Cultures of Thinking

May 1 - 2, 2015

Chiangmai, Thailand

Workshop Feedback

 

The data below is summarized from quantitative data on the Workshop Evaluation Form distributed at the end of the workshop:

 

The workshop provided me with helpful ideas

Agree - 99%

Disagree - 1%

 

The workshop provided me with skills/knowledge that I can use in my classroom

Agree - 99%

Disagree - 1%

 

The workshop met the outlined objectives

Agree - 99%

Disagree - 1%

 

The handouts were valuable

Agree - 97%

Disagree  - 3%

 

I would recommend this workshop to other teachers

Agree - 97%

Disagree - 3%

 

Registering for the workshop was easy

Agree - 100%

Disagree - 0%

 

Online communication prior to the workshop was good

Agree  -  99%

Disagree - 1%

 

 

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"

 

  • Routines

  • The understanding map

  • 8 cultural forces that define our classroom

  • Ideas surrounding language of thinking

  • Get a Culture of Thinking coordinator

  • Use 'Kinds of Thinkin' as portfolio basis

  • Peel the fruit

  • Research routines

  • Try to use the understanding map to plan

  • Demystifying culture

  • 8 point wheel - assessing understanding

  • Routines - used to/now I, chalk talk, CSI, 3-2-1

  • Thinking routines matrix

  • See, think, wonder

  • Differentiation - remove the ceiling, low access point

  • Routines to put into staff meetings and parent workshops

  • Story of Work vs The Story of Learning

  • New definition of differentiation: "point of challenge"

  • Question generating at end of unit

  • Planning and assessment guidance

  • Changing my language

  • 3-2-1 bridge

  • To consider dispostitions when highlighting childrens' learning effort/ not ability

  • Application of routines to subject areas

  • Stronger questioning to deepen thinking

  • Ways to engage learners in reading

  • The use of these as formative assessment and to simplify summatives

  • The understanding MAP

  • Use conditional language vs absolute

  • Start assessing questions not answers

  • A toolkit of routines to take back