Transcript Barrie Bennett's slides

Teacher Induction,
Mentoring and Renewal
Supporting Instructionally Intelligent Teaching
Agenda
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Tacitly Skilled Explicitly Skilled
A simple question
A rubric for how we ask questions
The System and Systemic Change
Instructional Intelligence
Thinking
Evolving
Experience it
A simple question
Side A
• Enthusiasm
• Humour
• Organized
• Caring
• Fair
• Empathy
Side B
• Classroom Management
• Assessment-Rubrics
• Instructional Methods
• Mind Maps, Framing
Questions, Wait Time
• How kids learn - MI
A rubric designed by a teacher
Five areas to consider…(quickly)
Systems and Systemic Change (boring)
 Instructional Intelligence (really boring)
 Instruction (not quite as boring)
 Thinking (interesting to me and boring)
 Evolving (important and still boring)
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Ten Districts Involved
• Tasmania (Australia) - 220 schools - year 7 (14)
• Western Australia - 858 schools - year six
• York Region - 190 schools - year six
• Western Quebec - 40 schools - year four
• North Vancouver - 40 schools - year three
• Thames Valley - 190 schools - year three
• Peel Board - 210 schools - year three
• PEI - 80 schools - year two
• Upper Canada School District - year three
• Cowichan School District - year two
Lakeland School District - year two
Northern Lights School District - year one
Ireland - year one
Basic Conditions
• must attend workshops in teams
• school admin must be part of team
• central office must also attend - director/superintendent
• follow-up sessions for sharing, problem solving etc.
• demonstration lessons - taped, edited, shared
• sharing between districts
• build internal capacity
• research the impact internally
• connect with local university
• build an advisory committee
• write a book on systemic change
Instructional Intelligence …
integrates six components
Provincial Curriculum
 Assessment
 Instruction
 Guided by how kids learn
 Change
 Systemic Change
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The instructional component can be classified…
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Concepts: accountability, safety, meaning
Skills: framing questions, wait time
 Tactics: Place Mat, Numbered Heads, Round
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Robin, Fish Bone, One Stray Rest Stay
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Strategies: Concept Formation, Johnsons’ 5
Basic Elements
Organizers: Multiple Intelligence, Brain
Research, Gender (Women’s Ways of
Knowing)
Skill Training Model
Workshop
Components
Theory (T)
Understanding
minimal
(T) and
increases a bit
Demonstration
(D)
(T, D) and
solid
Practice and
introductory
Feedback (PF) understandi ng
T, D, PF, and
Deeper more
Peer Coaching
integrative
understandi ng
Skill
Transfer
Acqui sition
3%
0%
5-10%
3%
90%
10%
> 90%
> 90%
Explore the complexity of
questioning
Merging a constructivist and behaviorist
approach to the teaching and learning
process. So … playing with
Instructional Philosophy. Go to Chapter
12 in Beyond Monet.
Everything a teacher does can
be classified into four areas …
Information provided
Activities assigned or selected
Questions asked
Responses to students efforts
Madeline Hunter
So what will we do?
First … look at history
Next, be involved in a lesson that
involves these key ideas …
Next … explore your ideas
Then, compare them to what the
research says
Last, look at some lessons
What do you know about
questions and questioning?
What does history have to say
about framing questions?
John Millar, 1897
Generally the best way of asking a question is to address
the whole class.Each pupil should understand that he may
be expected to reply. In stating the question no sign
should be shown that would indicate who is to answer.
The main thing is to secure that every student is held on
the alert. Each question should be given to that student,
who, with due regards to the interests of the class stands
in most need of receiving it. This method has the great
advantage of the teacher to apply a proper distribution of
tests. P. 232 in the book: School Management and the
Principles of Practice and Teaching.
Let’s find out what
you know.
Playing with Instruction
Tinkering with Taba’s Inductive
Thinking Strategy to explore our
understanding of questioning.
What will be integrated
in this lesson?
Johnsons’ 5 Basic Elements
Cooperative Learning Structures
Graphic Organizers
Bloom’s Taxonomy
Concept Formation
(Taba’s strategy)
Johnsons’ 5 Basic Elements
Individual Accountability
Face to Face Interaction
Collaborative Skills
Social, Communication, and Critical
Thinking skills
Processing the Collaborative and
Academic Task
Positive Interdependence (9 types)
Cooperative learning structures
Numbered Heads
Place Mat
Round Robin
Think Pair Share
One Stray Rest Stay
Jigsaw
(around 300 small group structures)
Graphic Organizers
Word Webs
Time Lines
Flow Charts
Venn Diagrams
Fish Bone Diagrams
Mind Maps
Concept Maps
Bloom’s Taxonomy
Knowledge/Recall
Comprehension/Understanding
Application
Analysis
Synthesis
Evaluation
Inductive Thinking
Hilda Taba’s
Concept Formation Strategy
Inductive Thinking
Drives or is the cognitive power behind
graphic organizers such as Fish Bone
Diagrams, Venn Diagrams, Mind
Mapping, Concept Mapping
One research based
instructional strategy that
pushes inductive thinking is
… Taba’s Concept Formation strategy
Has three phases:
Phase I: Present the data to the
students or collect it from them
Phase II: Present a focus statement
and have the students classify the
data based on common attributes
Phase III: Apply the concepts that
emerge; explore relationships
between them; make predictions etc.
