Thinking Mathematically
The white fish is used to signify metacognition (knowledge of one's own thought processes). Learning is not just a matter of transferring ideas but is an active process of cognitive restructuring that happens when individuals interact with new ideas. For the learner to be actively involved in creating their own understanding they must be critical assessors who make sense of information, relate it to prior knowledge and use it for new learning. The goal in using white fish thinking, is for learner to become adept at personally monitoring what they are learning and use what they discover to make
adjustments, adaptations and changes in their thinking.
To assist with this the teacher needs to provide regular and challenging opportunities to practise, so that learners can become confident, competent self-assessors, with a clear picture of effective learning and the various steps that need to be taken to achieve both learning intentions and success criteria.
Feedback is particularly important in the FISH process. Solving complex problems requires learners to take risks in their thinking and to explore different options. Ultimately when faced with new problems they need to be able to develop solutions on their own.
The FISH process helps learners to understand how to approach a problem, and to recognise the kinds of thinking they need to do before finding a solution. The aim in using the FISH process is to increase learners self-awareness and ability to draw on an increasing number of strategies for enhancing learning and independent problem solving.
Using FISH in a collaborative group setting should provides a safe and supportive environment for open dialogue and self assessment. Each learner focusses on the process and not on just getting the right answer. Employing the individual FISH criteria as a guide when problem solving provides the learner with ideas for adjusting, rethinking and articulating their learning.
adjustments, adaptations and changes in their thinking.
To assist with this the teacher needs to provide regular and challenging opportunities to practise, so that learners can become confident, competent self-assessors, with a clear picture of effective learning and the various steps that need to be taken to achieve both learning intentions and success criteria.
Feedback is particularly important in the FISH process. Solving complex problems requires learners to take risks in their thinking and to explore different options. Ultimately when faced with new problems they need to be able to develop solutions on their own.
The FISH process helps learners to understand how to approach a problem, and to recognise the kinds of thinking they need to do before finding a solution. The aim in using the FISH process is to increase learners self-awareness and ability to draw on an increasing number of strategies for enhancing learning and independent problem solving.
Using FISH in a collaborative group setting should provides a safe and supportive environment for open dialogue and self assessment. Each learner focusses on the process and not on just getting the right answer. Employing the individual FISH criteria as a guide when problem solving provides the learner with ideas for adjusting, rethinking and articulating their learning.
