Cultures of Thinking
April 1 - 2, 2016
Bangkok, Thailand
Participating Schools
ABA World School Oman
Academic Bridge Program, Qatar Foundation
American Community School of Abu Dhabi
American School of Bangkok
Canadian International School Bangalore
Canadian International School of Hong Kong
Concordia International School Shanghai
European International School, HCMC
Hong Kong Academy
International School of Kuala Lumpur
International School Yangon
Korea International School, Jeju
Mutiara International Grammar School
Myanmar International School Yangon
Nexus International School (Singapore)
NIST International School
Northbridge International School Cambodia
One World International School Singapore
Overseas School of Colombo
Rulang Primary School, Singapore
Shanghai Community International School
Shekou International School
Singapore American School
Suzhou-Singapore International School
United Nations International School of Hanoi
Vientiane College
Vientiane International School
Western Academy Beijing
Yangon International School
Given below is a compilation of participants' response to the following query on the Workshop Evaluation Form:
"Theory/Skills acquired from the workshop that you can use immediately"
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Thinking routines ≠ activities
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I am excited to evaluate a few assessments with pie and understanding wheel.
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Specific thinking routines
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Lanugage of thinking
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Understanding map
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Chalk talk
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3-2-1 The Bridge
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Questioning techniques
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Identifying the value of creating true learning environments
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Implementation of routines
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The booklet with concrete plans is great
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Language in classroom
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8 forces of thinking culture - one force at a time
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The routines are very accessible and non-threatening
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Cultural forces
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Classroom thinking routine
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Influences/components of a culture
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Use understanding map for planning
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Using a timer
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An alternative to bloom
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Practical application of strategies
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Good connection of thinking routines to research
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The 8 cultural forces - Particularly language
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Discourse patterns
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Using conditional language
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Work on vocab of thinking for students - (I am speculating/inferring etc)
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Designing rubrics more effectively - higher ceilings
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Instill the notion that the learning does not end because that particular inquiry has ended.
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New concept map
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Who does the thinking
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Using the 8 cultural forces of thinking as a self/teacher rubric
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Work on class/team culture
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Be conscious of language of noticing and naming
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Importance of getting kids to be independent
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The routine of I notice.. I wonder...
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Language of the classroom - power to shift culture
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Routine leads to standard