The Reconciliation of Goldilocks and the Three Bears begins with a light-hearted story; a reimagined all-Australian version of the classic nursery story where Goldilocks and the three bears must learn how to get along. After reading the short story sequel, teachers are shown how to create a lesson plan to promote thinking tools in the classroom with the goal to create a vibrant and meaningful learning environment. The Reconciliation of Goldilocks and the Three Bear includes visual presentation material, critical-thinking activities and extension activities.
Students work in groups of four to think more deeply about the events before, during and after Goldilocks' break-in. Teachers will show students how to track Goldilocks' attempts at redemption for her youthful indiscretion and achieve reconciliation with the Bear family.
The fast-paced lesson is activity-based with clear instructions for teachers concerning the activity (what students are doing), the cognitive reasons for each activity (why they are doing this) and, most important, the thinking tool (how they are scaffolding their thinking).
Teachers will be prompted to make use of appropriate and co-operative thinking tools such as the KWL, Noisy Round robin, Double Bubble Map, Silent Card Shuffle, Think:Pair:Share, PCQ (Pros, Cons, Questions), Tournament Prioritiser, Y Chart, Inner-Outer Circle, and the Hot Potato.
Other skills and dispositions are encouraged throughout the lesson plan with the underlying theme that a mistake or transgression (e.g. break-and-enter and disobeying clear instructions from parents) can be resolved and lead to more positive outcomes. The moral of the story is that if one makes a mistake, the sun will still come up tomorrow.
Hopefully, our students and children will adopt a more positive state of mind and wish to contribute to creating a better world.
All this is achieved under the umbrella of Eric Frangenheim's Thinking Skills Framework, where the students are taught Bloom's Taxonomy in about seven minutes and are then regularly asked to identify the Bloom's level for each question or activity used in the lesson.
Teachers often express amazement that students in Years 3 or 4 and upwards have little difficult in linking the task verb of each question to the appropriate level of Blooms.
This resource gives teachers a lesson plan they can follow or adapt for a productive and fun day of learning.
Everything in this book was forged and tested in the classroom. It is a book about teaching, by teachers, for teachers. It is designed to encourage passion for teaching with an eye on that all-important ingredient called FUN!
Reflections shares Eric's favourite thinking tools with step-by-step guides to apply them to any classroom task and environment, no matter the subject, year level or student proficiency. Reflections also shares Eric's classroom observations and advice for motivated educators, taken from his experience over 25 years working as an educational consultant in classrooms, staff rooms and workshop settings across Australia and New Zealand. Prior to his consultancy work, Eric worked as a history teacher and then deputy principal over 20 years.
Eric's Thinking Skills Framework is at the heart of his work, and in this book he shares how vital this structure is for explicit teaching and for enabling students to be proactive, independent and vibrant thinkers. Eric will show you how to embrace this Thinking Skills Framework and make it the core of your lessons. This Framework will not only help you as an educator simplify your lesson planning and assessment design, but also help your students to understand the structure of thinking (from foundation to higher-order thinking) and teach them to know when, how and why to tackle a task using the appropriate thinking tools.
Teachers, to use this resource simply project the chosen thinking tools template onto your whiteboard, then use a whiteboard pen to record the ideas flowing from your students. These templates enable you to delve straight into your lesson. They act as a springboard for students to get busy, to 'own the thinking' and to become confident in scaffolding their own ideas.
The Thinking Tools Templates are each referenced to levels of Bloom's Taxonomy of the Cognitive Domain. For example, each template is linked to task verbs or thinking skills (such as 'examine' or 'discuss' for the Bloom's 'Analysis' level of cognition) where a SWOT Analysis, Extended PCQ or Icon Prompt would be a possible template to employ.
The Thinking Tools Templates complement Eric's signature book for teachers, 'Reflections on Classroom Thinking Strategies: How to create your thinking classroom with 42 practical and engaging thinking tools'. This best-selling book shows you how to teach thinking tools confidently, so you can love your job more and create your ultimate thinking classroom. Importantly, it also guides you to teach your students how to use thinking tools so they can become vibrant, independent thinkers. By 2018, Reflections had sold 35,000 copies and remains a trusted teaching resource for teachers and graduates.
Eric reminds teachers: "The best learning takes place when the teacher is quiet". But this depends on a) a clear question or activity (containing a task verb); b) an appropriate thinking tool template (e.g. a Double Bubble Map); and c) a clear time frame (e.g. you have 20 minutes: go!). Enjoy.
Each motivational cartoon is accompanied by an explanation and a series of reflective questions to be used in classrooms, staff rooms and around the family table to encourage deeper and more meaningful conversations. In addition, there are 11 generic questions based on Bloom's Taxonomy of the Cognitive domain for each of the 25 cartoons.
The cartoons and questions can be used as ice-breakers for meetings, in schools, in the corporate world, and any form of teaching and family discussion. Readers will have great fun with these cartoons and be challenged to use higher-order thinking to tackle new concepts and questions to look for positive outcomes to everyday challenges in life.