Design:
This week we were all asked to participate in an online wiki, giving our opinion on whether mobile phones should be used in the classroom. The main aspect was using Edward De Bono's six thinking hats to look at the topic from different points of view. The task was to think about the topic using a different thinking hat and post your opinion in one of the pages provided. Analysing and evaluating is the main aspect of learning within Blooms Taxonomy and possibly even synthesising. I found the design of the activity quite good, when I posted my ideas there were already four pages half filled so I decided to start on a fresh page, also just in case I deleted someone's post.
This week we were all asked to participate in an online wiki, giving our opinion on whether mobile phones should be used in the classroom. The main aspect was using Edward De Bono's six thinking hats to look at the topic from different points of view. The task was to think about the topic using a different thinking hat and post your opinion in one of the pages provided. Analysing and evaluating is the main aspect of learning within Blooms Taxonomy and possibly even synthesising. I found the design of the activity quite good, when I posted my ideas there were already four pages half filled so I decided to start on a fresh page, also just in case I deleted someone's post.
The Theory:
The learning theories connectivism and social constructivist were present during this activity, connecting and collaborating with others online, helping me realise my own opinion on the idea of mobile phone use in the classroom. At first I thought there was no way that this could work, but as I looked deeper, analysing and evaluating each hat, creating that higher order thinking, it made me realise that the idea is possible and could definitely work.
Before I wrote down my thoughts on each hat, I was able to see other student’s points of view on the topic. In reading all of the posts, this gave me a great insight on how I would approach the task. Whether I felt the same way as other students, if I could further extend on their information or add another point of view.
The learning theories connectivism and social constructivist were present during this activity, connecting and collaborating with others online, helping me realise my own opinion on the idea of mobile phone use in the classroom. At first I thought there was no way that this could work, but as I looked deeper, analysing and evaluating each hat, creating that higher order thinking, it made me realise that the idea is possible and could definitely work.
Before I wrote down my thoughts on each hat, I was able to see other student’s points of view on the topic. In reading all of the posts, this gave me a great insight on how I would approach the task. Whether I felt the same way as other students, if I could further extend on their information or add another point of view.
The collaborative process really engaged my thinking in the
task, also because I knew that other students would be reading my posts and
possibly using my thoughts to hinder their own.
The value of scaffolding and learning outcomes:
The task was designed to scaffold each student who participated in the activity. As we all worked individually to express our opinion on each hat, it was the sharing of ideas that supported each individual. The scaffolding process for me took place from reading other student’s blogs which helped support my learning and drew out my ideas on the topic.
Edward De Bono’s six thinking hats are a great scaffolding tool to use in the classroom. An example of this would be to assign each group with a thinking hat. Ask each group to work collaboratively together to come up with some ideas on the topic with the hat they were assigned. Then eventually share with the rest of the class all of their ideas. This gives the children a chance to analyse and evaluate the information, creating higher order thinking by all students.
The task was designed to scaffold each student who participated in the activity. As we all worked individually to express our opinion on each hat, it was the sharing of ideas that supported each individual. The scaffolding process for me took place from reading other student’s blogs which helped support my learning and drew out my ideas on the topic.
Edward De Bono’s six thinking hats are a great scaffolding tool to use in the classroom. An example of this would be to assign each group with a thinking hat. Ask each group to work collaboratively together to come up with some ideas on the topic with the hat they were assigned. Then eventually share with the rest of the class all of their ideas. This gives the children a chance to analyse and evaluate the information, creating higher order thinking by all students.
Mel,
ReplyDeleteI think assigning each group an individual hat is a great idea. Passing them around maybe 'hot potato' style would generate lots of ideas eh? I recently made little thinking hat whiteboards (hat and description on one side, blank on the back, then laminated) that the students could use to make notes on in groups or individually. As they are only A5 size, thin dry erase markers are the best. :)