Transcript Learning to Think and Thinking to Learn

A GPS For Upgrading
Curriculum
Implications for the Keystone
Assessments and the New
Common Core Standards
ESSENTIAL QUESTIONS:
 What are the characteristics of effective, creative
problem solvers?
 How might educators create school and classroom
conditions to learn, practice, assess and report
students' growth toward internalizing these habits?
 How do we develop curriculum, instruction, and
assessment that is upgraded for 21st century learners?
WHAT IS IT ABOUT YOUR
STUDENTS THAT MAKES YOU
THINK THEY NEED TO LEARN HOW
TO THINK?
What do you see them doing?
What do you hear them saying?
How are they feeling?
How would you like them to be?
16 Habits of Mind
Persisting
Managing Impulsivity
Listening with
understanding &
empathy
Thinking flexibly
Thinking about thinking
Striving for accuracy
Questioning & posing
problems
Applying past knowledge
to new situations
 Thinking & communicating
with clarity and precision
 Gathering data through
 all senses
 Creating, imagining,
innovating
 Responding with
wonderment and awe
 Taking responsible risks
 Finding humor
 Thinking interdependently
 Remaining open to
continuous learning
Four Creative Thinking
C’s
Critical Thinking
Collaboration
Communication
In what ways do the habits of mind
empower the 4 C’s?
Habits of Mind
Collaboration
Communication
Creative Thinking
Critical Thinking
Notes
What’s New With the Common Core Standards:
WORKING WITH OUR EXISTING
CURRICULUM MAPS
Phase 1
Transition to the Standards for Mathematical
Practices
• Understand the practices
• Integrate them into your existing curriculum
• Integrate into both formative and summative
assessments
Mathematical Practices
1. Make sense of problems and persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning
of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Phase 2
• Transition to the Standards for Mathematical
Content
– How are the standards in the CCSS-M the
same/different than those in my map?
– Are the skill levels in my map appropriate or must
they be revised?
– Is the content appropriate or must it be revised?
– Have some topics moved from one grade to
another – up or down a year?
Mathematics
Common Core Grades 1-5
Operations and Algebraic
Thinking
•
•
•
•
Addition, subtraction, multiplication, division
Patterns and expressions
Numerical expressions
Whole numbers
Numbers and Operations in
Base Ten
•
•
•
•
Place Value
Counting Sequence
Properties and Operations
Multi-Digit Arithmetic
Numbers and Operations –
Fractions (Grades 3-5)
•Fractions as numbers
•Fraction equivalents
•Decimal notations
•Add and Subtract Fractions
Measurement and Data
•Measurable attributes
•Classification and Categorization
•Time
•Length units
•Represent and interpret data
•Geometric measurements
Geometry
•Shapes and their attributes
•Classification
•Graphing
What’s the same? What’s different?
CCSS – M (Grade 4)
State Standard (Grade 4)
Draw and identify lines and angles, and classify shapes
by properties of their lines and angles
Uses properties or attributes of angles (number of
angles) or sides (number of sides, length of sides,
parallelism, or perpendicularity) to identify,
describe, or distinguish among triangles, squares,
rectangles, rhombi, trapezoids, hexagons, or
octagons; or classify angles relative to 90 degrees
as more than, less than, or equal to.
1. Draw points, lines, line segments, rays, angles (right,
acute, obtuse), and perpendicular and parallel lines.
Identify these in two dimensional figures
1. Classify two-dimensional figures based on the
presence or absence of angles of a specified size.
Recognize right triangles as a category, and identify
right triangles
2. Recognize a line of symmetry for a two-dimensional
figure as a line across the figure such that the figure
can be folded along the line into matching parts,
Identify line-symmetric figures and draw lines of
symmetry
What’s the same? What’s different?
CCSS – M (Grade 4)
State Standard (Grade 4)
Draw and identify lines and angles, and classify shapes
by properties of their lines and angles
Uses properties or attributes of angles (number of
angles) or sides (number of sides, length of sides,
parallelism, or perpendicularity) to identify,
describe, or distinguish among triangles, squares,
rectangles, rhombi, trapezoids, hexagons, or
octagons; or classify angles relative to 90 degrees
as more than, less than, or equal to.
1. Draw points, lines, line segments, rays, angles
(right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two dimensional
figures
2. Classify two-dimensional figures based on the
presence or absence of angles of a specified size.
