With acknowledgement and thanks to the world wide web, for images of Plato, Dewey, Vygotsky, Rodin's Thinker and the Child Thinker
Topic/Issue/focus:
In order to improve ESL New Arrivals learning outcomes and prepare them for project and inquiry-based learning and thinking classrooms in mainstream schools, ESL teachers must include teaching Thinking Skills’ language and Thinking Processes in their instructional practice.
In particular, school leaders must support ESL teachers and ESL new arrivals with the purposeful integration of Thinking Skills’ language and Thinking Processes in their teaching and learning. It can be argued that
“Teaching the language of thinking works to promote students’ thinking by creating new categories of thought and experience… In thoughtful classrooms, teachers not only use but also teach the language of thinking” (Ritchhart, 2003, p. 138).
Due in part to recently increased focus on thinking skills and processes in an inquiry based learning environment within many Australian schools, ESL teachers need to change their instructional practice and develop ESL new arrivals’ understanding of the language of thinking, so that students who exit language schools after two terms, can cope in a mainstream setting.
The integration of Thinking Processes and teaching the language of thinking in ESL teachers’ instructional practice will enhance student learning. In addressing this issue, school leaders must find ways to best support the sustainable professional learning of ESL teachers so as to benefit ESL new arrivals who are learning English.
Title:
Introducing ESL New Arrivals to Thinking Skills’ language and Thinking Processes, before they transition to mainstream schools, where project and inquiry-based learning, to help students develop critical thinking, problem solving and communication skills, is the focus of teaching and learning.
Action Research Question:
How will the introduction of Thinking Skills’ language and Thinking Processes to ESL New Arrivals improve their understanding and knowledge of their Thinking in English?
Aim:
To develop ESL New Arrivals thinking skills in English and their understanding of the language used in Thinking Processes of the VELS Interdisciplinary Strand.
To prepare students for mainstream schools where the teaching and learning is an inquiry-based and project approach which develops critical thinkers and problem solvers skilled to take on the challenges presented to them as 21st century lifelong learners
Why:
In the specific English Language School where the action research is being conducted:
Currently, the School Strategic Plan, Annual Implementation Plan, Assessment Policy and Curriculum do not make provision for teaching language of Thinking or Thinking Processes
Currently there is no whole school approach to the teaching of thinking skills and thinking processes
Currently teachers focus on the dimensions of speaking, listening, reading and writing skills but not thinking skills.
Currently teachers focus on teaching the language of English, Maths, and Science but not on the language of Thinking.
Currently the Curriculum and Term Planners do not include a language or assessment focus on the Thinking Processes of the Interdisciplinary Strand of the ESL Companion to the VELS.
Currently, students are not taught the language of thinking skills or Thinking Processes, to help them develop critical thinking, problem solving and communication skills.
Therefore:
ESL new arrivals are not adequately prepared for understanding the language used in Thinking Processes of the VELS Interdisciplinary strand and for project and inquiry-based learning in mainstream schools.
How:
We will network with mainstream schools that have developed Thinking Skills and Thinking Processes in the Interdisciplinary Strand of the VELS curriculum.
We will attend professional learning sessions in Thinking skills and research articles, resources and materials relating to Thinking Processes and cultures of thinking in the mainstream classroom.
Establish a whole school commitment to developing the Thinking Skills’ language and Thinking Processes of ESL new arrivals, so that when they transition to mainstream schools, after two terms, they have had an introduction to the language of thinking.
We will collect qualitative and quantitative data on the impact of the action research on ESL new arrivals Thinking Skills’ language acquisition.
Data collection - What and how:
· use e5 Instructional Model for planning and questions to develop thinking language and skills
· questionnaires on student prior knowledge,
· questionnaire to establish Learning Styles
· test for Multiple Intelligences
· deconstruct 16 Habits of Mind to plan learning goals (activities and tasks)
· use Harvard School of Education’s Project Zero 'direct’ thinking routines
· teach the language and strategies of DeBono’s Thinking Hats
· introduce thinking graphic organisers and rubrics
· explicit and direct teaching of thinking language
· use Bloom’s Revised Taxonomy to develop higher order thinking and thinking language
· formative and summative assessment of learning
· surveys on thinking
· ongoing, individual, appropriate feedback
· videos, audio recordings of student learning
· digital portfolios to record speaking, writing and reflections
So that:
Teachers are able to effectively implement an understanding of the language of thinking skills required in their classroom
Teachers increase their pedagogical content knowledge about Thinking Processes in the ESL VELS Interdisciplinary Strand
School accountability data demonstrates sustained positive growth
In a way that:
Develops best practice, effective teaching and a professional learning community
Develops teacher’s self efficacy (Bandura, 1997) and collective efficacy (Goddard, Hoy & Hoy, 2000)
Ensures a consistent whole school pedagogical approach to Thinking Processes and the language used in Thinking skills
Increases student motivation and engagement in Thinking Processes by understanding and using thinking skills and language
So that through the best practice of developing ESL Thinking Skills’ language:
Student understanding of the language used in Thinking Processes is improved student performance and outcomes in data collection is improved
Students have had an introduction to the language of thinking so that when they transition to mainstream schools, they have acquired some of the language which develops critical thinking, problem solving and communication skills
ESL VELS Thinking Processes are used by all teachers in their planning, teaching and assessment of student language acquisition
Students are better able to cope after transition into mainstream schools in an Inquiry and Project based learning environment and thinking classrooms.
