Thinking Schools in a South African context. | Sonja Vandeleur | TEDxNorrkopingED
Summary
TLDRThe speaker reflects on their experiences living in Kenya and South Africa, highlighting the stark contrasts between the two countries. They discuss the dangers of the 'single story' of Africa, emphasizing the continent's diversity beyond poverty and conflict. The talk delves into South Africa's socio-economic challenges, including inequality and education quality, and shares successful interventions in teaching critical thinking skills to improve academic outcomes. The speaker advocates for a shift in educational focus to enhance students' analytical and creative thinking, ultimately arguing that education is a crucial social investment.
Takeaways
- 🌍 The speaker has lived in two African countries, Kenya and South Africa, highlighting the diversity within the continent.
- 🗻 Born in Nari, Kenya, with Mount Kenya as a backdrop, the speaker emphasizes the beauty and significance of African landscapes.
- 🏙️ A comparison is made between the infrastructure of Johannesburg and the social complexities faced in Africa, including issues like xenophobia and gender-based violence.
- 📚 The speaker discusses the 'single story' of Africa, referencing Chimamanda Adichie's TED talk, to highlight the dangers of incomplete narratives and stereotypes.
- 🇿🇦 South Africa is described as a country of contrasts, with high inequality and socio-economic challenges, despite being the most unequal country in the world according to the World Bank.
- 🏘️ Issues such as lack of affordable housing, unemployment, and land ownership are cited as contributing factors to South Africa's inequality.
- 🏫 The script mentions educational successes and challenges in South Africa, including the expansion of no-fee schools and the need for improved teaching resources and quality.
- 🤔 The importance of critical thinking in education is underscored, with an example of how it has been successfully implemented in less-advantaged schools.
- 🗺️ Thinking Maps, developed by David Hyerle, are introduced as a tool to improve students' analytical and higher-order thinking skills.
- 📈 The intervention using Thinking Maps at Belleville Primary School resulted in a significant increase in pass rates for national exams.
- 🎓 The speaker's school in Johannesburg focuses on teaching girls 'how to think' through strategies like de Bono's Six Thinking Hats and the 16 habits of mind.
Q & A
Where was the speaker born and what is the significance of the location?
-The speaker was born in a small town called Nario, in the central highland region of Kenya. The significance of the location is that it overlooks Mount Kenya, which is the second highest mountain in Africa.
Why did the speaker move to South Africa?
-The script does not provide specific reasons for the speaker's move to South Africa, only that it happened when they were seven years old.
What realization did the speaker have during the flight from Nairobi to Johannesburg?
-The speaker realized the stark differences between the two countries, noting the good infrastructure, excellent road system, and world-class airports in Johannesburg compared to the complex social issues they returned to in South Africa.
What is the 'single story' of Africa according to the speaker?
-The 'single story' of Africa, as mentioned in the script, is a narrative that portrays Africa as a continent of poverty, destruction, and civil war, which the speaker argues is an incomplete and stereotypical view.
What does the speaker say about South Africa's level of inequality?
-The speaker states that South Africa holds the ignominious position of being the most unequal country in the world, as per the World Bank.
What are some of the socio-economic challenges South Africa faces according to the script?
-The script mentions several challenges including lack of affordable housing, high unemployment, issues with land and land ownership, and dissatisfaction with the slow pace of socio-economic change.
What is the role of Vijay Reddy in the context of the script?
-Vijay Reddy is a special research scientist at the Human Sciences Research Council who has reviewed educational priorities in South Africa over the last 25 years and has commented on the successes and areas needing improvement in education.
What is the significance of 'thinking schools South Africa' in the script?
-Thinking Schools South Africa is an organization that the speaker is involved with, which aims to develop and infuse thinking skills into teaching and learning through whole school implementation.
What is the purpose of 'thinking maps' as described in the script?
-Thinking maps, as developed by David Hyerle, are used as an intervention tool in education to help students organize their thoughts, make their thinking visible, and engage in higher-order thinking processes.
How did the intervention using thinking maps impact the academic results at Belleville Primary School?
-The intervention using thinking maps led to a significant improvement in systemic pass rates for national exams at grade 6 level, increasing from just over 50% in 2013 to over 70% in 2015, a rise of 20%.
What is the approach to teaching thinking skills at the girls' independent school in Johannesburg?
-The approach involves explicit lessons in thinking from grade not to grade 10 every week, focusing on the 16 habits of mind as described by Arthur Costa and Bena Kallick, and teaching students how to think rather than what to think.
How do the students apply the concept of 'thinking with understanding and empathy' in their lessons?
-The students apply this concept through a strategy called pause, paraphrase, and probe, which encourages them to listen with intent, repeat back what they've heard to ensure understanding, and then ask for clarification or engage further in the conversation.
