New PDF release: 20 Thinking Tools: Collaborative Inquiry for the Classroom

By Philip Cam

ISBN-10: 0864315015

ISBN-13: 9780864315014

Is designed to help the advance of collaborative inquiry- dependent instructing and studying via classification dialogue and small crew paintings. It introduces academics to the idea and perform of collaborative inquiry and gives an easy-to-follow consultant to the instruments that scholars will collect as they learn how to research concerns.

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Extra info for 20 Thinking Tools: Collaborative Inquiry for the Classroom

Example text

Again, if I were introducing the claim that monumental architecture is an expression of a culture’s most deeply held beliefs and values, I might illustrate it by reference to medieval cathedrals or, perhaps, to New York’s former World Trade Center. In this case I am using examples that illustrate a general statement in order to explain its meaning. Once again, it can be very helpful if students give examples to illustrate general claims that they make. It is also worthwhile for the teacher to ask other members of the class if they can add further illustrative examples.

Four types of questions Pooh and Piglet can be seen trudging along a snowy track. The day is clear but the sun is low and it casts a yellowish-orange glow over the scene. Piglet is wrapped in woollens and a scarf, while Pooh has nothing on but an old short-sleeved top that is several sizes too small for him. ’ ‘Even longer,’ Pooh replies. Here are some questions about this little scene: 1 2 3 4 5 6 7 8 32 Twenty Thinking Tools Is the season summer or winter? Who is dressed more warmly, Pooh or Piglet?

I will then ask the students what people went on to do when they used the word ‘because’. After a brief discussion we will see that they went on ‘to say why’ or to give a reason. I will also have the word ‘reason’ on a sheet of card and lay it on the floor. • I will conclude by saying that when we come to discuss the story or whatever it is that we are going to talk about today, I want them to keep the word ‘because’ handy because they might need it to give a reason for what they say. 40 Twenty Thinking Tools • At the end of the class I might ask the students what we started off with today, and have them tell me about ‘because’ being a reason-giving word.

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20 Thinking Tools: Collaborative Inquiry for the Classroom by Philip Cam

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