In particular, school leaders must support ESL teachers and ESL new arrivals with the purposeful integration of Thinking Skills’ language and Thinking Processes in their teaching and learning. It can be argued that
“Teaching the language of thinking works to promote students’ thinking by creating new categories of thought and experience… In thoughtful classrooms, teachers not only use but also teach the language of thinking” (Ritchhart, 2003, p. 138).
Due in part to recently increased focus on thinking skills and processes in an inquiry based learning environment within many Australian schools, ESL teachers need to change their instructional practice and develop ESL new arrivals’ understanding of the language of thinking, so that students who exit language schools after two terms, can cope in a mainstream setting.
The integration of Thinking Processes and teaching the language of thinking in ESL teachers’ instructional practice will enhance student learning. In addressing this issue, school leaders must find ways to best support the sustainable professional learning of ESL teachers so as to benefit ESL new arrivals who are learning English.
Title:
Introducing ESL New Arrivals to Thinking Skills’ language and Thinking Processes, before they transition to mainstream schools, where project and inquiry-based learning, to help students develop critical thinking, problem solving and communication skills, is the focus of teaching and learning.
Action Research Question:
How will the introduction of Thinking Skills’ language and Thinking Processes to ESL New Arrivals improve their understanding and knowledge of their Thinking in English?
Aim:
To develop ESL New Arrivals thinking skills in English and their understanding of the language used in Thinking Processes of the VELS Interdisciplinary Strand.
To prepare students for mainstream schools where the teaching and learning is an inquiry-based and project approach which develops critical thinkers and problem solvers skilled to take on the challenges presented to them as 21st century lifelong learners
Why:
In the specific English Language School where the action research is being conducted:
Currently, the School Strategic Plan, Annual Implementation Plan, Assessment Policy and Curriculum do not make provision for teaching language of Thinking or Thinking Processes
Currently there is no whole school approach to the teaching of thinking skills and thinking processes
Currently teachers focus on the dimensions of speaking, listening, reading and writing skills but not thinking skills.
Currently teachers focus on teaching the language of English, Maths, and Science but not on the language of Thinking.
Currently the Curriculum and Term Planners do not include a language or assessment focus on the Thinking Processes of the Interdisciplinary Strand of the ESL Companion to the VELS.
Currently, students are not taught the language of thinking skills or Thinking Processes, to help them develop critical thinking, problem solving and communication skills.
Therefore:
ESL new arrivals are not adequately prepared for understanding the language used in Thinking Processes of the VELS Interdisciplinary strand and for project and inquiry-based learning in mainstream schools.
How:
We will network with mainstream schools that have developed Thinking Skills and Thinking Processes in the Interdisciplinary Strand of the VELS curriculum.
We will attend professional learning sessions in Thinking skills and research articles, resources and materials relating to Thinking Processes and cultures of thinking in the mainstream classroom.
Establish a whole school commitment to developing the Thinking Skills’ language and Thinking Processes of ESL new arrivals, so that when they transition to mainstream schools, after two terms, they have had an introduction to the language of thinking.
We will collect qualitative and quantitative data on the impact of the action research on ESL new arrivals Thinking Skills’ language acquisition.
Data collection - What and how:
· use e5 Instructional Model for planning and questions to develop thinking language and skills
· questionnaires on student prior knowledge,
· questionnaire to establish Learning Styles
· test for Multiple Intelligences
· deconstruct 16 Habits of Mind to plan learning goals (activities and tasks)
· use Harvard School of Education’s Project Zero 'direct’ thinking routines
· teach the language and strategies of DeBono’s Thinking Hats
· introduce thinking graphic organisers and rubrics
· explicit and direct teaching of thinking language
· use Bloom’s Revised Taxonomy to develop higher order thinking and thinking language
· formative and summative assessment of learning
· surveys on thinking
· ongoing, individual, appropriate feedback
· videos, audio recordings of student learning
· digital portfolios to record speaking, writing and reflections
So that:
Teachers are able to effectively implement an understanding of the language of thinking skills required in their classroom
Teachers increase their pedagogical content knowledge about Thinking Processes in the ESL VELS Interdisciplinary Strand
School accountability data demonstrates sustained positive growth
In a way that:
Develops best practice, effective teaching and a professional learning community
Develops teacher’s self efficacy (Bandura, 1997) and collective efficacy (Goddard, Hoy & Hoy, 2000)
Ensures a consistent whole school pedagogical approach to Thinking Processes and the language used in Thinking skills
Increases student motivation and engagement in Thinking Processes by understanding and using thinking skills and language
So that through the best practice of developing ESL Thinking Skills’ language:
Student understanding of the language used in Thinking Processes is improved student performance and outcomes in data collection is improved
Students have had an introduction to the language of thinking so that when they transition to mainstream schools, they have acquired some of the language which develops critical thinking, problem solving and communication skills
ESL VELS Thinking Processes are used by all teachers in their planning, teaching and assessment of student language acquisition
Students are better able to cope after transition into mainstream schools in an Inquiry and Project based learning environment and thinking classrooms.