The Tiger, 1st April, 2022

Putting Thinking at the Centre of Learning

At Stonehill, inside each primary classroom, we cultivate “cultures of thinking”. A theory developed by researchers from Project Zero at Harvard recognises that dedicated time for thinking, developing and using a language of thinking makes the classroom a more effective learning environment where thinking is visible. School no longer is about the ‘quick right answer’ but about the ongoing thinking process of understanding new ideas and information. When schools focus on their culture, they become places of intellectual stimulation where the focus is on developing young learners who can think, create and question. Our Primary classrooms promote “cultures of thinking” and are focused on developing critical and creative thinkers who aim for deeper understanding and collaboration.

The above photos show examples of how thinking can be made visible at different grade levels and across different subject areas through the use of effective questioning, listening, and using thinking routines that support learners’ thinking. By applying these processes, thinking becomes visible as learners’ ideas are expressed, discussed and reflected upon. 

In the past weeks during the ‘How the world works’ unit, the P6 children dove into thinking about thinking and discussed how ‘The Understanding Map’ can prompt different types of thinking that are essential in aiding deeper understanding of new concepts and ideas about energy. 

The P5 teachers provoked their learners to inquire into simple and compound machines by investigating and observing closely different everyday objects. They used the “Parts-Purposes-Uses” thinking routine, ‘What are all the parts of the object?’, ‘Why do we use the object?’, ‘What does each part do?’, ‘How do the parts work together to make something happen?’, ‘What would happen if a part was missing or changed?’

As P8 learners dive deep into their chosen inquiries during the current ongoing PYP Exhibition process, they developed concept maps that keep growing as they ask themselves, ‘What makes me say that?’. A seemingly simple question but it goes a long way when learners examine the reasons and evidence behind their possible explanations to determine their correctness.

(Reference: Ritchart R., Church M., Morrison K., (2011), Making Thinking Visible, San Francisco, CA, Jossey-Bass)

Zita Joyce

PYP Coordinator 

Tejal

Covid-19 has been a game-changing event in people's lives around the world. The impact of this event has been multi-dimensional and cuts across all layers of society in an unprecedented manner. My artwork investigated the various responses and perspectives of people during the pandemic. The exhibition was a reflection of how I perceived the world around me during these challenging times and how ordinary people responded in extraordinary ways. My interest was to explore the physiological journeys that people were subjected to, the changes that occurred to their personalities and the multitude of emotions that were evident throughout these difficult times. 

After heavy investigation and evaluation, I selected nine pieces that best highlighted multiple environments and emotional settings that accurately focused on the dilemmas and the dynamic nature of Covids impact. I also leveraged various artist influences such as David Hockney, Roy Lichtenstein, Egon Shiele, Yayoi Kusama and more that highlighted the techniques of surrealism and pop art.

I have attempted to arrange my artwork in a manner that reflects the emotional rollercoaster that people were experiencing anchored with a common theme of the analysis of identity within the Covid era.

Here is what our participants had to say about the event.

“On the 14th of March (3.14), there was a huge intra-school event, celebrating global ‘Pi day’. As a contributor and a participant, I would like to say that it has been enthralling to experience this global celebration.“  Hyunseok (M5)

“Pi day was fun and  a learning experience. After  many years I could try my hand with Maths and I also won a prize :). The best thing I took away from this was the explanation on on how Pi is used in our everyday life and how 3.142 came to be the number of Pi.  Now I see all the circles, starting from my steering wheel to a planet to the universe with a different perspective. Thanks to Pi Day and all the students and teachers who were associated with it!” -Aparna Jha (Faculty, MYP English A)

“Pi day was a success. I was personally involved in creating an exhibit, logos, merch design and corresponding with other contributors. I enjoyed the Pi Quiz for the D1 students centered around Pi-related trivia.I also appreciated the different mathematical concepts. The event was a wonderful way to celebrate not just the irrational number Pi but also made math more palatable and engaging through the different activities and games.”  - Vanessa, D1

The Mathematics department celebrated learning in many ways this year. Some of these include, The American Mathematics Competition-8 and American Mathematics competition 10/12, Infinity, Competitions by Centre for Education in Mathematics and Computing (CEMC): Canadian Computing Competition, PASCAL, GAUSS and the Pi day celebration. These have  helped the students feel a world of numbers in their life.

Mathematics Department