Taba’s Concept Formation strategy
applied to questioning
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Form groups of 3 or 4; letter off ABC(D)
Create a Place Mat (page 172-174)
Brainstorm all factors that impact
questioning in the classroom
Classify those factors based on the role
they play in questioning
Read about Fish Bone Diagrams
Create Fish Bone Diagram
One Stray Rest Stay
Mini Jigsaw with research (page 61)
FISHBONE
How to Draw / Construct a
Fishbone….
Blue, please draw the
fishbone and record all
the information.
Each group, place the steps
in Chronological or
Importance Order.
Each group should
use your placemat as a
reference…
You have
15 minutes
GO!
How to Fill it in…
Sub-Categories
MAIN TOPIC
OR
QUESTION
Details
Connecting Concept Formation to
Effective Group Work
Individual Accountability
Promoting Face to Face Interaction
Inserting an appropriate collaborative skill
Processing/Reflecting on the academic
and the collaborative objective
Employ one or more of the nine types of
positive interdependence (Goal is
compulsory -- the rest optional)
Factors page:
Complexity of Thinking
Academic Engaged Time
Use of Wait Time
Responding to Student Responses
Knowledge of Results
Shifting from Covert to Overt
Fear of Failure
Public vs Private Failure
Distribution of Responses
Accountability and Level of Concern
Framing Questions/Requests
• Share with your partner please. What are
endorphins? Be prepared to share your
thinking.
• Who can tell me who is the better friend -the tree or the boy?
• No hands please, I’ll pick several of you to
respond. What are two explanations as to
why boomerangs return? (After a 10 second
wait time, Marco was selected to respond).
Framing
Questions/Requests…continued
• Yesterday we talked about the use of wait
time in asking questions. Could person B in
each group please share why we use it.
• Take 5 seconds and think of the difference
between an instructional skill and an
instructional strategy. One of you will be
asked to share with your group.
• Hands up please … does anyone know how
to solve this equation?
Framing
Questions/Requests…continued
• No call outs please. After the question I will
give you 20 seconds; then I will count to
three, on ‘three’ put your thumb up if you
agree; down if you disagree; and sideways if
you are not sure. Is this equation balanced
correctly?
• What could you predict would happen if we
flew a paper airplane in the space shuttle,
remembering that the shuttle has air pressure
but no gravity?
Framing Questions/requests…Testers
• With your partner, think of what you have
to remember in order to bump the
volleyball effectively. Be prepared to share
that information as your ticket out of the
gym.
• Imagine you’re on a survival trek and an
unexpected snow storm occurs.
Brainstorm in your group how you might
react to this situation.
Let’s watch a few videos
What are all the factors to
consider if you want TPS to work?
Odd or even number of students
Student no one wants to work with
Will the boys sit with the girls
Holding them accountable to share
Do they have the communication skills of
actively listening and paraphrasing
Giving enough wait time to think
Controlling a taxonomy of thinking
Responding to students’ responses
Framing questions effectively
The Brain Instruction Interface
Brain needs to feel safe
Brain needs to experience talk for
intellectual growth
Brain is a pattern seeker
Brain is about survival -- it attends to
things that are meaningful, interesting,
and authentic
Multiple Intelligences:
Howard Gardner 2001
I have described human beings as those organisms who possess a
basic set of seven, eight, or a dozen intelligences. Thanks to
evolution, each of us is equipped with these intellectual potentials,
which we can mobilize and connect according to our inclinations and
our culture’s preferences. … Although we all receive these
intelligences as part of our birthright, no two people have exactly the
same intelligences in the same combination.
(pages 44 - 45)
Instruction …classified
Instructional concepts
Instructional concepts that are skills
Instructional concepts that are tactics
Instructional concepts that are
strategies
Instructional concepts that are
instructional organizers
De Bono’s Six Thinking Hats & Questioning
Red Hat:
Why does it make you feel that way?
I wonder why I feel sad?
How does it make me laugh?
Can you understand why he is hurt?
Is there another emotion I should be
experiencing?
De Bono’s Six Thinking Hats & Questioning
Black Hat:
Are those reasons adequate?
Is that good evidence for believing that?
Is there reason to doubt that evidence?
What would convince you otherwise?
Can you see why that won’t work?
Would you want to see a better way?
De Bono’s Six Thinking Hats & Questioning
Blue Hat:
How could we go about finding out if
that is true?
What do you think the cause is?
How does that relate to this discussion?
What are your reasons for saying that?
Is it possible you seem to be
approaching it from this position?
De Bono’s Six Thinking Hats & Questioning
Green Hat:
Can someone else give evidence to
support that cause?
What is another alternative?
Can we identify other approaches?
Could you explain that further?
But if that happened, what else would
happen?
De Bono’s Six Thinking Hats & Questioning
White Hat:
What is your main point?
Could you give me an example?
What research supports your idea?
What difference did that make?
How does that apply in this case?
In what ways is this similar to the other
situation?
De Bono’s Six Thinking Hats & Questioning
Yellow Hat (focus is on encouraging)
In what ways was that such a wise move?
Why did that motivate him to continue?
Could your actions be what caused him to
make the right decision?
So what are all the things you did that caused
the group to function so effectively?
Taba’s Inductive Thinking Strategy
• Academic Task: apply Taba’s strategy
• Collaborative Task: Equal Participation
• Directions:
 1. Groups of 3 - letter off A, B, C
 2. Distribute a section of the paper
 3. Tear out all articles related to change
 4. Classify those articles (Round Table)
 5. Find those free of conflict
 6. Discuss the relationship between conflict and
change
 7. Create a Concept Map on Change
 8. One Stray Rest Stay