the thinking classroom… · the right side examples represent another level of thinking. •...

Thethinkingclassroom…shouldstartinthehome.

WorkshopAdvanceOrganizerThinkinginvolvestheintersectionofatleastfourmajorareas…andone‘given’.1. Understandingalltheconceptsthatmakeupthinking(critical

thinking,creativethinking,inductivethinking,deductivethinking,inferences,predictions,analysis,evaluation,recalletc.)

2. Theprocessesthatassistustoassessthinking(howwecheckforunderstanding)

3. Understandingtheconceptsthatmakeupthecurriculum weteach/learn

4. Ourskillinenactingtheinstructionalprocessesthatmostpowerfully/effectivelyinvokethinking

Agenda/sequence1. Shareoutcome&objective2. Experienceaconundrum&it’s

ramifications3. Reminderoflevels&typesof

thinkingandramificationsrelatedto‘meaning’&‘interest’

4. Matchinginstructionalmethodsto‘levels’and‘types’ofthinking

5. Experienceonewayto‘teach’Bloom’stostudents

6. Experienceonewaytoteach‘inference’and‘predicting’tostudents

7. Theessenceof‘effectivegroupwork’

1.Workshop:Outcome&Objective

OUTCOME(broad)Extend/refineyourunderstandingoftherelationshipbetweenour/yourinstructionalmethodsand‘levels’and‘types’ofthinking.

OBJECTIVE(broad)Extend/refineyourunderstandingoftherelationshipbetweenourinstructionalmethodsand‘levels’and‘types’ofthinkingbyfirstexperiencingaconundrum&it’sramificationsandthenreflectingonwhatyouknowanddoandcomparingthattowhatIknowanddo.

2.Conundrum

Directions:1. Onyourown,compare

andcontrasttheinstructionalmethodsontheLEFTandRIGHTsides(seenextslide)

2. Onesideisnot‘better’or‘worse’thantheother

3. FocusonBloom’staxonomyor‘levels’ofthinking

Bloometal’staxonomy

•Recall•Comprehension•Application•Analysis•Evaluation•Synthesis

2.ConundrumASIDE

• MindMaps• PlusMinusInteresting(PMI)• ConceptAttainment• GroupInvestigation• AcademicControversy• Venndiagrams• RankingLadders• ExamineBothSides(EBS)• FishboneDiagrams• Synectics

BSIDE

• ThinkPairShare• PlaceMat• Jigsaw• FramingQuestions• Lecture• LessonDesign• Johnsons5BasicElements• KWLChart• Brainstorming• TeamsGamesTournaments

Conundrum:ramifications

• Higher/morecomplexthethinkingthelongerstudentsretaintheinformation(memory).

• Ifwearenotawareoforcontrollinglevelsofthinking…pushingmorecomplexthinking…shouldwetruststudentassessmentdata?

Conundrum:ramificationsifmergedwithinterest/meaning

2.Interest

• Doingsomethingthey’venotdonebefore• Connecting/linkingtopastexperiences• Introducecompetition…cooperatively• UsingConceptAttainment*• Providingoptionsforhowparticipantsengageinlearning

• EnactacomplexgamelikeTeamsGamesTournament*

Googleisresearchingtheattributesofeffectiveteams…

Criteria Level1-Mechanical Level2-Routine Level3-Refined

Interest throughengaginginsomethingunique

Beginning toworkatlinkingtoreallifeexperiences.

More consistentlylinkingtoreal-lifeexperiences.

Consistently andeffectivelylinkingtoreal-lifeexperiences.

Throughhavingachoiceinhowtoapproachlearning

Beginning toworkatlinkingtopastexperiences

Moreconsistently linkingtopastexperiences.

Consistently andeffectivelylinking topastexperiencesofstudents.

Interest throughconnectingtothelearners’experience/life

Little tonoevidenceofmeaningbeingenacted.

Some evidence,especiallywiththelesscomplexapproaches.

Clearevidenceespeciallywiththecomplexapproaches.

Inserting lesscomplexaspectsofcompetitionintotheclassroomlearning

Emerging sensetheteacherisattendingtoLSandMItomakelearningmeaningful

More frequently,attendingtoLSandMItomakelearningmeaningful.

Consistently andeffectivelyattendstoLSandMItomakelearningmeaningful.

Through insertingacompetitiveelementinthelearning–TeamsGamesTournaments

Rarely insertsroleplaying/simulationsintothelearningprocess.

More consistentlyinsertingroleplayingandsimulationsintothelearningprocess.

Consistentlyandeffectivelyinsertsrole/playingsimulationsintothelearningprocess..

Rubric:Interest

2.Meaning

• Usingmodelsordemonstrations• Showvideos• Makeconnectionstotheirprofessionalwork• Debatethetopicstheyarelearning*• Useofcomplexstrategiesforpowerfullearning*

• Usingsimulations/roleplay

Criteria Level1-Mechanical Level2-Routine Level3-Refined

Meaningful throughlinkingtoreal-lifeexperiences

Beginning toworkatlinkingtoreallifeexperiences.

More consistentlylinkingtoreal-lifeexperiences.

