Transcript 1. PERSISTING: Persevering on a task even though the

FIVE THOUGHTS FOR A
THOUGHT-FILLED
CURRICULUM
“JUST LIKE ME”
SHARING THE VISION
FIVE THEMES:
1.
2.
3.
4.
5.
LEARNING
THINKING
THINKING
THINKING
THINKING
TO THINK
TO LEARN
ABOUT OUR THINKING
TOGETHER
BIG
CURRICULUM
MIND SHIFTS
FROM:
Not only knowing
right answers.
TO:
Also knowing how
to behave when
answers are not
immediately
apparent.

I. LEARNING TO THINK
DESIGNING THOUGHT-FULL
LEARNING ACTIVITIES
FOUR SIMULTANEOUS OUTCOMES:
 UNDERSTANDING IMPORTANT CONCEPTS
 THINKING SKILLS
 TASKS REQUIRING SKILLFUL THINKING
 HABITS OF MIND
EFFECTIVE THINKING
REQUIREMENTS:
HABITS OF MIND
COGNITIVE TASKS
THAT DEMAND
SKILLFUL THINKING
THINKING
THINKING
SKILLS
SKILLS
CONTENT
EFFECTIVE THINKING
REQUIREMENTS:
SELECTING
CONTENT
SELECTING CONTENT
On what standards are learnings based?
What essential questions will be
addressed?
Upon what prior knowledge must
students draw ?
What understandings will students gain?
HOW DO YOU KNOW
STUDENTS “UNDERSTAND”?
WHAT WOULD SERVE AS
INDICATORS OF
“UNDERSTANDING?”
UNDERSTANDING:
WHAT DO WE MEAN?
“He understands me”.
“She understands French”.
“Students understand the concept”.
“She understands the laws of physics”.
“We have an agreement of understanding”.
“This is my understanding of the matter.”
THINK - PAIR - SHARE
 WHAT DO YOU MEAN BY
“UNDERSTANDING”?
 WHAT WOULD YOU SEE/HEAR
STUDENTS DOING IF THEY
“UNDERSTAND?”
 ADD YOUR OWN THOUGHTS
EVIDENCE OF UNDERSTANDING:
CAN STUDENTS:
EXPLAIN IT ACCURATELY?
GIVE THEIR INTERPRETATION?
TAKE ANOTHER’S PERSPECTIVE?
EMPATHIZE?
ASK FURTHER QUESTIONS?
EFFECTIVE THINKING
REQUIREMENTS:
THINKING
SKILLS
“THINKING IS THE
HARDEST WORK THERE IS.
THAT IS WHY SO FEW
PEOPLE ENGAGE IN IT.”
HENRY FORD
THINKING VERBS FOUND IN
SYLLABUS STANDARDS
ANALYZE
APPLY
CLASSIFY
COMPARE
CONNECT
CONTRAST
DESCRIBE
DISCUSS
ELABORATE
EXPLORE
DIAGRAM
IDENTIFY
INTERPRET
JUDGE
OBSERVE
ORGANIZE
PARAPHRASE
PREDICT
RESPOND
SUPPORT
REPRESENT
VISUALIZE
REASON
VERIFY
SOLVE
SUMMARIZE
SIMPLIFY
DIRECT INSTRUCTION IN
THINKING SKILLS
? DO STUDENTS KNOW HOW TO
PERFORM THE THINKING SKILL?
? CAN STUDENTS DESCRIBE THE STEPS?
? CAN THEY CORRECTLY
LABEL THE
SKILLWHEN THEY USE IT?
? DO THEY APPLY THE SKILL
SPONTANIOUSLY WHEN SOLVING
PROBLEMS?
LABELING THINKING
SKILLS AND PROCESSES: E.g.
 "Let's
look at
these two pictures”
"Lets COMPARE
these two pictures.”
 "What do you
"What do you PREDICT
will happen when…?”
 "Lets work
"Let's ANALYZE this
problem.”
think will happen
when…?”
this problem."
LABELING THINKING
SKILLS AND PROCESSES: E.g.
"How do you know
"What EVIDENCE do
you have to support..?”
"How else could
”In what situations
might you APPLY this…?”
that's true?”
you use this…?”
“Do you think that
“As you EVALUATE
is the best alternative? these alternatives….”
LABELING THINKING
SKILLS AND PROCESSES: E.g.
"What do you think "What do you SPECULATE
would happen if…”
"What did you
think of this story?”
"How can you
explain…?"
might happen if…”
"What CONCLUSIONS
might you draw ...
”How does your
HYPOTHESIS explain…?
EFFECTIVE THINKING
REQUIREMENTS:
COGNITIVE TASKS
THAT DEMAND
SKILLFUL THINKING
RICH TASKS REQUIRING SKILLFUL
THINKING
"EXECUTIVE PROCESSES"
(METACOGNITION)
SOLVING A PROBLEM
MAKING A DECISIO N
CREATING SOM ETH ING NEW
CONSTRUCTING M EANING
Some Thinking Skills Applied to
SOLVING A PROBLEM
GENERATE possible solutions
EVALUATE possible options
PREDICT CONSEQUENCES
SELECT and APPLY best possible
options
Some Thinking Skills Applied to
MAKING A DECISION
ANALYZE and CLARIFY issues
ASSESS the reasonableness of ideas
EVALUATE alternative and options
PREDICT consequences
SELECTING and APPLYING choices
Some Thinking Skills Applied to
CREATING SOMETHING NEW
 ORIGINALITY: Generating
new/novel ideas
 FLEXIBILITY: Taking different
perspectives
 FLUENCY: Seeing multiple ways
 ELABORATION: Expanding,
extending, detailing ideas
Some Thinking Skills Applied to
CONSTRUCTING MEANING
 ANALYZE and CLARIFY ideas
 COMPARE and CONTRAST
ideas
 DETERMINE CAUSAL FACTORS
 UNCOVER ASSUMPTIONS
 DRAW CONCLUSIONS
EFFECTIVE THINKING
REQUIREMENTS:
HABITS
OF
MIND
Habits of mind attend to:
 Value - choosing to behave
intelligently
 Inclination- deciding to use a
certain behavior
 Sensitivity- knowing when to use
them
 Capability- having skills & capacity
to use them
 Commitment- reflecting on
improvement
“HABIT IS A
CABLE;WE WEAVE
IT EACH DAY,
AND AT LAST WE
CANNOT BREAK
IT.”
QuickTime™ and a
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“One’s intelligence
is the sum of one’s
habits of mind.”
Lauren B. Resnick
Making America Smarter:
The Real Goal of School Reform 2001
WHY HABITS OF MIND?
TRANSDISCIPLINARY
AS GOOD FOR ADULTS AS THEY ARE
FOR STUDENTS
FOCUSED ON LONG RANGE,
ENDURING, ESSENTIAL LEARNINGS
PERSISTING
Persevering on a task
even though the resolution
is not immediately apparent.
Stick to it!
PERSISTENCE
Describe a time in
your life when
persistence
paid off
MANAGING IMPULSIVITY
Acting with forethought
and deliberation.
Take your time!
QuickTime™ and a
Sorenson Video 3 decompressor
are needed to see this picture.
MANAGING
IMPULSIVITY
MANAGING
IMPULSIVITY
“DON’T CALL OUT
IN ASSEMBLY IF
YOU LOOSE A
TOOTH. YOU WAIT
UNTIL ASSEMBLY
IS OVER.”
GAGE, GRADE 1
Clip
THINKING FLEXIBLY
Changing perspectives,
generating alternatives,
considering options.
Look at it another way!
STRIVING FOR ACCURACY
Desiring exactness, fidelity
and craftsmanship.
Check it again!
RESPONDING WITH
WONDERMENT AND AWE
Finding the world fascinating,
mysterious, intriguing
and phenomenal.
Awesome!
“ALL THINKING BEGINS
WITH WONDERING”
SOCRATES
EFFECTIVE THINKING
REQUIREMENTS:
HABITS OF MIND
COGNITIVE TASKS
THAT DEMAND
SKILLFUL THINKING
THINKING
THINKING
SKILLS
SKILLS
CONTENT

