tag:blogger.com,1999:blog-8438349.post110108566129718779..comments2024-03-28T00:28:06.035+13:00Comments on leading and learning: Genius to order?Bruce Hammondshttp://www.blogger.com/profile/07031065790535111400noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-8438349.post-1101754172822285562004-11-30T07:49:00.000+13:002004-11-30T07:49:00.000+13:00Thanks for the feedback. I don't think problem sol...Thanks for the feedback. I don't think problem solving is too mysterious. John Dewey outlined it years ago as: recognising a problem, generating ideas to solve it, trying out what looks the most promising and if this doesn't work out try another and so on.It is not a linear process more an attitude of mind. Recognising an opportunity to solve is the biggest issue - the real creative act! Creative people continually question everything and this of course makes them unpopular now and then.Bruce Hammondshttps://www.blogger.com/profile/07031065790535111400noreply@blogger.comtag:blogger.com,1999:blog-8438349.post-1101365833049198252004-11-25T19:57:00.000+13:002004-11-25T19:57:00.000+13:00Hello Bruce
I really enjoy reading your comments. ...Hello Bruce<br />I really enjoy reading your comments. As someone who is new to the profession you provide insight that is challenging and thought provoking. I agree with your comments regarding higher order thinking skills, and I also agree with your comments regarding creativity and Robert Sternberg's ideas. I appreciated your contribution of Sternber's 24 ideas for classroom use. My question is, 'can you summarise the steps / ideas / teaching steps that best encourage or enhance higher order thinking skills'?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8438349.post-1101113834602934752004-11-22T21:57:00.000+13:002004-11-22T21:57:00.000+13:00I couldn't agree more with your comments.
I actua...I couldn't agree more with your comments.<br /><br />I actually was involved with some of the research you mention and it is a crime that since 'Tomorrows Schools' it has been almost completely ignored.<br /><br />The Interactive Aproach was about valuing student's questions, their prior ideas and then challenging student's answers.<br /><br />Real teaching - real thinking!Bruce Hammondshttps://www.blogger.com/profile/07031065790535111400noreply@blogger.comtag:blogger.com,1999:blog-8438349.post-1101106300292835242004-11-22T19:51:00.000+13:002004-11-22T19:51:00.000+13:00I watched the 20/20 programme and was astounded by...I watched the 20/20 programme and was astounded by the concentration on certain superficial elements of the 'thinking approach' to learning.<br /><br />Also as a teacher that has spent 20 or so years practicing independent thinking strategies in the classroom I was perplexed as to why this approach was described as being new.<br /><br />Have the educators and media researchers not heard of the 'interactive teaching approach' for example. Developed from the Waikato University research 'Learning In Science Project' (1982-1985), a well described teaching strategy based on valuing children's thinking. The focus is clearly on independent learning skills, experience and investigation and the development of 'active learners'<br /><br />What I witnessed on T.V. last night seemed to be more about actor teachers than active learners. The interaction between child and teacher shown were to me condescending and embarrassing in their contrived and superficial nature.<br /><br />I am a strongly in favour of teaching programmes that value the uniqueness and power of children's thinking. The ultimate value of this approach should be evident in the quality, depth of thought, and strength of 'voice' in the children's work. Not by self-declaration of genius or the product of teacher motivated pep talks.Anonymousnoreply@blogger.com