Consistently andeffectivelylinkingtoreal-lifeexperiences.

Throughlinkingtopastexperiencesofparticipants

Beginning toworkatlinkingtopastexperiences

Moreconsistently linkingtopastexperiences.

Consistently andeffectivelylinking topastexperiencesofstudents.

Through theuseofmodelsordemonstrations

Little tonoevidenceofmeaningbeingenacted.

Some evidence,especiallywiththelesscomplexapproaches.

Clearevidenceespeciallywiththecomplexapproaches.

Attention tolearningstylesandmultipleintelligences

Emerging sensethattheteacherisattendingtoLSandMItomakelearningmeaningful

More frequently,attendingtoLSandMItomakelearningmeaningful.

Consistently andeffectivelyattendstoLSandMItomakelearningmeaningful.

Meaning throughtheuseofroleplaying/simulations

Rarely insertsroleplaying/simulationsintothelearningprocess.

More consistentlyinsertingroleplayingandsimulationsintothelearningprocess.

Consistentlyandeffectivelyinsertsrole/playingsimulationsintothelearningprocess..

Rubric:Meaning

Conundrum:ramificationsifmergedwithtalk;talkiskeyforintellectualgrowth

3.ReviewofTypesandLevelsofThinking

TYPESofthinking• Identify• Prioritize• Sequence• Inductive• Deductive• Inferencing• Predicting

LEVELSofthinking• Recalling• Comprehending• Applying• Analyzing• Evaluating• Synthesizing

3.ReviewofTypesandLevelsofThinking

4.Thinktoyourself,whattype(s)ofthinkingdoeseachgraphic organizerencourage

• InductiveThinking• DeductiveThinking• Prioritizing• Sequencing• Identifying• Inquiring• CauseandEffect• Creative

MindMapsConceptMapsFishBonediagramVenndiagramRankingLadderFlowChartTimeLine

4.ImplicationforUnderstandingandbeingabletoapplyTypesandLevelsofThinking

• Everyeducationaloutcomewillpushorencourageoneormorelevelsandtypesofthinking.

• Studentswilldemonstrateanunderstandingof4typesofmotion:linear,orbital,oscillatingandrotary.

• Comprehensionandanalysis(levels)

• Classificationoftypesofmotion(inductive…typeofthinking)

4.ImplicationforUnderstandingandbeingabletoapplyTypesandLevelsofThinking

• Studentswilldemonstrateanunderstandingof4typesofmotion:linear,orbital,oscillatingandrotary.

• Comprehensionandanalysis(levels)

• Classificationoftypesofmotion(inductive…typeofthinking)

• Venndiagrams• Fishbonediagrams• ConceptAttainment• ConceptFormation• MindMaps• ConceptMaps• Brainstorming• Graffiti• Jigsaw• Johnsons’FiveBasic

Elements• TeamsGamesTournament

4.Venndiagrams

• UsedbyChristianandMuslimmathematiciansinthe11th century

• Usedtocompareandcontrast

• Pushanalysisandinductivethinking

4.Grade1– strongerstudentdoesthemiddle

4.4FishbonebyGradeOnes

4.2FishBoneasaTimeLine

4.2FishBoneinsidePlaceMat

4.MindMaps

• DesignedbyTonyBuzan• Basedonhowthebrainlearns

• Purposeistoassistwithmemory

• Pushanalysis;possiblysynthesis

• Dependoninductivethinking

Example2

4.ConceptMaps

• DesignedbyJosephNovak• Basedoninformation

processingtheory/advanceorganizers(DavidAusubel)

• Purpose:tosynthesizedataandcommunicaterelationshipsbetweenconcepts…keyforassessingthinking

• Pushanalysis, synthesis,possiblyevaluation

• Dependoninductivethinking

4.ConceptMap(grade1)

4.ConceptMap

4. Mind Maps/Concept Maps

Mind Maps Concept Maps

Start at top (usually)Hierarchical)Linking words on line to show relationshipsHave cross links

HierarchicalPush analysisPush inductive

thinkingUse words

StartinthemiddleHierarchicalUsepicturesUsecolourHavecrosslinks

4.ConceptMap

4.Grade11:thirdyearofexperience

4.RankingLadderswithcriteria

5.OnewaytoteachBloom’sworkusingAnalysisandInductivethinking

ConceptAttainment(DevelopedbyJeromeBruner)

Basicallyhowparentsteachtheirkidsvirtuallyeveryconcepttheirkidslearn

HasThreePhases

1. Sharethefocusstatementanddataset

2. Sharethinking/hypotheses

3. Applywhatyou’velearnedabouttheconcept

5. Directions for Concept Attainment

• Focus on a level of thinking; the Left Sideexamples represent one level of thinking; the Right Side examples represent another level of thinking.

• Don’t focus on the topic or the answer, that is not important.

• Note: there are three data sets and three sets of testers

LeftSide RightSideExamplesherewillrepresentonelevelofBloom’sTaxonomy

Examplesherewillrepresent oneotherlevelofBloom’sTaxonomy

5. Bloom’s Taxonomy - Data Set 1

• What is your name?• Recall the parts of a

flower• Name the provinces of

Canada.• Restate the first verse of

the poem “The Road Less Travelled”.

