Maximising higher order thinking in the 21st century classroom

Sabreena Taylor
Explore strategies to increase critical thinking, problem solving and creativity in your classroom; learn simple ways to lift your favourite lessons to a new level
Target Audience
Classroom teachers, primary and secondary
19 reviews
22

Learning Areas

Teaching Standards

General Description

This course covers the different types of higher order thinking such as critical thinking (analysis, evaluation, problem solving) and creativity. The course focuses on classroom strategies to increase the percentage of class time spent on these higher order thinking activities and aligns with the Instructional Practices Inventory percentages for higher order student engagement in an effective school. As well as investigating strategies for critical thinking and creativity, participants gain hands on experience in taking low order lessons that have potential and redeveloping them into quality higher order ones. Participants can bring some of their favourite lessons which they feel need some tweaking and workshop them with the other participants. The course will also cover the importance of student learning conversations, explicit teaching and time to practice skills – getting right the overall balance of instructional practices.

Audience

Classroom teachers, primary and secondary

Available Delivery Formats

This course contributes to 6.0 professional development hours.

Occurrences

There are no occurrences of Face to Face - Individual in Australia (ACT) at this time.

Sessions

Getting the instructional balance right

30 minutes

Brief introduction Instructional Practices Inventory and percentages of class time in effective schools for different instructional practices

What is higher order thinking? An introduction.

30 minutes

1. Learning new concepts
2. Critical thinking – analysis, evaluation, problem solving
3. Creativity

Classroom strategies for critical thinking

1 hour

Analysis
Evaluation
Problem solving
Enquiry based learning

Classroom strategies for encouraging creativity

1 hour

Is there a difference between innovation and creativity?
Can creativity be taught?
Strategies for encouraging creativity in the classroom

Workshopping low order activities into higher order activities

2 hours

Brainstorm the features of low order activities
Group work: increasing the cognitive challenge in common lessons/instructional practices
Sharing a lesson that has potential but needs tweaking.

What To Bring

A laptop or tablet will be useful but not essential.
Bring a lesson or two which you feel needs some tweaking to lift it from low to higher order thinking.

User Rating

4.7

Latest Reviews

Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.

Maximising higher order thinking in the 21st century classroom
07/06/2016

A lot of valuable theory to help implement and transform learning.

Maximising higher order thinking in the 21st century classroom
by Adam Stokes on 07/06/2016

Sabreena made the content interesting and relevant to the classroom.

Maximising higher order thinking in the 21st century classroom
07/06/2016

I have learned a lot of new techniques to bring into the classroom. My understanding of Higher Order Thinking has also improved. Thank you.

Maximising higher order thinking in the 21st century classroom
by John Alithinos on 07/06/2016

Great content on classroom strategies in critical learning.

Maximising higher order thinking in the 21st century classroom
07/06/2016

Good to see we are doing some things well. Great to get good tips.

Maximising higher order thinking in the 21st century classroom
07/06/2016

Could have more examples to relate to specific content areas.

Maximising higher order thinking in the 21st century classroom
07/06/2016

Great resources.

Maximising higher order thinking in the 21st century classroom
07/06/2016

Could have provided more practical examples of Higher Order Thinking lessons and/or practices.

Maximising higher order thinking in the 21st century classroom
by Daniel Goodyear on 31/05/2016

The course content covered everything that was necessary. It’s encouraging that I can apply this in any classroom and that I have access to Sabreena’s website.

Maximising higher order thinking in the 21st century classroom
31/05/2016

Sabreena shared great pedagogical strategies. Good references to support suggestions. Discussion and collaboration led to a greater understanding of strategies to implement to promote higher order thinking.

Maximising higher order thinking in the 21st century classroom
31/05/2016

Walking away with a toolkit of strategies that we can use back at school is fantastic! Thanks for sharing resources.

Maximising higher order thinking in the 21st century classroom
31/05/2016

Great coverage of different approaches. Plenty of opportunities to share ideas and resources.

Maximising higher order thinking in the 21st century classroom
by Peter Osborne on 31/05/2016

Good information and there were some great ideas. I would have liked to use some of the graphic organizers during the session.

Maximising higher order thinking in the 21st century classroom
31/05/2016

Delivered in a professional manner. Sabreena was confident and knowledgeable in this area. All questions were answered and real life examples were provided. Resources shared were valuable.

Maximising higher order thinking in the 21st century classroom
31/05/2016

All the necessary areas were covered and complex ideas explained.

Maximising higher order thinking in the 21st century classroom
31/05/2016

The presenter knows her stuff and was willing to help.

Maximising higher order thinking in the 21st century classroom
31/05/2016

Lots of useful and practical ideas. Sabreena is a great presenter – engaging and interesting.

Maximising higher order thinking in the 21st century classroom
31/05/2016

Very useful content and ideas to use. The practical resources excellent but the presentation of content lacked enthusiasm/energy.

Maximising higher order thinking in the 21st century classroom
by Tessa Taylor on 31/05/2016

Excellent take-home tool kit. Not a very dynamic presentation though.


About the team


Sabreena Taylor

Creator

Sabreena has been a successful consultant with TTA since 2008. Her current roles include providing tailored professional learning and consultancy services in Instructional Practices Inventories (IPI – student cognitive engagement and higher order thinking), strategic planning, school evaluation, change management, classroom practice, ICT and History. In 2015 Sabreena traveled to the United States to train with IPI developer, Professor Emeritus Dr Jerry Valentine of the University of Missouri, and is now the only certified teacher trainer for IPIs in the Asia-Pacific region.

Sabreena is the Professional Learning Consultant- History/Civics and Citizenship as part of the quality assurance team at TTA. Sabreena has presented at both State and National conferences on topics such as user engagement in workplace online learning, augmented reality and using data in schools including Instructional Practices Inventories.

Sabreena’s career in education has been varied, contributing at local, regional and State levels. In her 32 years in education Sabreena has been a head of History, regional Quality Teaching Consultant and Professional Learning and Leadership Coordinator with the Education Department of New South Wales.

Sabreena’s work has included developing online learning, the implementation of the Australian Curriculum and designing and delivering a wide range of courses registered with the NSW Institute of Teachers. Her most recent role was as School Planning and Performance Advisor in the Learning, High Performance and Accountability directorate developing online solutions for effective school planning, monitoring, evaluation and reporting.

Sabreena has been able to feed her passion for all things History through forming networks of History teachers, Ancient History HSC marking, developing ICT History resources and, of course, travel. Sabreena has also been Head judge during the standards setting process for the Ancient History HSC.