Transcript Overview of the Sessions

Thinking as a Habit of Mind
SESSION
1
1
Overview
A learning resource for educators with six sessions:
1.
2.
3.
4.
5.
6.
Thinking as a Habit of Mind
Meaning Maker: Interacting with Text
Code User: Breaking the Code
Text User: Understanding Purpose and Form
Text Analyzer: Critically Thinking about Text
Putting It All Together: Integrating the Four Roles
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Key Messages
• Early primary students are capable of thinking about their
own thinking.
• The four roles of the literate learner model supports
higher-order thinking in K–2 classrooms.
• The Guides to Effective Literacy Instruction, Grades 4
to 6 support all teachers in planning effective literacy
instruction.
• Higher-order thinking is not about a series of events or
lessons, but rather about developing a habit of mind.
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Learning Goals for Session 1
This session is intended to:
• define higher-order thinking
• introduce the four roles of the literate
learner
• explore strategies and processes that
promote metacognition
• examine Guide to Effective Literacy
Instruction – Volume One
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The Four Roles of
the Literate Learner
“Literacy in the twenty-first century involves
not a single skill but a complex combination
of skills and resources that the literate
learner draws upon to make meaning from
texts of many types. One approach to
understanding this complex process is
offered by Peter Freebody and Allan Luke in
their ‘Four Resources Model’ (1990). The
four resources are also referred to as ‘four
roles’ or ‘four families of practice’.”
Guide to Effective Literacy Instruction –
Volume One, 2006, p. 28
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Four Roles of the Literate Learner
Meaning Maker
Code User
Uses prior knowledge and experience to construct
and communicate meaning when reading, writing,
and speaking
Recognizes and uses the features and structures
of written, visual, and spoken texts, including the
alphabet, sounds in words, spelling, conventions,
sentence structure, text organization, graphics
and other visuals
The Literate Learner
Text User
Text Analyzer
Understands that the purpose and audience
help to determine the way a text is structured,
the tone, the degree of formality, and the sequence
of components, and uses this knowledge to read,
write, and speak
Understands that texts are not neutral,
that they represent particular views and
perspectives, that other views and perspectives
may be missing, and that the design and messages
of texts can be critiqued and alternatives considered
Found on page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in
Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model”
(1990). The Expert Panel elaborated on the four resources model to suggest four roles of a
developing junior learner.
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Evolving View: Four Roles of the Literate Learner
Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in
Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated
on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four
Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative
Inquiry in Literacy 2008–09 and 2009–10.
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• Examine the principles
of the Language
Curriculum document
(page 4).
• How are these
principles embedded
in the four roles of the
literate learner model?
• How are these
language principles
captured in the
introductory sections
of the Kindergarten
and Full Day Early
Learning documents?
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Graffiti Placemat
HIGHER-ORDER
THINKING
CRITICAL THINKING
CRITICAL LITERACY
METACOGNITION
Individually record your thoughts regarding each
term on the corresponding portion of your chart.
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Stepping Back: Think about
Thinking
All students are capable
of critically analyzing
and responding to texts.
1.
Read “Metacognition and Critical
Literacy”
pages 60–64 of A Guide to Effective Literacy
Instruction – Volume One
2.
Read Critical Thinking and
Critical Literacy”
pages 45–46 of The Full Day Early Learning
Kindergarten Program
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Let’s talk about metacognitive
thinking!
Hand Up, Pair Up
1.
2.
3.
4.
5.
6.
7.
Choose a quote.
Read it and think about its meaning.
Raise your hand when you are ready to
share your thinking about the quote.
Find a partner and share your
thoughts.
Exchange your quotes.
Move again and find a new partner.
Return to your table and share your
thinking with the group.
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“Metacognition is not something you plan into your schedule, but
rather, something you do in your day-to-day teaching
Guylaine Melançon, 2005
Gradual Release of Responsibility Model
Teacher Responsibility
Student Responsibility
Source: From "Productive Work Group: How to Engage Students, Build Teamwork, and
Promote Understanding" (p. 7), by Nancy Frey, Douglas Fisher & Sandy Everlove,
Alexandria, VA: ASCS, © 2009 by ASCD, Reprinted and adapted with permission. Learn
more about ASCD at www.ascd.org .
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Making Thinking Visible
“Effective thinkers make their thinking
visible, meaning they externalize their
thoughts through speaking, writing,
drawing or some other method.”
– David Perkins, 2010
Harvard’s Project Zero
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Creating a Thinking Environment
View videos on the web:
Routines Working Toward
Independence (Kindergarten)
Reviewing Reading Strategies
(Grade 1)
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Develop a Language
for Thinking
• What do I already know about this
topic/author?
• Why am I reading this text?
• How does this text work?
• How will I read this text?
• What strategies can I use to read
this text?
• What words are new to me?
• What did I learn about my
reading/writing today?
• I’m thinking that …
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Visible Thinking
View a video on the web:
Learning Goals: Mind-mapping
Reading Strategies (Grade 2)
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Teach Thinking Routines
Think, Puzzle, Explore
Connect, Extend,
Challenge
Think, Pair, Share
See, Think, Wonder
I used to think… now I
think
A thinking routine:
•
•
•
•
•
•
is goal oriented in that it targets specific types
of thinking
gets used over and over again in the classroom
consists of only a few steps
is easy to learn and teach
can be used across a variety of contexts
can be used by the group or by the individual
What makes you say
that?
Thinking about Thinking: Setting the Stage for Independent Reading
– David Perkins, 2010
Harvard’s Project Zero
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Creating a Thinking
Environment
Create an environment where…
• Students take increasing responsibility for
planning and regulating their learning.
• Students challenge their understanding of
themselves as learners.
• Students have clear learning goals so they
learn to think and ask questions of
themselves as learners.
• Learning looks different for different
learners.
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Talking to Problem-Solve
View a video on the web:
Talking to Problem-Solve
(Grade 1)
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Inquiry Habit of Mind
• What opportunities do your students
have to demonstrate their thinking?
• What do your students need to develop
their thinking as a habit of mind?
• What will you focus on next in your
classroom?
• What will be your next step?
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Inquiry Habit of Mind
What is the impact of __________________ (teacher practice)
on ________________________ (change in student learning)?
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Hand-outs and Reference Documents
All resource and curriculum documents used in Thinking
about Thinking sessions are available online in PDF. Please
visit the following web page to download them:
http://resources.curriculum.org/LNS/thinking/session1.html
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