Recognize right triangles as a category, and identify
right triangles
3. Recognize a line of symmetry for a two-dimensional
figure as a line across the figure such that the figure
can be folded along the line into matching parts,
Identify line-symmetric figures and draw lines of
symmetry
What’s the same? What’s different?
CCSS – M (Grade 4)
State Standard (Grade 4)
Draw and identify lines and angles, and classify shapes
by properties of their lines and angles
Uses properties or attributes of angles (number of
angles) or sides (number of sides, length of sides,
parallelism, or perpendicularity) to identify,
describe, or distinguish among triangles, squares,
rectangles, rhombi, trapezoids, hexagons, or
octagons; or classify angles relative to 90 degrees
as more than, less than, or equal to.
1. Draw points, lines, line segments, rays, angles
(right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two dimensional
figures
2. Classify two-dimensional figures based on the
presence or absence of angles of a specified size.
Recognize right triangles as a category, and identify
right triangles
3. Recognize a line of symmetry for a two-dimensional
figure as a line across the figure such that the figure
can be folded along the line into matching parts,
Identify line-symmetric figures and draw lines of
symmetry
What’s the same? What’s different?
CCSS – M (Grade 4)
State Standard (Grade 4)
Draw and identify lines and angles, and classify shapes
by properties of their lines and angles
Uses properties or attributes of angles (number of
angles) or sides (number of sides, length of sides,
parallelism, or perpendicularity) to identify,
describe, or distinguish among triangles, squares,
rectangles, rhombi, trapezoids, hexagons, or
octagons; or classify angles relative to 90 degrees
as more than, less than, or equal to.
1. Draw points, lines, line segments, rays, angles
(right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two dimensional
figures
2. Classify two-dimensional figures based on the
presence or absence of angles of a specified size.
Recognize right triangles as a category, and identify
right triangles
3. Recognize a line of symmetry for a two-dimensional
figure as a line across the figure such that the figure
can be folded along the line into matching parts,
Identify line-symmetric figures and draw lines of
symmetry
Grade 3 NH Standard
Demonstrates conceptual understanding of
congruency by matching congruent figures using
reflections, translations, and rotations (flips,
slides, and turns) (e.g., recognizing when
pentominoes are reflections, translations and
rotations of each other); composing and
decomposing two- and three-dimensional objects
using models or explanations (e.g., Given a cube,
students use blocks to construct a congruent
cube.); and by using line symmetry to
demonstrate congruent parts within a shape.
Geometric Figures in the Visual Arts
Essential Questions
Content
Skills
Standard
How do geometric figures help me
understand art?
Concept: Parallelism is a geometric axiom
that allows us to describe the relationship
between either lines or planes where they
are everywhere equidistant and not
intersecting
Identify , describe and distinguish
geometric shapes by the attributes of
parallelism and perpendicularity
Uses properties or attributes of angles
(number of angles) or sides (number of
sides, length of sides, parallelism, or
perpendicularity) to identify, describe, or
distinguish among triangles, squares,
rectangles, rhombi, trapezoids,
hexagons, or octagons; or classify angles
relative to 90 degrees as more than, less
than, or equal to.
Parallel sides in geometric shapes
Identify , describe and distinguish
geometric shapes by the number of
angles or number of sides
Concept: Perpendicularity is a geometric
axiom that allows us to describe the
relationship between either lines or planes
where they intersect at right angles.
Classify angles relative to 90 degrees as
more than, less than, or equal to.
Perpendicular sides in geometric figures
Identify specific locations in works of art
that demonstrate the manifestation of
parallelism or perpendicularity
Octagon
Acute angles
Right angles
Obtuse angles
Geometric Figures in the Visual Arts
Essential
Questions
Content
Skills
Mathematical
Practice
How do geometric
figures help me
understand art?
Concept: Parallelism is a
geometric axiom that
allows us to describe the
relationship between
either lines or planes
where they are
everywhere equidistant
and not intersecting
Identify , describe and
distinguish geometric
shapes by the attributes
of parallelism and
perpendicularity
Construct viable
arguments
Identify , describe and
distinguish geometric
shapes by the number of
angles or number of sides
Attend to precision
Parallel sides in geometric
shapes
Concept: Perpendicularity
is a geometric axiom that
allows us to describe the
relationship between
either lines or planes
where they intersect at
right angles.
