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


ENHANCING
THOUGHT-FULL
CLASSROOM
DIALOGUE
THINKING VERBS IN 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
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…?”
“Do you think that is
“As you EVALUATE
these alternatives….”
that's true?”
you use this…?”
the best alternative?
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…?
2. MANAGING IMPULSIVITY
Acting with forethought
and deliberation.
Take your time!
MANAGING
IMPULSIVITY
“DON’T CALL OUT
IN ASSEMBLY IF
YOU LOOSE A
TOOTH. YOU WAIT
UNTIL ASSEMBLY
IS OVER.”
GAGE, GRADE 1
Clip
Managing Impulsivity
WAIT TIME
“After having asked a question, the
average teacher waits 1 second before
either calling on a student, asking another
question or answering the question
him/herself.”
Rowe, M. B. "Wait Time and Rewards as Instructional Variables:
Their Influence on Language, Logic and Fate Control. "Journal of
Research, in Science Teaching 11, 2: 81-84. (Spring 1974).
3. LISTENING WITH UNDERSTANDING
AND EMPATHY
Devoting mental energies to understanding
others’ thoughts and feelings.
Understand others!
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
COMMUNICATING MEANING
Paraphrasing:
Lets others know that you are
listening, that you understand
or are trying to understand
them and that you care.
Probing:
Increases the clarity and precision
of the group's thinking by refining
understandings, terminology
and interpretations.
THINKING AND COMMUNICATING
WITH CLARITY AND PRECISION
“SURFACE LANGUAGE”
GENERALIZATIONS
DELETIONS
DISTORTIONS
DEEP STRUCTURE
LANGUAGE
Paying attention to self and
others:
Awareness of what you are saying, how it is said
and how others are responding; attending to
learning styles; being sensitive to your own and
others' emotions.
Listener: Use the
Pause, Paraphrase Probe
sequence
Speaker: Finish this sentence:
“AS I REFLECT ON THIS SCHOOL
YEAR SO FAR, I AM MOST PROUD
OF………”
? WHAT METACOGNITIVE
STRATEGIES DID YOU EMPLOY
TO MONITOR AND MANAGE
YOUR LISTENING SKILLS?
Listener: Use the
Pause, Paraphrase Probe
sequence
Speaker: Finish this sentence:
“AS I ANTICIPATE THE REMAINDER
OF THIS SCHOOL YEAR, I’M MOST
EXCITED ABOUT…….”
? What values are you
expressing when you listen
to one another so intently?
5. METACOGNITION
Being aware of your own
thoughts, feelings, and actions
and their effects of on others
Think about
your thinking!
Metacognition:




Think
Aloud
Problem
Solving
THINK ALOUD
PROBLEM SOLVING
Pose challenging problems then:
BEFORE: Invite students to describe their plans
and strategies for solving the problem/making
decisions.
DURING: Share their thinking as they are
implementing their plan.
AFTER: Reflect on/evaluate the
effectiveness of their strategy.
Sustaining and Engaging
Metacognition
1.
2.
3.
4.
5.
6.
Check for Accuracy
Clarify
Provide data not answers
Resist making judgments
Stay focused on thinking
Encourage Persistence
METACOGNITIVE PROBLEM:
COMBINE THE FOLLOWING FOUR
SENTENCES:
The horse jumped over the fence.
The horse was gray.
The jump was done gracefully.
The fence was low and made of brick.
METACOGNITIVE PROBLEM:
IF THE SECOND LETTER IN THE WORD:
WEST
COMES AFTER THE FOURTH LETTER IN
THE ALPHABET, CIRCLE THE LETTER A
BELOW. IF IT DOES NOT, CIRCLE THE
LETTER B.
A
B
METACOGNITIVE PROBLEM:
IF THE CIRCLE IS TALLER
THAN THE SQUARE AND THE
CROSS IS SHORTER THAN
THE SQUARE, PUT A
K IN THE CIRCLE. HOWEVER,
IF THIS IS NOT THE CASE,
PUT A T IN THE SECOND
TALLER FIGURE.
METACOGNITIVE PROBLEM:
THERE ARE 3 SEPARATE, EQUAL-SIZE
BOXES AND INSIDE EACH BOX THERE
ARE 2 SEPARATE SMALL BOXES. INSIDE
EACH OF THE SMALL BOXES, THERE ARE
4 EVEN SMALLER BOXES. HOW MANY
BOXES ARE THERE ALL TOGETHER?
6. STRIVING FOR ACCURACY
Desiring exactness, fidelity
and craftsmanship.
Check it again!
7. QUESTIONING AND POSING
PROBLEMS
Having a questioning attitude.
Developing strategies to produce
needed data. Finding problems to solve.
How do you know?
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
2.
QUESTIONS:
Closed questions that can be answered
"yes", "no" , or "I can".
“Can you recite the poem?”
“Can you tell us the name of .....?”
“Who can remember.....?”
QUESTIONING WITH
INTENTION
UNPRODUCTIVE QUESTIONS:
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:

"Why didn't you complete your
homework?"

"Why would you do a thing like that?"

"Are you misbehaving again?"
QUESTIONING WITH
INTENTION
UNPRODUCTIVE QUESTIONS:



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
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:
“As you recall….”
“As you anticipate…….”
“As you envision……”
“Given what you know about…….”
 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?”
Compose a question intended
to invite one or more of the
habits of mind.
Use the criteria:
Invitational Stems
Plurals
Tentative Language
Positive Presuppositions