Embedded Activity - de Bono's Thinking Hats

Before commencing this subject I wasn't really sure of what a 'pedagogy' was. I'm now aware that it relates to the way or method a teacher would use when passing on knowledge. This weeks material introduced me to principles of pedagogies that teachers need to align themselves with. I found that the de Bono's Hats Mobile Phone Activity demonstrated some of these points, particularly the facilitation of knowledge through higher order thinking. This allows for conversational based learning where students can contribute to the answer of a question or be part of a solution making process. Another principle relates to the teacher providing real world contexts for their students of which they can understand, as with the concept of mobile phone use in classrooms. An area of principle that I find very important is that students be allowed to take control of their own learning journey. The student can be given clear and defined goals and the tools needed to achieve these, but ultimate control given to the student to find what methods work best for them. The principles also indicate that teachers should provide an environment that is socially supportive and encourages the student to feel comfortable in taking part individually and in groups.

In the embedded activity - de Bono's Thinking Hats, social interaction is required and allows the student to present prior knowledge. The activity, through higher order thinking moves away from rote learning where information is simply just repeated, resulting in the actual meaning not being retained in order to build upon. I found areas of Blooms Cognitive Taxonomy related to the activity as there is the aim to promote higher forms of thinking with particular focus on analysing and evaluating. A potentially complex decision, such as allowing mobile phones in schools is worked towards. This occurs through the individual collaborating with others. The questions and responses are scaffolded into different sections that represent a different question with focus on a particular feeling on the subject. I found this to be quite interesting and it provides a platform for the many points of view that a teacher may have on the issue of mobile phones.

The SAMR Model means; Substitution, Augmentation, Modification and Redefinition. I found similarity in the Augmentation area of the model with the activity as there was a notion of self reflection. I found that while I completed my responses I would look at another students response and it would help to develop what I was thinking. In de Bonos Hats I was able to consider other points of view when formulating my own. I found the activity provides a different resource that allows information and learning to take place via other students. The Modification of the technology as explained via the model relates to the activity in the way that a traditional type of conversation has taken place yet has been conducted using ICT. I was conscious when formulating my responses that the information would be read by more than just one person and gave me a different sense of ownership over the opinions I entered. I could also see similarities in the models Redefinition to the activity. The activity and the technology required to complete used as an assistant to delivering learning and not just the main tool. Redefinition in the model relates to computer technology allowing for new tasks to be undertaken that were not available previously. In this part of the model, the technology is used as a tool or aid for learning and not the main driving factor.

I found the concept of the activity to be a completely refreshing and new way to look at achieving student collaboration. I can see potential uses for the de Bono's Hats Activity in my future classrooms. I could see how this type of group thinking and consideration of others opinions could be valuable in classes I will be teaching.