Perpendicular sides in
geometric figures
Octagon
Acute angles
Right angles
Obtuse angles
Classify angles relative to
90 degrees as more than,
less than, or equal to.
Identify specific locations
in works of art that
demonstrate the
manifestation of
parallelism or
perpendicularity
Use appropriate tools
strategically.
CCSS - M
Standard
Uses properties or
attributes of angles
(number of angles) or
sides (number of sides,
length of sides,
parallelism, or
perpendicularity) to
identify, describe, or
distinguish among
triangles, squares,
rectangles, rhombi,
trapezoids, hexagons, or
octagons; or classify
angles relative to 90
degrees as more than,
less than, or equal to.
Geometric Figures in the Visual Arts
Essential
Questions
Content
Skills
Mathematical
Practice
CCSS - M
Standard
How do geometric
figures help me
understand art?
Concept: Parallelism is a
geometric axiom that
allows us to describe the
relationship between
either lines or planes
where they are
everywhere equidistant
and not intersecting
Identify , describe and
distinguish geometric
shapes by the attributes
of parallelism and
perpendicularity
Construct viable
arguments
Draw and identify lines and
angles, and classify shapes
by properties of their lines
and angles
Identify , describe and
distinguish geometric
shapes by the number of
angles or number of sides
Attend to precision
Uses properties or
attributes of angles
(number of angles) or
sides (number of sides,
length of sides,
parallelism, or
perpendicularity) to
identify, describe, or
distinguish among
triangles, squares,
rectangles, rhombi,
trapezoids, hexagons, or
octagons; or classify
angles relative to 90
degrees as more than,
less than, or equal to.
Parallel sides in geometric
shapes
Concept: Perpendicularity
is a geometric axiom that
allows us to describe the
relationship between
either lines or planes
where they intersect at
right angles.
Perpendicular sides in
geometric figures
Octagon
Acute angles
Right angles
Obtuse angles
Classify angles relative to
90 degrees as more than,
less than, or equal to.
Use appropriate tools
strategically.
1.
Draw points, lines, line
segments, rays, angles
(right, acute, obtuse),
and perpendicular and
parallel lines. Identify
these in two
dimensional figures
1.
Classify two-dimensional
figures based on the
presence or absence of
angles of a specified
size. Recognize right
triangles as a category,
and identify right
triangles
2.
Recognize a line of
symmetry for a twodimensional figure as a
line across the figure
such that the figure can
be folded along the line
into matching parts,
Identify line-symmetric
figures and draw lines of
symmetry
Identify specific locations
in works of art that
demonstrate the
manifestation of
parallelism or
perpendicularity
Geometric Figures in the Visual Arts
Essential
Questions
Content
Skills
Mathematical
Practice
CCSS - M
Standard
How do geometric
figures help me
understand art?
Concept: Parallelism is a
geometric axiom that
allows us to describe the
relationship between
either lines or planes
where they are
everywhere equidistant
and not intersecting
Identify , describe and
distinguish geometric
shapes by the attributes
of parallelism and
perpendicularity
Construct viable
arguments
Draw and identify lines and
angles, and classify shapes
by properties of their lines
and angles
Identify , describe and
distinguish geometric
shapes by the number of
angles or number of sides
the presence or absence
of angles of specified
sizes.
Attend to precision
Uses properties or
attributes of angles
(number of angles) or
sides (number of sides,
length of sides,
parallelism, or
perpendicularity) to
identify, describe, or
distinguish among
triangles, squares,
rectangles, rhombi,
trapezoids, hexagons, or
octagons; or classify
angles relative to 90
degrees as more than,
less than, or equal to.
Parallel sides in geometric
shapes
Concept: Perpendicularity
is a geometric axiom that
allows us to describe the
relationship between
either lines or planes
where they intersect at
right angles.
Perpendicular sides in
geometric figures
Octagon
Acute angles
Right angles
Obtuse angles
Right Triangle
Points, lines, line segments,
rays
Line of Symmetry
Line symmetric figures
Use appropriate tools
strategically.
1.
Draw points, lines, line
segments, rays, angles
(right, acute, obtuse),
and perpendicular and
parallel lines. Identify
these in two
dimensional figures
1.
