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Review What differences do you notice between the situations? What similarities do you see in the situations? Compare your answers with a friend’s. Are they similar or
different?
Learn Look at your notes and identify two or three ways in which the ‘learning well’ situations are different from the ‘not learning well’ situations.
Apply Can you use any of what you know about good learning situations to help you improve the not so good learning situation? Discuss this in a small group and decide what actions you might take.


60

LEARNING SITUATIONS – BEYOND SCHOOL
This activity can help you think about learning as a lifelong process – in other words the idea that learning does not stop after school! It can also help you in your skills of learning by doing research.
Do Design an interview to find out experiences and views of other people about learning in and out of school and after they left school, including learning in and out of the workplace.
What are they learning now? Where? Who with? And how is it similar to or different from the

learning they did

at school?
Use your interview to talk to a range of people, for example:

• 
  someone who has just left school
  
• 
  someone who has had more than one job
  
• 
  someone who is not in paid work
  
• 
  a retired person.
  

Review What happened? Did you have any surprises in what people said about learning?
What did it feel like asking these people?

Did you think your interview got the information you wanted?
If you did the activity ‘Learning – in school and out’, did what people said differ from what you said in that activity?
Learn What did you learn from people’s responses:

• 
  What and how people need in order to learn at different times?
  

• 
  How much learning people do after they leave school?
  
• 
  How learning changes over time?
  
• 
  Their view of learning?
  

What did you learn from this about doing research?
Apply What ideas are you having about your own learning after leaving school?

Redesign your interview to take account of what you have learned about doing this research.

You might want to extend this research to more people or to ask more questions.

61

FIST-TO-FIVE

Skills
Self-Management
What is it?
This simple activity encourages pupils to determine how confident they feel that they’ve achieved what was expected by the end of a lesson or session. It might also be used by pupils as a means of expressing how confident they are that they know the response to a question which has just been posed by the teacher/facilitator. For the latter, this activity allows an instant assessment of how well a class or group may have grasped an issue or topic. See Thumb Tool for another activity which encourages pupils to think about their learning.
How does it work?

1. 
   After a session pupils are asked how confident they are that they have met the objectives. One of three hand gestures might be used: Full hand up with all fingers and thumb if they are very confident that they have achieved the objectives and what was expected;
   

Three fingers if they feel that they have had partial success in meeting the objectives, but some more work might be needed; or Just fist if they consider that they have made little or no progress towards meeting the objective.

2. 
   If the tool is being used in response to a specific question from the teacher during
   

the course of the lesson, the following statements might apply: Full hand up with all fingers and thumb if they feel very confident that they know the answer; Three fingers if they may know part of the answer or if they are slightly uncertain as to the accuracy of their response; or Just fist if they definitely feel that they do not know the response.

3. 
   If the tool is used at the end of a session, a debrief may explore issues such as how the objective was met, what else pupils feel that they would like to achieve and how they could go about doing this, what might have hindered progress towards the objective and how they can prevent future similar obstacles.
   

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62

KWL (Know – Want to Know – Learned)
Skills

Managing Information
Self-Management
What is it?
This method can be used as an introductory strategy in order for pupils to document their present level of knowledge and what gaps may exist in that knowledge, to structure progress in their learning and to analyse what new information has been learned after research. This activity builds upon prior knowledge and understanding and develops teamwork skills. If the K-W-L is carried out in groups, it may consolidate communication skills and teamwork.
How does it work?

1. 
   On a K-W-L grid (see below), pupils write under ‘K’ what they think they already know about a particular topic or issue. If pupils are working in groups, they may wish to use a Post-It style activity before writing their combined ideas onto the grid.
   

2. 
   Pupils are then encouraged to think about the gaps in their knowledge by filling out what they want to know in the ‘W’ column.
   

3. 
   Once the topic is completed, pupils might return to their grids to fill in the final ‘L’ column. Here they confirm the accuracy of their first two columns and compare what they have learned with their initial thoughts on the topic in the ‘K’ column.
   

Topic: Tanzania

	K		W	L
	developing country		about schools	 tribal life based around
	Masai tribes		imports/exports	cattle herding and
	Mount Kilimanjaro		cost of living	warrior manship
 lack of health services			tribal life	 Ngorongoro Crater
	safari		other geographical
			points of interest

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63

CRITICAL THINKING
Critical thinking is a disciplined approach to conceptualizing, evaluating, analyzing and synthesizing information from observation, experience, refection or reasoning. It can then become the basis for action. Critical thinking is often associated with a willingness to imagine or remain open to considering alternative perspectives, to integrate new or revised perspectives into our ways of thinking and acting, and with a commitment to participatory democracy and to fostering criticality in others.
At a basic level, the process of critical thinking involves:

• 
  gathering relevant information;
  
• 
  evaluating and questioning evidence;
  

• 
  drawing warranted conclusions and generalizations;
  
• 
  revising assumptions and hypotheses on the basis of wider experience.
  

The following are the steps that children can be guided through and the skills they will use in undertaking classroom activities:

1. 
   Process the information derived from visual or from oral evidence. This could equally beapplied to information derived from reading primary source documents, data gathered from a survey or questionnaire, or information collected from several secondary sources, such as a selection of textbooks, encyclopedias or websites.
   

2. 
   Understand key points, assumptions or hypotheses that structure investigation of theevidence, or in later activities, underlie the arguments.
   

3. 
   Analyse how these key components, and the visual and oral evidence, ft together and relateto each other.
   

4. 
   Compare and explore the similarities and differences between individual images, orbetween different personal accounts and memories.
   

5. 
   Synthesise by bringing together different sources of information to construct an argument orset of ideas. Make connections between the different sources that shape and support your ideas.
   

6. 
   Evaluate the validity and reliability of evidence in relation to your investigation, and howthe evidence supports or contradicts your assumptions and emerging ideas.
   

7. 
   Apply the understanding gained by presenting an interpretation in response to thequestions that underlay the investigation.
   

8. 
   Justify ideas and interpretations in defending arguments about the conclusions reachedand implications identified.
   

Bloom’s taxonomy of Education Goals has been one of the most influential books among teachers, who want to develop pupil’s critical thinking in the process of active teaching and learning.

64



Blooms’s taxonomy of cognitive goals
The following table proposed by Robert Fisher (2005, p.57) lists the various categories and processes involved in the various thinking levels.

	Category	Thinking process cues
1	Knowledge	Say what you know, what you remember, describe, repeat,
	(remembering and	define, tell who, when, which, where, what
	retaining)
2	Comprehension	Describe in your own words, tell how you feel about, say,
	(interpreting and	what it means, explain, compare, relate
	understanding)
3	Application (taking part)	How can you use it, where does it lead to you, apply what
		you know, use it to solve problems, demonstrate
4	Analysis (taking part)	What are the parts, the order, the reasons why, the cases,
		the problems, the solutions, the consequences
5	Synthesis (putting	How might it be different, how else , what if, suppose,
	together)	develop, improve, create in your own way
6	Evaluation (judging and	How would you judge it, does it succeed , will it work,
	assessing)	would you prefer, why do you think so

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Many learning activities can be organised or analysed in terms of the above categories.
SAMPLE QUESTIONS THAT MAY BE USED IN THE ACTIVITIES
Remember

Useful Verbs			Sample Question Stems
List			• What happened after...?
Locate			• How many...?
Name			• Who was it that...?
Recognize			• Can you name the...?
State			• Describe what happened at...?
Describe			• Who spoke to...?
Recall			• Can you tell why...?
Repeat			• Find the meaning of...?
Retrieve			• What is...?
			• Which is true or false...?
	65

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