for certain assessments, students be
Minus given the opportunity to construct the
Interesting test themselves.
 Idea Allow students to construct their own tests

Plus Less work for the teacher

students will know exactly what to focus on for study

students will likely perform well on the tests

teachers will get a better gauge of what the students

already know and understand
students will provide feedback on the topics that
interest them the most and the topics they find
difficult
Minus Students may likely make the test too easy

teacher can’t control coverage of the subject

matter on the test

standardization of assessment is difficult

across different classes
Interesting
level of difficulty the students will set
for the test

the coverage of the test

student motivation to study and

perform well

level of achievement of learning

objectives
 LET US DO THE
PMI
Use the PMI to scan and explore the
following proposal:

All cars should be painted yellow.

 LET US DO THE
Plus PMI
• easier to see on the roads
• easier to see at night
• no problem in deciding which colour you wanted
• no waiting to get the colour you wanted
• easier for the manufacturer
• the dealer would need less stock
• it might take the 'macho' element out of car ownership
• cars would tend to become just transport items
• in minor collisions the paint rubbed off on to your car is the
same.
 LET US DO THE PMI
Minus
• boring
• difficult to recognize your car
• very difficult to find your car in a car park
• easier to steal cars
• the abundance of yellow might tire the eyes
• car chases would be difficult for the pohce
• accident witnesses would have a harder time
• restriction of your freedom to choose
• some paint companies might go out of business.
 LET US DO THE PMI
Interesting

• interesting to see if different shades of yellow arose

• interesting to see if people appreciated the safety factor
• interesting to see whether attitudes towards cars changed
• interesting to see if trim acquired a different color
• interesting to see if this were enforceable
• interesting to see who would support the suggestion
 Metacognition

Self-assessment
Teaching
Reflective learning
ABOUT
Transfer and application
Thinking
Student-centered goal setting
and self-monitoring
 Self - Reflexive

Teaching
ABOUT need to think about their
own thinking
Thinking and knowing

relate it to their goals for

learning
 “Is it getting
What am I doing me anywhere?
now?

Teaching
ABOUT
Thinking

What else
could I be
doing instead?
 4 ESSENTIAL
STRATEGIES
Teaching 01 Learning to Learn
ABOUT 02 Multiple Intelligences
Thinking 03 Learning Styles

04 Great Thinkers
 4 ESSENTIAL
STRATEGIES
Teaching 01 Learning to Learn
ABOUT 02 Multiple Intelligences
Thinking 03 Learning Styles

04 Great Thinkers
 ESSENTIAL
5 STRATEGIES
Teaching 01 Learning to Learn
ABOUT 02 Multiple Intelligences
Thinking 03 Learning Styles

04 Great Thinkers
 ESSENTIAL
4 STRATEGIES
Teaching 01 Learning to Learn
ABOUT 02 Multiple Intelligences
Thinking 03 Learning Styles

04 Great Thinkers
 structuring the interaction
with thought-provoking
Teaching activities that require the
intense involvement of
WITH learners

Thinking shaped by an internal process

and by social interaction
 Internal Process

constructing meanings
Teaching
WITH graphic hands-on
organizers learning
Thinking
Multiple Problem - based
Intelligences learning

case studies
 develop authentic learning

Teaching interviewing
Interacting with
WITH community
members
Thinking
doing
voluntary work
Teaching
WITH Establish regular
interaction
Thinking and contact
with parents regarding
their children’s thinking
and learning skills
Using metacards, give the differences of the traditional classroom and
thinking classroom based on the following aspects.
INTEGRATING
CONTENT AND
PROCESS INTO
A THINKING
CURRICULUM
 facts

definitions
concepts

CONTEN principles
T generalizations

problems
 social skills

strategies

PROCESS creative skills

critical thinking skills

metacognition skills
 Promotes In-Depth
01 Learning

THINKING 02 Focuses on Real-Life

CLASSROO Tasks

M Supports Holistic
03 Learning
Characteristics
04 Links Learning with
Students’ Backgrounds
 Promotes In-Depth
01 Learning