Classify two-dimensional
figures based on the
presence or absence of
angles of a specified
size. Recognize right
triangles as a category,
and identify right
triangles
2.
Recognize a line of
symmetry for a twodimensional figure as a
line across the figure
such that the figure can
be folded along the line
into matching parts,
Identify line-symmetric
figures and draw lines of
symmetry
Classify angles relative to
90 degrees as more than,
less than, or equal to.
Identify specific locations
in works of art that
demonstrate the
manifestation of
parallelism or
perpendicularity
Identify right triangles
Draw points, lines, line
segments and rays
Identify line of symmetry
Draw line of symmetry
Identify line-symmetric
figures
Mathematical Practices
1.Make sense of problems and persevere in solving them.
2.Reason abstractly and quantitatively.
3.Construct viable arguments and critique the reasoning of
others.
4.Model with mathematics.
5.Use appropriate tools strategically.
6.Attend to precision.
7.Look for and make use of structure.
8.Look for and express regularity in repeated reasoning.
CURRICULUM MIND SHIFTS
FROM:
Not only knowing
right answers.
TO:
Also knowing
how to behave
when answers are
not immediately
apparent.
Ô
Mapping Means Change
• From
– Curriculum is static
– Classroom curriculum is
private
– Curriculum is separate
from instruction and
assessment
– Curriculum meetings are
restricted to a
representative
committee
• To
– Curriculum is dynamic
– Classroom curriculum is
shared
– Curriculum is integrated
with instruction and
assessment
– Curriculum meetings
have all teachers
represented through
their maps
Standards Based Unit Design means
Change
From:
Units designed either
from a textbook or
based on favorite
activities, topics, or
themes.
To:
• Units that are
designed based on
standards that start
with the end in mind.
• A focus is on student
understanding.
• Thoughtful planning
EFFECTIVE THINKING
REQUIREMENTS:
HABITS OF MIND
COGNITIVE TASKS
THAT DEMAND
SKILLFUL THINKING
THINKING
THINKING
SKILLS
SKILLS
CONTENT
ANALYSIS OF LESSON
What
math concepts were being learned in
this lesson?
In
which thinking skills were students
engaging?
What
was the nature of the task the
students were performing?
Which
habits of mind were students
drawing upon?
Content
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?
 APPLY IT ELSEWHERE?
Interpreting
•
•
•
•
Translating
Paraphrasing
Representing
Clarifying
– Assessment types: constructed response
selected response
oral or written
Adapted from: A Taxonomy for Learning, Teaching, and Assessing
Editors: Anderson and Krathwohl, Longman Press
Exemplifying
• Give examples
– Assessment type: constructed response
essay
debate
using analogies
Adapted from: A Taxonomy for Learning, Teaching, and Assessing
Editors: Anderson and Krathwohl, Longman Press
Classifying and Inferring
• Finding patterns
• Inducing a pattern that has been presented
• When given a series of patterns or events, finds a
common principle
– Assessment types: constructed response
selected response
graphic representations
Analogy tasks
Power point presentations
Adapted from: A Taxonomy for Learning, Teaching, and Assessing
Editors: Anderson and Krathwohl, Longman Press
Summarizing
• Summarizes
– Assessment type: constructed response
selected response
note taking
Adapted from: A Taxonomy for Learning, Teaching, and Assessing
Editors: Anderson and Krathwohl, Longman Press
Comparing
• Finding similarities or differences
– Assessment types: mapping, flow charts, graphic
organizers
Adapted from: A Taxonomy for Learning, Teaching, and Assessing
Editors: Anderson and Krathwohl, Longman Press
Explaining
• Able to make a cause and effect connection
• Able to construct a model
– Assessment types: problems that require
reasoning, trouble shooting, predicting or
redesigning
Adapted from: A Taxonomy for Learning, Teaching, and Assessing
Editors: Anderson and Krathwohl, Longman Press
Enduring Understandings for a Unit on
Citizenship
• Good citizens acquire knowledge of our
government in order to participate fully in
thoughtful decision making.
• Students can become active citizens in the
school environment.
• Active citizenship protects democracy.
GO TO THE UNIT YOU ARE WORKING ON. CHECK
TO SEE WHETHER YOU HAVE IDENTIFIED THE BIG
IDEAS. LOOK TO SEE WHETHER THE CONTENT IS
ALIGNED TO THE STANDARDS.
