- Zdzisława Zacłona Educationfor the future
- Joanna Zacłona Thinking can be taught
- Maria Rams Teacher's work with "thinking hats " inform III
- The me oj 6 "thinking hats " in Biology, Natural History and Polish lessons
- The examples ofusingafewchosen "thinking hats"
- The teacher's reflections after the classes
- Thirdgradestudents'opinions on learning using the colourfulhats method
- Elżbieta Bek Introduction of "hut thinking " at the second grade primary education
- Excerptsfrom lesson plans in which "hat thinking" was introduced
- Conclusions and opinions aboutthe lessons
- Familiarizingprimary teachers at school with de Bono method
- Małgorzata Laskowska "Hat thinking" in didacticprocess inform II
- A "hats" lesson with Year l and Year 3 pupils
- "Hat thinking" in show classesforparents
- Danuta Chochorowska-Sowa, Urszula Ogonowska Making use of "thinking hats " in extra - curricular classes
- Workroundup after classes
- Questionnaire results analysis
- Teachers' opinions about the conception of thinking development according to de Bono afewyears later
- Bibliography
In the new millennium we need people who want to think in a better way. Thinking was and will be the key tool in the making of better future. Thinking corrects and makes things more agreeable. We can do that. But we have to start...
Edward de Bono
The idea of adding to the curriculum of post-graduate improvement studies for the l -3 grade teachers a module on Developing of creative thinking for younger pupils went against the current of a quite common, among teachers, opinion that the better pupils will teach themselves how to think creatively and that you cannot do much for the worse ones at school. Among varied theoretical and practical problems connected with children's thinking, there was in the curriculum the theory of colorful hats by de Bono (the post-graduate students did not know this method). The classes with "thought hats" had a practical purpose of showing their usefulness in the integration of the didactic and educational process and correlation of the contents of different educations and creating an interest among the teachers. The students were quick to see that the teacher can direct children's thinking, discipline them at given moments, teach how to support their claims and focus on one problem. The purposeful creation of different situations in which creative thinking was needed mad teachers more eager to tackle the problems and look for them in the surroundings. The initiation of divergent thinking (which is responsible for creativity) in different situations convinced teachers that even younger pupils can be influenced to develop flexibility of thinking and sensitivity to different problems and that the children can come up with original, rare and witty, although sometimes unreal, solutions.
I tried not to discourage the teachers who could block the things which were new and did not agree with their stereotypes. The first practical attempts of ordering children's thinking and directing their attention by "thought hats" proved to be very successful. Children in more playful mood engaged more in their lessons and inspired their teachers to learn in the colorful hats.
Presented book is the collection of the most interesting fragments from different lessons in grades 1-3 in different educational systems and subjects, conducted with the use of de Bono method. Teachers reflections and opinions of pupils and other people supplement the whole. The short evaluations of "thought hats" especially by the teachers who use this method systematically seem to be even more valuable from the several years perspective.
Presented book can be useful for the teachers interested in their professional development and finding satisfactory results in didactic and educational process. But for those who think that one does not need theoretical feedback in educational process, can show the profits of using theory which initiates original Solutions and brings satisfaction both for the teacher and the student.
Zdzisława Zacłona PhD in Arts, professor of PWSZ in Nowy Sącz; WSP in Kraków graduate. At the moment she is the vice-rector for Science, Development and Cooperation in PWSZ in Nowy Sącz. She gives lectures in Institute of Pedagogy, Institute of Economics and for post-graduate students. She reviews bachelor and master theses, she is promoter for bachełor theses, consultant for school didactic curricula, author for school pedagogical curricula and psychological-pedagogical modules for post-graduate studies. In the past she gave lectures for teachers improving their knowledge, for example at the workshops organłsed by National In-Service Teacher Training Center in Warsaw and in Methodological Center in Nowy Sącz.
She is supervisor of pedagogical work placement, cooperates with primary and middle schools. She gets actively involved into work for the environment; she initiates, organises and takes part in actions for the local community, coordinates a lot of activities involving students1 work for voluntary organisations, The Crisis Intervention Centre in Nowy Sącz, Missionary and Adoption Center "Magnificat", Youth Yoluntary Centre "Sursum Corda".
So far she has written over 30 publications. She is author of 3 books, and the editor of 6 others.
"The initiative of preparing a book about young learners' thinking development is praiseworthy both because of cognitive and methodologłcal reasons. Development of thinking belongs to the field of didactic research which are tools to develop cognitive skills, which is part of highly-valued intellectual pedagogy. Another advantage is the fact that the book concems the primary level, the period of education which is considered as the basie for the whole school career of the students, both young and adults. One more advantage is the fact that the methodological suggestions involve children's playing, which is important for the Cognitive motivation of children".
Excerpt of review
Prof. zw. dr hąb. Stanisław Pałka
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Agata Witrylak
Tel.: 018 547 56 10
E-mail: wydawnictwo@pwsz-ns.edu.pl
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