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Last modified 06/25/2015 - 10:49 

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Only available in spanish during the Icot2015 but afer the Icot available in english and Spanish.

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Thinking Txoko

Thinking Txoko >>>

The Thinking-Txoko is an innovative alternative space at the  ICOT 2015 . 

The  will be situated in the main hall of the conference and it will gather different speakers and professionals to discuss certain themes of the conference.

By being in an open space there will be more freedom and opportunities to interact, listen, ask and debate for the attendees. 


During the days of ICOT2015 we will open a "TänkBar" (a venue with thinking on the menu) in connection to interesting lectures and sessions.

In a tasty and visual environment between keynote and featured sessions , we want to help the participants to reflect on what they just have heard in presentations or experienced during workshops.

During coffee breaks and lunches, we will therefore "enhance" the usual café and restaurant environment with various visual aids and tangible thinking tools to help participants to think together while eating or taking a coffee."

50 person per session permited.

Cost: FREE

Language: English

See pdf >>> for more information.

Schedule of the presenters that we follow up in TänkBar:


Rosemary Hipkins


Dr Rosemary Hipkins is a Chief Researcher at the New Zealand Council for Educational Research. She began her career as a secondary science and biology teacher and worked in teacher education before moving to NZCER.

Rose was actively involved in the development of New Zealand's current national curriculum framework and has led national research projects related to both curriculum and assessment innovation in New Zealand. She is interested in deepening understandings of the OECD's key competencies and has co-led the development of resources to support their meaningful implementation across the curriculum.

Selected recent research and publications:

Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key Competencies for the Future. Wellington: NZCER Press.

Hipkins, R. (2014) Unlocking the idea of capabilities in science. Wellington, New Zealand Science Teacher.

Hipkins, R., & McDowall, S. (2013). Teaching for present and future competency: A productive focus for professional learning. Teachers and Curriculum, 13, 2-10.

Hipkins, R. (2013). The 'everywhere and nowhere' nature of thinking as a subject-specific competency. Thinking Skills and Creativity, 10, 221-232. doi:




Key competencies for the future
The introduction of key competencies, or capabilities as they are sometimes called, is a common feature of '21st century' curricula. The New Zealand experience suggests that if teachers don't have sufficient opportunities for professional learning when a new curriculum is introduced they are likely to add key competencies to their existing curriculum. This might help to improve a teacher's practice but it is unlikely to support the sorts of shifts being sought for 21st century learning (e.g. developing students' learning-to-learn capabilities). On the other hand, when teachers experience opportunities to explore the key competencies as 'ideas to think with' their understanding of active curriculum-building can evolve rapidly. Teachers can find this shift enlightening and liberating. In this talk I'll demonstrate the use of two different structured thinking opportunities to support teachers to develop a more expansive view of how the key competencies can transform the curriculum. The first is a more conventional self-audit tool, and the second is a futures-thinking process for reimagining and rebuilding a school curriculum better attuned to building capabilities students will need to thrive in the 21st century.



Systems thinking for democratic participation
Learning how to think in terms of systems is an important capability for democratic participation. Conceptual knowledge about specific types of systems is needed but is not enough. Students' learning needs to build a sense of the dynamic interrelationships between parts of a system. This can be tricky because there is often a gap in space or in time between various causes and effects. Practical concerns about interactions within the system also need to be part of the learning. This means contexts are important. Students learn to ask "how does that work in this case?" They also need to learn to tolerate uncertainty, because there won't be a single "right" answer to questions about systems dynamics. "It depends" is a useful metaphor for this way of thinking.

The workshop will explore one possible way to embed systems thinking into the traditional subject matter of the school curriculum, using the water cycle as an example of a dynamic system. (Conceptual learning about how water circulates is not sufficient to build the "water literacy" needed to play our part in becoming better stewards of the planet's finite supply of fresh water.) The workshop will introduce a water cycle "game" designed to let students experience "it depends" thinking about how water circulates through the major systems of planet earth. We will discuss ways we might position humans inside the system (rather than outside looking in). Finally we will use research-based "habits of systems thinking" to discuss the experience of interacting with the game.

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