Giving students the freedom to become creative thinkers instead of relying on spoon-fed information from teachers in class is at the core of an innovative approach adopted by staff at a New South Wales college.
The ‘culture of thinking’ program at Masada College in St Ives, north of Sydney, is based on the Visible Thinking project set up by researchers at the world-famous Harvard University.
Educators are encouraged to incorporate a series of routines into lessons to help students become more involved in their own learning by questioning the views of others and reflecting on their own thoughts.
“We first started introducing it into the school about four years ago in a small way ... we decided we would do it as a gradual process with ongoing professional development, and that’s part of the key to the success,” principal Wendy Barel explains.
Teachers take part in focus groups to discuss student progress. “I think it’s helped teachers move away from spoon-feeding students ... it makes them involved in their own learning and is empowering. There’s no longer a ‘right answer’ ... it’s based on different thinking routines and it means everyone can contribute.
“The very basic routine that should run through everyone’s lesson is ‘what makes you say that?’ – taking them back to explaining their thinking and be conscious of it. The idea is it becomes automatic for the kids,” Barel says.
The college started by adopting the core routines on Harvard’s visible thinking website pzweb.harvard.edu/vt, but now teachers are beginning to introduce their own.
“It’s an ongoing process ... developing it and embedding it into the curriculum. We’ve got it going from pre-school to Year 12, which has been a great thing. [The focus groups] are also a great way for staff in different parts of the school to recognise what colleagues are doing.”
Barel, in her fifth year as principal, says the culture of thinking is just one part of a college ‘education package’ incorporating three key programs. The second strand looks at behaviour management among pupils, encouraging them to take responsibility.
“It ties in to the culture of thinking ... it’s about taking responsibility and being answerable for your behaviour. I think it’s one of the things that’s pretty weak in this generation and this [approach] is making people more conscious of that.”
The aim is to make students reflect on their own behaviour and move away from a blame mentality, instead taking responsibility for their actions. Barel is excited about the final strand - a new initiative called ‘the leader in me’. It is based on author Steven Covey’s Seven Habits of Highly Successful People and helps teachers build confidence by recognising their strengths.
Masada College has adapted the habits for use in a school environment and plans to roll out the program to students after a positive feedback from staff. The college is staging a conference on June 16th to share all three initiatives with neighbouring schools.
Masada College principal Wendy Barel is encouraging students to look beyond the obvious and free their minds.
GIVING students the freedom to become creative thinkers instead of relying on spoon-fed information from teachers in class is at the core of an innovative approach adopted by staff at a New South Wales college.
The ‘culture of thinking’ program at Masada College in St Ives, north of Sydney, is based on the Visible Thinking project set up by researchers at the world-famous Harvard University.
Educators are encouraged to incorporate a series of routines into lessons to help students become more involved in their own learning by questioning the views of others and reflecting on their own thoughts.
“We first started introducing it into the school about four years ago in a small way ... we decided we would do it as a gradual process with ongoing professional development, and that’s part of the key to the success,” principal Wendy Barel explains.
Teachers take part in focus groups to discuss student progress. “I think it’s helped teachers move away from spoon-feeding students ... it makes them involved in their own learning and is empowering. There’s no longer a ‘right answer’ ... it’s based on different thinking routines and it means everyone can contribute.
“The very basic routine that should run through everyone’s lesson is ‘what makes you say that?’ – taking them back to explaining their thinking and be conscious of it. The idea is it becomes automatic for the kids,” Barel says.
The college started by adopting the core routines on Harvard’s visible thinking website pzweb.harvard.edu/vt, but now teachers are beginning to introduce their own.
“It’s an ongoing process ... developing it and embedding it into the curriculum. We’ve got it going from pre-school to Year 12, which has been a great thing. [The focus groups] are also a great way for staff in different parts of the school to recognise what colleagues are doing.”
Barel, in her fifth year as principal, says the culture of thinking is just one part of a college ‘education package’ incorporating three key programs. The second strand looks at behaviour management among pupils, encouraging them to take responsibility.
“It ties in to the culture of thinking ... it’s about taking responsibility and being answerable for your behaviour. I think it’s one of the things that’s pretty weak in this generation and this [approach] is making people more conscious of that.”
The aim is to make students reflect on their own behaviour and move away from a blame mentality, instead taking responsibility for their actions. Barel is excited about the final strand - a new initiative called ‘the leader in me’. It is based on author Steven Covey’s Seven Habits of Highly Successful People and helps teachers build confidence by recognising their strengths.
Masada College has adapted the habits for use in a school environment and plans to roll out the program to students after a positive feedback from staff. The college is staging a conference on June 16th to share all three initiatives with neighbouring schools.
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