What issue did the grade eights research and discuss in the script?
-The grade eights researched and discussed the issue of xenophobia in South Africa, making suggestions on what can be done to address it going forward.
What is the purpose of using de Bono's thinking hats in the script?
-De Bono's thinking hats are used to structure conversations and thinking processes, allowing students to explore different aspects of a topic, such as facts, emotions, and solutions, in a systematic and comprehensive way.
What reflective task did the students undertake after their discussions on xenophobia?
-The students undertook a reflective task from Harvard University's visible thinking strategies to consider how their thinking might have changed from before they started the task to after completing it, helping them consolidate their understandings and beliefs.
Outlines
🌍 Cultural and Socio-Economic Contrasts in Africa
The speaker reflects on their experiences living in Kenya and South Africa, highlighting the stark differences between the two countries. They recount a recent visit to Kenya, which led to a realization of the diverse realities within Africa, challenging the 'single story' narrative that often portrays the continent as homogenously impoverished and war-torn. The speaker emphasizes the importance of recognizing the complexity and diversity within Africa, referencing Chimamanda Adichie's TED talk on the dangers of a single story. They also touch on South Africa's socio-economic challenges, including inequality, lack of affordable housing, unemployment, and issues of land ownership, as well as the slow pace of socio-economic change despite 25 years of democracy.
📚 The Importance of Critical Thinking in Education
This paragraph discusses the shortcomings in South African education, particularly the focus on rote learning rather than comprehension and critical thinking. The speaker introduces the work of Thinking Schools South Africa, an organization that aims to integrate thinking skills into teaching and learning. The narrative includes a case study of a school in Belleville, where the use of thinking maps as an intervention significantly improved academic results, particularly in reading comprehension. The speaker emphasizes the effectiveness of this approach in engaging students in higher-order thinking and improving their academic performance.
🤔 Cultivating Thinking Skills in an Independent School
The speaker shares their experience as the head of cognitive education at a girls' independent school in Johannesburg, where they have implemented explicit lessons in thinking from grade not to grade 10. They discuss the use of strategies such as the 16 habits of mind by Causton Beinac to teach students how to think critically. A specific focus is placed on the habit of listening with understanding and empathy, using the 'pause, paraphrase, probe' technique. The speaker also describes a project where grade eights researched xenophobia in South Africa and proposed solutions, using de Bono's thinking hats to structure their discussions and Harvard's visible thinking strategies for reflection.
🏛 The Power of Education for Social Change
In the final paragraph, the speaker concludes by emphasizing the profound impact of integrating thinking skills into education. They share reflections from grade eight students who have broadened their understanding of xenophobia from a narrow perspective to a more nuanced view that recognizes it as an international issue. The speaker asserts that education is the most critical form of social investment, capable of fostering understanding and driving social change, and ends with a note of gratitude and an applause from the audience.
Mindmap
Keywords
💡Central Highland Region
💡Mount Kenya
💡South Africa
💡Single Story
💡Chimamanda Adichie
💡Inequality
💡Educational Priorities
💡Thinking Schools South Africa
💡Thinking Maps
💡Xenophobia
💡Cognitive Education
Highlights
The speaker was born in Nario, Kenya, with a view of Mount Kenya, and later moved to South Africa at the age of seven.
A recent two-week holiday in Kenya highlighted the stark differences between the infrastructure and social issues of Kenya and South Africa.
Johannesburg's infrastructure is praised for its excellent road system, world-class airports, and fast train, contrasting with complex social issues.
Chimamanda Adichie's TED talk on the danger of a single story is referenced to emphasize the importance of not stereotyping Africa.
South Africa is identified as the most unequal country in the world, with multifaceted reasons including lack of affordable housing, unemployment, and land ownership issues.
The slow pace of socio-economic change in South Africa is a source of dissatisfaction, despite some successes in early childhood development and social protection.
Infrastructure in South Africa's schools is criticized, with many lacking proper facilities, electricity, and the necessary resources for teaching and learning.
The importance of changing the focus to teaching and learning resources is stressed, given the poor quality of education and reading comprehension.
The Thinking Schools South Africa organization is introduced, with a mission to infuse thinking skills into teaching and learning.
Elmarie Peterson's intervention using thinking strategies in a school with socio-economically disadvantaged and refugee children is highlighted.
The use of thinking maps, developed by David Hyerle, is described as a tool to improve academic results and critical thinking.
A significant improvement in pass rates for national exams at Belleville Primary School is attributed to the use of thinking strategies.
The speaker's school in Johannesburg implements cognitive education, teaching students how to think through the use of habits of mind.
