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Learning Outcomes (by the end of the session/homework students will be able to): Discuss different ways of thinking Identify whether they are in the box thinkers or systems thinkers Identify contexts when each of the different methods may be more appropriate Consider how these different ways of thinking may contribute, or not, to sustainability Identify ways in which they can improve the ways in which they think in order to consider the most appropriate actions in different situations Minimum Core elements addressed LL9,LL11,LL12,LL13,LL20,LL23,LL26,ICT8,ICT16, ICT17 Professional Standards addressed by Domain: AP2.1,2.2,4.1,6.1,6.2,7.1,7.2 BP1.1,1.2,1.3,2.1,2.2,2.4,2.5,3.1,3.2,3.3,5.1,5.2 CP1.1,1.2,2.1,3.1,3.4,3.5 DP1.1,1.2,1.3 EP1.1,1.2,2.1,2.3 Which of the 5 Every Child Matters Outcomes addressed: Make a positive contribution, Achieving economic wellbeing, Be Healthy, Enjoy and Achieve, Stay Safe  Differentiation (which individuals or sub-groups is it necessary to make particular provision for because there are additional learning needs, support needs, specific contexts or significant levels of prior learning - and how will you support these students?): One student is receiving support outside of class for literacy/study skills. In this session, we are using interactive, visual and practical activities to encourage students to develop understanding of concepts. Students will work individually, in pairs, in small groups, and are encouraged to support each other, relate learning to own experience, as well as receive support from me. TimeContent & ObjectivesTeacher activityLearner activityResourcesAssessment strategies9.15Take register and discuss homework and share learning outcomes.Discuss previous session. Ask them to have a go at the out of the box exercise.Discuss previous session and any thoughts/concerns. Volunteers to try on smartboard. Last weeks powerpoint Smartboard and youtube clip on pp presentation Q&A, Discussion9.30Linkingthinking or systems thinkingIntroduce Orr quote on in-the-box thinkers. Article on art assessment to encourage those who feel they are in-the-box its not the box itself, but the way you work yourself out of it that countsRead Orr quote and then consider the web on the following slide and jot down the differences between a box and a web. Now consider how using these as metaphors for thinking might affect the way in which we think. Linkingthinking powerpoint slide 2 and 3.Discussion9.40Conflict or complement?Introduce fact that intentions can sometimes result in actions which complement the intensions, but sometimes conflict with them.Look at cards in 3s and identify one conflict and one complementary action for each intention. Feedback to whole groupSlide 5, 6 and cardsFeedback10.00Conflict or complement?How can we minimize non-intended negative actions. Read next 2 slides.Slides 7,8Feedback and discuss10.05Linkingthinking and other ways of referring to this.Read the different terms for linking thinking.Can you work out the odd one out.Slide 8Q&A10.05Linking ThinkerAsk the questions to ascertain whether students are linking thinkers or not.What do you think - are you a born linking thinker. Slide 9Discussion10.10Different perceptions/ perspectivesShow picture of the tree Following feedback of ideas go through list and see if they have identified all, or have they included new ones.In pairs consider how you might describe this? Feedback ideas.Slide 10 Feedback10.30Everyday language useRead through different terms people useDo you say any of these terms?Slide 11Q&A10.35BREAKBREAKBREAK10.55Assumptions of boxed thinkingAsk students to match term on slide with assumptions on list. Show answers Have you come across these terms before?In pairs match terms with assumptions. Compare answers with own attempts? Have you used boxed thinking assumptions? What were the effects positive or negative?Slide 12 and list of assumptions of boxed thinking. Slide 13Feedback11.20The paradox Consider the paradox of living in an increasingly complex world, but thinking in a simplistic way.Consider the effects of this Slide 14 and 15Discussion11.25Connections between social, economic and environmental issues.Put sets of cards on tableAsk students to pick an environmental, economic and social issue and consider links between them. Now join another pair and consider links between the six issues. Place on a flip chart and draw links where appropriate, annotating them to show connections.Slide 16 Discussion.11.45 You can never do one thingAsk students to pick one of the things listed on next slide. Give example of cars to show what to do.Consider what they are for, what they do and what else happens. Consider similarly for your item and make notes to feedback.Slides 17 and 18Feedbacj12.00If this is the solution what is the problem?Give examples of solutions and ask students in small groups to consider what the problem was.Discuss solution and make notes on what you feel the problem was and whether the solution generates more solutions or more problems.Slide 19Feedback and discussion.12.15Economy and ecology which fits into which?Show diagram and ask students to consider which fits into which? Go through next few slidesDiscuss which do you feel fits into the other is this the case now? 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