7/20/2015
Footer Text
39
EFFECTIVE THINKING
REQUIREMENTS:
THINKING
SKILLS
Thinking About Thinking
Making Thinking
Visible
Making Thinking Skills
Visible
Making Habits of Mind
Visible
Types of Thinking for Understanding
•
•
•
•
•
•
•
•
•
Observing Closely and Describing What’s There
Building Explanations and Interpretations
Reasoning With Evidence
Making Connections
Considering Different Viewpoints and Perspectives
Capturing the Heart and Forming Conclusions
Wondering and Asking Questions
Uncovering
Complexity and Going Below the Surface of Things
Richhart, Perkins, Tishman,Palmer
Making Thinking Visible
Making Thinking Skills
Visible
•
•
•
•
•
•
Brainstorming with a Frame of Reference
Analyzing
Evaluating
Comparing and Contrasting
Making connections and analogies
Organizing and sequencing
David Hyerle: Thinking Maps and Visual Tools
For Example
•
•
•
•
Scientist
– Making and testing hypotheses
– Observing closely
– Building explanations
Mathematician
– Looking for patterns
– Making conjectures
– Forming generalizations
– Constructing arguments
Reader
– Making interpretations
– Making connections
– Making predictions
Historians
– Considering different perspectives
– Reasoning with evidence
– Building explanations
The Three Story Intellect
There are one-story intellects, two
story intellects, and three-story
intellects with skylights. All fact
collectors, who have no aim beyond
their facts, are one-story men.
Two-story men compare, reason,
generalize, using the labors of the fact
collectors as well as their own.
Three-story men idealize, imagine,
predict--their best illumination comes
from above, through the skylight.
Oliver Wendell Holmes
The Three Story Intellect
Complete Identify
Observe
Count
List
Recite
Define
Match
Select
Describe
Name
Scan
Input
The Three Story Intellect
Compare
Distinguish
Analyze
Contrast
Explain
Synthesize
Classify
Infer
Make analogies
Sort
Sequence
Reason
Complete Identify
Observe
Count
List
Recite
Define
Match
Select
Describe
Name
Scan
Process
Input
The Three Story Intellect
Evaluate
Predict
Hypothesize
Generate
Speculate
Forecast
Imagine
If/then
Idealize
Judge
Apply a principle
Compare
Distinguish
Analyze
Contrast
Explain
Synthesize
Classify
Infer
Make analogies
Sort
Sequence
Reason
Complete Identify
Observe
Count
List
Recite
Define
Match
Select
Describe
Name
Scan
Output
Process
Input
House as Metaphor For Inquiry
Process
• Input
• Process
• Output
Scaffolding for Assessment
• Input
– Identify the tree.
– Explain the function of the
leaves.
• Process:
– Explain how a drought might affect the growth
of the tree.
• Output:
– Design an investigation of seedling growth to
determine the best fertilizer for this type of
tree.
Scaffolding for Assessment
• Input: Identify the main characters in
this story.
• Process: In what ways does the culture
of the story effect your interpretation?
You have been asked to
write a review on this story
for a group of people who
actually live in the culture in
which the story takes place.
• Output:
Based on a standard
Science/Mathematics: Constructing, reading, and
interpreting data in charts, graphs, and tables
• Input: identify types of charts and graphs
• Process: interpret data that is represented in a
particular graph; what is its meaning?
• Output: construct a chart or graph from data that
you have collected; analyze the data and show your
results in graphic form.
CHECK THE SKILLS YOU HAVE LISTED IN YOUR
MAP FOR THIS UNIT. DO THEY REFLECT ALL
THREE LEVELS OF SKILLS?
Which Habits of Mind would you want the students to draw upon to
make certain that they are developing the attitudes and dispositions
that foster self-directed learning? Add them to the skills column or
create another column for habits of mind or strategies.
7/20/2015
Footer Text
53
Questioning Strategies to Build
Essential Questions
WORKING WITH THE END IN MIND
7/20/2015
Footer Text
54
Having a questioning attitude.
Developing strategies to produce
needed data. Finding problems to solve.
7. QUESTIONING AND POSING
PROBLEMS
How do you know?
Questioning
And
Problem
Posing
QUESTIONING WITH INTENTION
UNPRODUCTIVE QUESTIONS:
1. Verification questions the answers to that are already known
to you or to the student:
“What is the name of...........?”