The use of de Bono's Thinking Hats is described to structure conversations and promote deeper thinking on complex issues like xenophobia.
Students' reflections on xenophobia show a profound understanding and a shift in perspective after applying thinking skills.
The integration of thinking skills and strategies is praised for its effectiveness in improving education and addressing social issues.
Education is emphasized as the most important form of social investment.
Transcripts
I have lived in two African countries I
was born in the central highland region
of Kenya in a small town called nari
that looks out over Mount Kenya the
second highest mountain in Africa when I
was seven my family and I moved to South
Africa last month I went back to Kenya
on a two-week holiday and we went to the
northern country of like capilla and
with Peter our are sized spotter and
then we went down to the coastal region
of Kenya within flew back from Nairobi
to Johannesburg and on that flight it
made me realize that our countries are
so different we arrived back in
Johannesburg with its good
infrastructure excellent road system
three world-class airports a fast train
that takes you from our Tambo
International Airport into santen the
financial hub of southern Africa but we
arrived back to a complex social world
within a phobia and gender-based
violence had reared their ugly heads
again so why am I telling you this many
Africans living in countries and
continents other than Africa speak about
the single story of Africa and the
single story of African identity a
single story is where one views people
or people's as one thing thereby
creating stereotypes Chimamanda Adichie
in her 2009 TED talk speaks about the
danger of a single story so the dangers
of single story so not that they are
untrue but that they are incomplete the
dangers of single stories are that they
become the only story
so it is a single story of Africa it is
one of poverty destruction civil war a
a continent that is lacking this is
an incomplete story South Africa is a
country of contrasts we have the
ignominious position of being the most
unequal country in the world so World
Bank says that all countries have
inequality but that South Africa is the
starkest example so what are the reasons
for this well it is multifaceted there
is lack of affordable housing and urban
areas there is unemployment is the issue
of land and land ownership so in 25
years of democracy there is much the
satisfaction with a slow pace of
socio-economic change at school level
Vijay Reddy who's a special research
scientist at the Human Sciences Research
Council has said there has in her her
review of educational priorities in the
last 25 years of State of the Nation
Address addresses the first given by the
end President Nelson Mandela says that
there has been much success in early
childhood development so the expansion
of this program has been successful
social protection has been on on a good
rise in 2006 no-fee schools were
introduced and this has now been
expanded to most public schools which
enables children to stay in school
longer government was mostly delivered
on infrastructure however there are
still a hundred schools to be built
9,000 schools use pit latrines and there
are 300 schools that do not have
electricity so there are so much work to
be done
however the focus now needs to change to
resources for teaching and learning
because the quality of our education is
not good so the quality of education
remains elusive reading for meaning is a
huge problem in the most recent progress
progress in international reading
studies showed that 78% of our grade for
learners cannot read for meaning a
teacher will stand in front of a class
classes are sometimes 30 40 50 60 pupils
they are crammed into discs they share
books the readers the pupils read in a
sing-song fashion the teacher will
correct pronunciation reading continues
pupils are assist entirely on their
ability to read correctly they are not
asked about what the story means about
the characters in the story they are not
asked perhaps to finish the ending of a
story and make a difference in the
creative way so they are taught as their
teachers were taught so how do we change
the cycle well one way would be to have
an emphasis on reading page at pedagogy
at in-service training and both at
teacher education courses at University
I am on the board of an organization
called thinking school South Africa the
core mandates of thinking schools South
Africa is to develop the infusion of
thinking skills into teaching and
learning using whole school
implementation this is al Marie Peterson
she is a trainer for thinking schools
South Africa she teaches at a school in
Belleville which is just outside Cape
Town
and children are bused in there from
Khayelitsha many of these children are
refugee children so they come from a
very difficult socio-economic background
they speak up to 9 languages so at her
school she realized that critical
thinking is not required in list
less-advantaged schools but this became
an area of contention and their star
friend because many teachers said that
these children should have an easy time
at school because they have such a
difficult time at home but Elmarie
realized that if you don't have high
expectations then children went rise to
those expectations so she started an
intervention and she introduced some
thinking strategies and this is a quote
from what she said the thinking
strategies allowed the learners of my
class to meet higher expectations become
aware of the possibility within them and
strive to improve their own
circumstances these strategies open the
mind and allow for growth on a much
deeper level than normal as well as
significantly improving academic results
so the intervention she used our
thinking maps as developed by David
Haley these are concrete images of
abstract thoughts so what learners have
to do is go through text or photos
pictures find key words and put them
down into one of these 8 thinking maps
the 8 thinking maps relate to PR js8
cognitive processes so this helps
students to organize the thinking it
helps make their thinking visible it
allows them to get engaged in
higher-order thinking by analyzing by