II. THINKING TO
LEARN

LEARNING IS AN
ENGAGEMENT OF THE
MIND THAT
TRANSFORMS THE
MIND
MARTIN HEIDDEGAR
FROM BRAIN-BASED LEARNING:
Making meaning is not a spectator sport.
Knowledge is a constructive process
rather than a finding.
It is not the content that gets stored
in memory but the activity of
constructing it that gets stored.
Humans don’t get ideas; they make ideas
Content is embedded in emotion
BRAIN STRUCTURES
The Neo-mammalian brain--------------------(The Neo-cortex)
Emotional Brain---------------------------(Limbic System/
The paleo-mammalian brain)
Reptilian Brain--------------------------------(The Brain Stem)
Dr. Paul MacLean
National Institute of Mental Health
Bethesda, Maryland
NEUROTRANSMITTERS:
THE BRAIN’S “FEEL GOOD”
CHEMICALS
Endorphins, serotonin and dopamine are
chemicals produced by the brain that
are active in the brain’s reward
system. The brain makes chemicals
that are released when certain
behaviors increase the probability of
survival.
STRESS
HORMONE:
CORTISOL
THE BRAIN’S “NEGATIVE”
CHEMICAL
 produced in and secreted
by the adrenal glands
 secretion is increased in response to physical and
psychological stress of any kind.
 when the stressful event or situation is over, cortisol
levels return to normal.
DOWNSHIFT