“How many times did you .......?”
QUESTIONING WITH INTENTION
UNPRODUCTIVE QUESTIONS:
2. Closed questions that can be answered
"I can".
“Can you recite the poem?”
“Can you tell us the name of .....?”
“Who can remember.....?”
"yes", "no" , or
QUESTIONING WITH INTENTION
UNPRODUCTIVE QUESTIONS:
4
4
4
4
•
3. Rhetorical questions in which the answer
is given within the question:
"In what year was the War of 1812?"
"Since when has Mikhail Gorbachev
had his birth mark?"
"So how much is 3 x 4: twelve. OK?"
"Who can name the three basic parts of
a plant? Root, stems and leaves, right?"
QUESTIONING WITH INTENTION
UNPRODUCTIVE QUESTIONS:
4. Defensive questions that cause
justification, resistance and
self-protection:
4 "Why didn't you complete your
4 "Why would you do a thing like that?"
4 "Are you misbehaving again?"
homework?"
QUESTIONING WITH INTENTION
UNPRODUCTIVE QUESTIONS:
4
4
4
5. Agreement questions the intent of
which is to seek agreement with
your opinion or answer
"This is really the best solution, isn't it?
"Let's do it my way, O. K.?”
"We really should get started now,
shouldn't we?”
QUESTIONING WITH INTENTION:
1. Are invitational:
Approachable voice,
Plurals,
Tentativeness,
Invitational stems
2. Positive presuppositions
3. Complex levels
A Credible Voice
An Approachable Voice
THINK OF A QUESTION YOU
ASKED OR WERE ASKED IN
THE PAST FEW DAYS. WRITE
IT DOWN. BE PREPARED TO
REMODEL IT WITH EACH
ADDITIONAL CRITERIA.
PLURALS
"What are some of your goals?”
"What ideas do you have?"
"What outcomes do you seek?"
"What alternatives are you
considering?
TENTATIVENESS
“What might be some factors that
would cause……?”
“In what other ways could you
solve this problem?”
"What hunches do you have that may explain
this situation?”
INVITATIONAL STEMS:
4 “As you recall….”
4 “As you anticipate…….”
4 “As you envision……”
4 “Given what you know about…….”
PRESUPPOSITIONS:
Hidden meanings below the
surface of language.
For example:
“Even Mary could get a passing grade in
that class.”
 LIMITING PRESUPPOSITIONS
“DO YOU HAVE AN OBJECTIVE?”
“WHY WERE YOU UNSUCCESSFUL?”
“IF ONLY YOU HAD LISTENED.”
 EMPOWERING PRESUPPOSITIONS
“WHAT ARE SOME OF THE
GOALS THAT YOU HAVE IN
MIND FOR THIS MEETING?”
 EMPOWERING PRESUPPOSITIONS
“AS YOU CONSIDER YOUR
ALTERNATIVES WHAT
SEEMS MOST PROMISING?”
 EMPOWERING PRESUPPOSITIONS
“WHAT PERSONAL LEARNINGS OR
INSIGHTS WILL YOU CARRY
FORWARD TO FUTURE
SITUATIONS?”
As you consider the dispositions that you have
identified as “how you would like your students to
be”…now consider, what dispositions would you
like your students to have if they were to behave
as a professional in your discipline. For example,
how would you they behave as an historian? As a
mathematician? As a scientist?
Levels of Questions
• Over Arching: Big ideas across subjects and
time
• Within the Unit: Focus on the big ideas within
the particular unit
• To guide the lesson level learning: guide the
learner purposefully and more specifically
INTELLIGENCE
•
•
•
•
•
What is intelligence?
How has intelligence evolved?
How is intelligence measured?
Is intelligence solely a human phenomenon?
How will intelligence be altered?
11th grade-A.P.. Biology -interdisciplinaryfour week unit
Prejudice and Tolerance
• What are the different kinds of human
prejudice?
• How can tolerance be taught?
• What has been the impact of individual and
group prejudice?
• How can I become more tolerant?
• 8th grade-interdisciplinary team-thematic
unit- 3 weeks
Independent Study: Publishing as an
Adolescent
• What is the personal story behind my selected
adolescent authors?
• How do publishing houses make decisions about
submitted manuscripts?