• Identify three types of fruit.

• Can you explain how to get to the station.

• Of those three words, which one is the hardest to spell?

• What graphic organizer would best help you to organize the information?

• What country would be your first choice to visit?Why?

• Rank the four types of energy from most to least environmentally friendly.

5. Testers

a. What type of travel would be the most effective if you wanted to balance cost, efficiency, comfort. Be prepared to explain why.

b. We’ve discussed the periodic table; write down any five of the elements and draw their atomic structure.

c. How is estivation like hibernation?

5. Bloom’s Taxonomy – Data Set 2 • Can you identify more

examples that illustrate chemical change?

• Yes, but how would youexplain photosynthesis in your own words?

• How is what happened in the story similar to what has happened in your life?

• Complete these next problems … they are similar to the others.

• Describe each of the steps in balancing this chemical equation.

• But if the wolf had eaten the lumberjack, how might the story have ended?

• So if those three factors affect the efficiency of how the windmill works, design a windmill that responds to those factors.

• See if you can find an alternative way to start a fire using ice?

• The answer is X = 3 … construct a problem that provides that answer.

5. Testers

a. Share with your partner … how do the three different types of levers work?

b. Be prepared to share how you analyzed the data … and why you grouped them the way you did.

c. Using the items in the bag, figure out a way to calculate the circumference of this tire.e. Integrate 3 or more graphic organizers to

summarize the key ideas in this unit.

5. Bloom’s Taxonomy – Data Set 3

• Given this situation, decide what type of lever you would use to move this rock and then try to move it using your idea.

• Given what you know about area, calculate the square footage in this floor plan.

• Okay now complete the experiment showing your understanding of the steps of an experiment.

• Construct a Venn Diagram to show the relationship between a business letter and a friendly letter.

• Explain in your own words how 2D shapes and 3D shapes are the same and how they are different.

• What you are doing right now … Concept Attainment on Bloom’s Taxonomy.

5. Testers

a. Brainstorm everything you know about geometry, then classify them and create a Mind Map on those ideas.

b. Take that equation, one you’ve not seen before and solve for X.

c. Okay, now write a paragraph, making sure you attend to the attributes of a paragraph.

d. Look back at all your experiences working in groups; what are all the variables that make group work complex?

6. Inferences and Predictions

This last section is designed to clarify ‘inferences’ and ‘predictions’ using Concept Attainment …an Inductive Thinking Strategy that involves Analysis and has 3 Phases

Phase1:Sharethefocusstatementandthedataset

Phase2:Sharethehypothesesandtheirthinking

Phase3:Applythelearning

6. Directions

• Focus on a type of thinking; the EVENnumbered examples represent one type of thinking; the ODDnumbers represent another type of thinking. Don’t focus on the topic or the answer, that is not important.

6. Phase 1: Present the Data Set

1. The snow is melting so kids will be jumping in puddles at recess.

2. Those people must be poor because their house is so run-down.

3. I did not finish my work so I think the teacher will make me finish it at recess.

4. My friend has an IPOD and an I Phone so her family must be rich.

6. Data Set5. It’s been raining all weekend. I bet I will

have to wear boots to school on Monday.

6. He stayed up all night studying for a test so he must be tired right now.

7. It will probably rain today because there are a lot of dark clouds.

8. He hides his glasses before every Math class so he does not have to do the math test. I think he does not like math.

6.Phase2 - SharingtheHypothesesandThinking

• Withapartner,discusshowtheODDnumbersarethesame,thenhowtheEVENnumbersarethesame.

• Whendone,dothetestersonthefollowingpage.

6. Data Set – Testers … take turns sharing

• Mom has dark circles under her eyes, she must be tired.

• Well, if I do the dishes and walk the dog I bet dad will let me use the car.

• When Mrs. Jones is away, Robert has a bad day. Robert likes it when Mrs. Jones is at school.

• I yelled at the teacher so I think I will get in trouble when I get home.

AREAS Level 1 Level2 Level 3 Level4

Bloom’sTaxonomy

Don’tknowitDon’tapplyit

Canlistit&maybeuseit

Understandit&playwithit

Ditto &enactiteffectively

InductiveThinking

Don’tknowitDon’tapplyit

Heardofit,notsureifIuseit

Understandit&playwithit

Ditto &enactiteffectively

DeductiveThinking

Don’tknowitDon’tapplyit

Heardofit,notsureifIuseit

Understandit&playwithit

Ditto &enactiteffectively

MakingPredictions

Don’tknowitDon’tapplyit

Heardofit,notsureifIuseit

Understandit& playwithit

Ditto &enactiteffectively

MakingInferences

Don’tknowitDon’tapplyit

Heardofit,notsureifIuseit

Understandit&playwithit

Ditto &enactiteffectively

CriticalThinking

Don’tknowitDon’tapplyit

Heardofit,notsureifIuseit

Understanditandenactit

Dittoandenactiteffectively

2.3RubricforAssessingYourself