THINKING 02 Focuses on Real-Life

CLASSROO Tasks

M Supports Holistic
03 Learning
Characteristics
Links Learning with
04 Students’ Backgrounds
Ms. Yani asks her students to identify the location of
some of the still existing pre-war colonial buildings,
such as a school, a police station, a restaurant, or a
shop house. In groups of four, they go to the building
assigned to them and interview the person-in-charge,
such as the school administrator, officer-in charge,
owner or proprietor. Based on the information obtained
from the key informants, they compile or construct
historical accounts of that particular building. They
then make presentations in class.
How do you think will Ms. Yani
tackle the same sub-topic, that is,
the history of pre-war buildings in
a traditional classroom?
In a traditional classroom, she will
very likely ask the students to
name some of the pre-war
buildings and monuments that
they know.
Using the direct instruction
approach, she will then give a
lecture on the facts and figures
related to some of the pre-war
buildings and monuments that are
still in existence in certain parts of
the country.
At the end of the lesson, she will
most likely give them an oral or a
written exercise on pre-war
buildings.
 Promotes In-Depth
01 Learning

THINKING 02 Focuses on Real-Life

CLASSROO Tasks

M Supports Holistic
03 Learning
Characteristics
Links Learning with
04 Students’ Backgrounds
Mr. Phiene assigns his students the following
task. They are to meet at the town market
situated five kilometers away in an hour’s time.
They are not to take the public bus, walk, or
cycle there. Neither are they allowed to use
money to pay anyone who is willing to take
them nor can they ask a family member for a
ride to the assigned destination.
 Promotes In-Depth
01 Learning

THINKING 02 Focuses on Real-Life

CLASSROO Tasks

M Supports Holistic
03 Learning
Characteristics
Links Learning with
04 Students’ Backgrounds
Mrs. Santos is a high school English teacher. She
wants to teach her 13-year old students how to
write a summary. She asks them to take out their
Literature book and turn to the first chapter of the
story, “The Pearl.” In pairs, they summarize the
first three paragraphs. Individually, they
summarize the next five paragraphs. After this,
Mrs. Santos asks each student to write a summary
of a short story of their choice.
If Mrs. Santos were teaching summarizing skills in her
traditional English Language classroom, how do you
think she would probably do it?
She will teach them all the steps involved in summarizing
one at a time. For example, she asks them to read the
story once again, and then categorize all the headings and
sub-headings. After giving them enough practice, she
proceeds to the next step that is, to edit for overlapping
or irrelevant information. She then allocates time for
practice. The process continues until the last step, that is,
to revise their summary for style, grammar, and
punctuation.
 Promotes In-Depth
01 Learning

THINKING 02 Focuses on Real-Life

CLASSROO Tasks

M Supports Holistic
03 Learning
Characteristics
Links Learning with
04 Students’ Backgrounds
Mr. Wong’s class is made up of students of mixed
races: Malays, Chinese, and Indians. He divides
the class into groups of five. They draw lots to
determine the ethnic group for which they have to
compile a scrapbook on “Traditional Costumes
and Dances.” The groups are allowed to seek
assistance from local cultural associations.
How do you think Mr. Wong would teach this same
topic using the traditional approach?
He would, most likely, just teach them the names of
the traditional costumes and dances of the various
ethnic groups in Malaysia. Perhaps he might just
show them pictures of the Chinese traditional dress
for Chinese women, that is, the cheongsam.
 EAS
T
Now, let’s see how well you can operationalize this characteristic of
a thinking classroom. Describe how you will apply in-depth learning
to a particular topic in your thinking classroom.
 WEST
Now, think of your own classroom. Choose a topic in your lesson and
describe how you can use “real-life tasks” in teaching it to your
students.
 NORTH
After you have learned how Mrs. Santos teaches summarizing skills
differently using the holistic process as a characteristic of a thinking
curriculum, it’s time for you to try it out. Describe how you will apply
the holistic process in teaching a particular topic in your class.
 SOUTH

Think of a topic in your lesson and describe how you can link it to your
students’ diverse backgrounds.
 Have you thought
INTEGRATING about the role of HOTS in your
HOTS classroom?
IN THE
Are you equipped with knowledge and
THINKING skills to integrate HOTS in your
CLASSROOM teaching?
 AGREEMENT

Design a floor plan of your thinking classroom showing the physical layout, desk
placement and seating arrangements, and classroom space design.

Prepare a written text (300-500 words) describing each of the elements in your
layout and explaining why they are essential for your thinking classroom.

A minimum requirement is a photo documentation or a drawing of the floor plan.

However, you can be as creative as you can, given the technological support
available.
“A thinking
culture
begins with me."
THANK YOU!
"Do not be
afraid to give
up the good to
go for the CHARMALOU P.
OGARTE
great."
Teacher III
ZNNHS
John D. Rockefeller