going through text and finding key words
and so this is the intervention that
they used at Belleville primary school
this is an example of one of your grade
six learners so this is a thinking map
comparing and contrasting the lines of
longitude and the lines of latitude so
the similarities are in the circles down
the center and the differences are on
the outside so you can see that from a
map like this it is far easier to
remember the key words because it is a
visual representation you can see there
is use of color as well so for the pupil
the grade six pupil to then go and
writes a paragraph ramas or to develop a
presentation allows them to not
plagiarize which is a big thing and also
just to help structure their thinking in
a better way so the results of this
intervention which was only one of the
interventions at both or primary school
if we look at the home language so this
is systemic pass rates for national
exams done at grade 6 level and you will
notice that in 2013 it was just over 50%
where is going up to 2015 over 70
percent that is the rise of 20% which
was highly significant so it was a very
successful intervention I thought I
would not just take you to a completely
different context and that as the school
in which I teach so I teach at a girl's
independent school in Johannesburg
I have been head of cognitive education
there for the last 10 years we go from
grade not grade 12 and our girls have
explicit lessons and thinking from grade
not to grades 10 every week so we teach
them how to think not what to think but
how to think so one of the strategies we
use are at Causton beinac Alex 16 habits
of mind
so the habit
of mind are thinking dispositions and
these are what intelligent people use
we're now confronted with problems to
which they do not know the answer so the
unit of work I've just done with our
grade eights we focus on one at a time
and we get our pupils to get better and
better at these habits of mind so we
focused on number three which is
listening with understanding and empathy
so in a previous lesson they would have
done a strategy called pause paraphrase
probe so we say to them if you are going
to listen with understanding you need to
listen with intent so you need to pause
your brain in other words don't think up
think up an answer or a reply when
somebody is talking to you you need to
listen carefully
the paraphrase is you repeat back what
that person has said to make sure that
you have understood them correctly and
then you can probe you can ask for
clarification or you can disagree you
can agree you can open up the
conversation so the task that we gave
the grade eights was to research the
issue of xenophobia in South Africa make
suggestions on what we can do going
forward and I can tell you that five
years ago we would never have suggested
on having such a difficult conversation
about such a difficult topic with grade
eights so the thinking skills have
enabled us to do that and at grade eight
level we also want them to make
suggestions on going forward so that
there's always hope there's always a way
out of a difficult situation we want
them to keep a reference list so that
they come from an informed point of view
not just from opinions on social media
and they are taught in their IT lessons
to be careful of fake news so we want
them to be careful of that and to choose
reliable resources
we used de Bono's thinking hats to give
them the structure to their conversation
so they would work in groups of five or
six so they normally start off with the
blue hat which is the metacognitive hat
would make which makes them plan the way
that they are going to structure their
conversations so they use one hat at a
time and all of them discuss that pet
and that allows for deeper thinking so
for example they might start with the
white hat which was about facts so they
would go and find out what xenophobia
means they would find out any data on
xenophobia then they might move to the
black hat which was about cautionary
aspects difficulties into the red hat
which was about emotions so what are the
emotions of the foreigners coming into
South Africa what are the emotions about
the South Africans who's feeling
threatened by foreigners so they would
examine that and most groups then said
to me about the yellow hat that they
could not think of anything in official
about xenophobia and I suggested to them
that maybe does opening up the
conversation was beneficial than they
could go and speak to parents and people
in their community green hat was what we
wanted them to come up with which was
solutions so when they finished their
discussions I asked them to do a
reflective task and this comes from
Harvard University's visible thinking
strategies and this enables them to
think how they thinking might have
changed from before they started the
task to after the task and it helps them
to consolidate what their understandings
and they believe so so I've given two
examples here one of our girls wrote I
used to think xenophobia was only South
Africans being prejudiced I thought it
was only against illegal immigrants I
thought it was generated by racism I
didn't think there were any solutions
I didn't think it was a very big problem
in South Africa now I think xenophobia
is an international issue immigrants
boost the economy it has nothing to do
with racism there is a lot that we as a
community can do to stop this it has
killed people living in South Africa so
that's quite profound for a grade grade
8 the second one wrote I used to think
xenophobia was a result of foreigners
leaving their homes for a better life
education etc now I think xenophobia is
a result of South Africans not
understanding why there are foreigners
in South Africa and receiving incorrect
information from leaders in their
communities about the immigrants and
tensions in the country so I think with
the integration of thinking skills and
strategies we are doing quite good work
with our girls in our school and so I'd
just like to finish with one idea and
that is to say that education is the
most important form of social investment
that we can make thank you
[Applause]
[Music]
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