III. THINKING
ABOUT OUR THINKING
METACOGNITION:
Thinking about your thinking
 Being conscious of
your own thinking,
strategies and
behaviors and
their effects on
others and the
environment.
THINKING ALOUD
ABOUT OUR THINKING
Pose challenging problems then:
Invite students to describe their plans
and strategies for solving the problem.
Share their thinking as they are
implementing their plan.
Reflect on/evaluate the
effectiveness of their strategy.
THINKING ABOUT OUR OWN THINKING:
"Continuing to cling to the patterns
you know inhibits your ability to discover
what you don't know. "
Eric Allenbaugh
“There is nothing so confining as
the prisons of our own perceptions.”
William Shakespeare
King Lear
"If you don't change your beliefs,
your life will be like this forever.
Is that good news?”
Robert Anthony, Author

IV. THINKING
TOGETHER
Your organization functions and
grows through conversations……
The quality of those conversations
determines how smart your
organization is.
David Perkins,
King Arthur’s Round Table
2002 N.Y. Wiley
Relational Trust in Schools
School Professional - Parent Relations
Teacher - Principal Relations
Teacher - Teacher Relations
Teacher - Student
Bryk, A. & Snyder B. (2002) Trust in Schools: A core
Resource for Improvement: NY, Russell Sage Foundation
COMMUNICATIVE COMPETENCE
HOW WELL DO
ANOTHER?
CAN
WE LISTEN TO ONE
WE DISAGREE GRACEFULLY?
CAN
WE TAKE ANOTHER’S POINT OF
VIEW?
HOW WELL DO
WE VALUE EACH
OTHER’S STYLE DIFFERENCES?
THE WAY OF BEING WITH ANOTHER
PERSON WHICH IS TERMED
EMPATHIC…MEANS TEMPORARILY LIVING
IN THER LIFE, MOVING ABOUT IN IT
DELICATELY WITHOUT MAKING
JUDGMENTS……TO BE WITH ANOTHER IN
THIS WAY MEANS THAT FOR THE TIME
BEING YOU LAY ASIDE THE VIEWS AND
VALUES YOU HOLD FOR YOURSELF IN
ORDER TO ENTER THE OTHER’S WORLD
WITHOUT PREJUDICE…A COMPLEX,
DEMANDING, STRONG YET SUBLTLE AND
GENTLE WAY OF BEING.
CARL R. ROGERS

V. THINKING
BIG
TOWARDS A LARGER VISION

How do these learnings help students
become the kind of people we’d like them
to become?

Why are these considered essential,
enduring, lifespan learnings?

How do they enhance our vision of
classrooms, schools, communities and a
world that are more thoughtful places?

“THE BEST WAY TO
PREDICT THE FUTURE
IS TO INVENT IT.”
ALAN KAY
APPLE COMPUTER CO.
REMAINING OPEN TO
CONTINUOUS LEARNING
Having humility and pride in admitting
there is more to learn.
Resisting complacency.
Continue to learn!
MODELING:
“ What you are speaks so
loudly, they can’t hear
what you say.”
Ralph Waldo Emerson
DON’T WORRY THAT CHILDREN NEVER
LISTEN TO YOU; WORRY THAT THEY
ARE ALWAYS WATCHING YOU.
ROBERT FULGHUM
REVIEW:
FIVE THEMES OF THINKING
1.
2.
3.
4.
5.
LEARNING
THINKING
THINKING
THINKING
THINKING
TO THINK
TO LEARN
ABOUT OUR THINKING
TOGETHER
BIG
THINK - PAIR - SHARE
 WHAT INTRIGUES YOU ABOUT
TEACHING FOR THINKING?
 WHAT WILL YOU CONTINUE TO
WONDER ABOUT? (AUTO-PONDER)
 WHAT WILL YOU EXPERIMENT
WITH IN YOUR SCHOOL/
CLASSROOM?
“THE BEST WAY TO PREDICT
THE FUTURE IS TO
INVENT IT.”
Alan Kay
Apple Computer Co.