• What is my plan to get published?
• How can I prepare to make a career in publishing?
8th grade student-student centered option-one
semester
AIDS: a plague in our time
• What is AIDS and how is it different from
other viruses?
• How does AIDS affect the individual?
• How does AIDS affect society?
• What can I do to prevent the spread of this
disease?
Middle School-NYC- 2 week intensive-school
wide-interdisciplinary
JAPAN: Global Studies
• What are the roles of the individual in Japan?
• How does the physical environment of Japan impact
its people?
• What is the structure of Japanese society?
• Why Japan?
Ninth grade-English & Social Studies- six week
humanities
CONSUMER CULTURE
• What is a consumer culture?
• How does our economic system contribute to our
consumer culture?
• What are some of the messages in our consumer
culture?
• How am I affected by consumer culture?
High School economics unit
Questions can be built from Standards
• TX standard 112.48
– Science concept: knows how life on Earth is affected by its
unique placement and orientation in our solar system
• Essential Question:
– In what ways is life on Earth affected by its placement and
orientation in the solar system?
– How do we estimate whether scientists are being realistic
when they consider life on another planet?
For Science: Over Arching Questions
• What is matter? What is energy? And how do energy
and matter interact?
• How can scientific inquiry and experimental design
be used to explain natural phenomena?
• How do models help us to understand scientific
principles?
• What is the impact science has on society?
COGNITIVE TASKS
THAT DEMAND
SKILLFUL THINKING
LEARNING TASKS
 Engaging skillfully in a variety
of authentic, rich activities that
require strategic planning,
creative approaches and the
application of organized,
multiple and complex thinking
skills.
RICH TASKS REQUIRING
SKILLFUL THINKING
"EXECUTIVE PROCESSES"
(METACOGNITION)
SOLVING A PROBLEM
MAKING A DECISION
CREATING SOMETHING NEW
CONSTRUCTING MEANING
Problem Definition
• Project Overview
– Present the challenge; the problem to be
addressed
• Specifications
– Necessary elements to project
– Do a K-W-L with students
• Evaluation Criteria
– Rubric
TYPES OF PROBLEMS
• GIVEN DATA--WHAT IS THE PROBLEM?
• GIVEN DATA--WHAT IS THE PATTERN
OR STORY?
• LIFE ROLE (YOU ARE AN ARCHITECT)
• THINKING BY ANALOGY--COMPARE
AND CONTRAST
Always keep in mind
• Who is doing the real work? The students or the
teacher?
• Which habits of mind are you fostering in your design?
• Does the work lend itself to group and individual?
• What work should be done outside of the classroom
and what work should be done in the classroom?
• How will the students demonstrate what they have
learned? Beware too many whole class presentations.
• Are there any possibilities for people outside of the
classroom serving as mentors or judges?
7/20/2015
Footer Text
88
Design
• Tasks
– Develop a flow chart or action plan
– Consider team interaction (wiki example)
– Podcast
• Resources Needed
• Learning Needed
• Time Management Plan
Do
• Checking in with students
• Coaching
• Monitoring according to rubric,
definition of problem, and design specs
Process Skills to Monitor for
• Time management
• Project management
• Research
• Teamwork
Include in self-assessment along the way
(formative assessment)
Debrief
• Self assessment
– According to rubric
– Against the definition
– Against the design
• Allowing a revision to improve the
quality of the work
ANALYSIS OF LESSON
What
math concepts were being learned in
this lesson?
In
which thinking skills were students
engaging?
What
was the nature of the task the
students were performing?
Which
habits of mind were students
drawing upon?
Map a Unit
Essential
Questions
What are a few
questions that
would engage
inquiry for your
students?
Content
As you
consider
your
curriculum,
what are the
most
significant
ideas you
want the
students to
engage
with?
Skills
When you say
“engage”
what specific
thinking skills
do you want
to activate for
students?
HOM
What might
be some
habits of
mind that
you would
like to
emphasize
as the
students
engage in
the work?
Assessments
What
assessments
might provide
evidence of the
learning in
terms of
content, skills,
and essential
questions?
What
assessments
might show
evidence of the
development of
habits of mind?
JOURNAL REFLECTION
As you reflect on the day’s events,
what key ideas do you want to
remember that you will take back to
your community/school/classroom ?