Creating a Culture of Thinking

It’s not just for teachers!

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● Understand the background of Cultures of Thinking and Visible Thinking.

● Discuss how Cultures of Thinking intertwines with what we do a school social workers.

● Identify who is doing most of the thinking when we work with students - us or them.

● Learn and experience specific thinking routines that connect to what we already do as school social workers.

Goals

Cultures of Thinking Project

● Global initiative by Dr. Ron Ritchhart in 2000● Senior Research Associate at Project Zero (Harvard

Graduate School of Education)● Goal of CoT is to develop “both the individual and the

group as effective learners and thinkers able to engage with and adapt to a changing world.”

Who are our students becoming as thinkers and learners as a result of their time with us?

● How we structure our spaces, time, & interactions communicates our beliefs and priorities.

● The culture of a classroom or office space “speaks” to students.

● Dr. Ritchhard found 8 forces which define our classrooms

Modeling, Opportunities, Routines, Expectations, Language, Interactions, Time, and Environment

Eight Cultural Forces

● How do we use these cultural forces already in our social work practice?

Modeling, Opportunities, Routines, Expectations, Language, Interactions, Time, and Environment

● By paying attention to these forces we can reshape learning environments and create a culture of thinking.

Eight Cultural Forces

Modeling Opportunities

RoutinesExpectations

LanguageInteractions

TimeEnvironment

Questions to keep in mind when you are watching the upcoming video -

● Which of the 8 Cultural Forces do you observe in the video?

● Which of the 8 Cultural Forces do you already have in place as a school social worker?

After the video we will do a Thinking Routine to share your answers to these two questions.

Modeling Opportunities

RoutinesExpectations

LanguageInteractions

TimeEnvironment

● Which of the 8 Cultural Forces did you observe in the video?

● Which of the 8 Cultural Forces do you already have in place as a school social worker?

Write down 2-3 examples from the video or your experiences and your reasoning for why it is important.

Be prepared to share!

Modeling Opportunities

RoutinesExpectations

LanguageInteractions

TimeEnvironment

Give One ~ Get One Routine

Thinking Routine used to initiate movement and to encourage participants to think divergently and generate many ideas quickly.

Question - How can we (or do we already) use the 8 Cultural Forces to encourage a culture of thinking when we are working with staff, parents, and students?

1. Take your list of generated ideas and move around the room.2. Connect with another social worker (who is not already in your

phone contact list) and each of you share one of your ideas. Include ● Which cultural force?● How you use it or how could you use it?● Why is it important?

3. Write down the new idea that you heard.4. If you have the same ideas, brainstorm a new one together.5. Move on to another social worker and repeat the process to gather

more ideas.

Give One ~ Get OneShare one new idea you heard with your table.

Generate and write down ideas of when you could use the Give One ~ Get One

thinking routine withstudents, staff or parents.

Who is doing most of the thinking when you are with students?

You or the student?

Are the students giving you answers with reasoning or evidence to back up their thinking?

Who is doing most of the talking during a lesson/session?

Is there more talking at or engaged learning going on?

Language you will hear in a

culture of thinking.

Language you will hear in a

culture of thinking.

Audra’s Mentoring Experience

I thought the day went really well!

The focus was less about me making it meaningful for them, but allowed the participants to make it meaningful for themselves.

Everyone walked away with a challenge that speaks to the heart of the matter, which they concluded was "doing what's best for students".

Thinking Routines

Thinking Routines are simple structures to

scaffold,

support,

and direct

students’ thinking.

Thinking RoutinesEasily put into our work with students, staff & parents.

Especially in the areas of -

● Preparing for an IEP● Transitioning to a new school/level change● Working with anxious students● Students with behavioral challenges● Empathy/Friendship/Bullying concerns● Staff increasing understanding of special education

students

Thinking routines can be connected to any social/emotional learning target.

● Goal is to help students think about an idea and evaluate it.

● Works well when you want to explore various thoughts on a new idea or specific topic.

● Can be done whole group with one recorder or individual either by writing or sticky notes.

Compass Point

Compass Point

Example -

Meeting the

school social

worker

Compass Point Example

- Thoughts about

going into 3rd grade

Compass Point

Example -

Understanding emotional regulation

Compass Point

Example -

Before a difficult

IEP meeting

Compass Point

Example -

Before going to Middle School

Compass Point

Example -

Before transition

IEP to Middle School

Compass PointThinking Routine

Include the four compass points

● Needs - What does your new school need to know about you?

● Excites - What excites you about your new school?

● Suggestions - What suggestions do you have for your new teachers so you can feel comfortable/be successful at your new school?

● Worries - What worries you about your new school?

What grade level transition? Elementary to Middle or Middle to High School

Identify either - LD, EI, CI, or ASD

Preparing with a student for transition IEP

One page per table - Be sure to include….

John’s LD transition IEP to Middle School

N = Needs

S = Suggestions

W = Worries E = Excites

● Way to introduce a new concept or encourage discussion about a visual topic

● Extremely easy to do and encourages thinking out loud because there are no right or wrong answers.

● See – What can I see with my eyes. Facts/Observations● Think – What do I think or believe is going on? I think….● Wonder – What questions/wonders do I have? I wonder if…..

Gallery Walk using the Thinking Routine See, Think, Wonder

As you are viewing the Compass Points

● What do you SEE? (Specific observations)● What do you THINK about that?● What does it make you WONDER?

You will be sharing your observations with your table.

Gallery Walk using the Thinking Routine See, Think, Wonder

See, Think, Wonder and classroom behavior concerns

See, Think, Wonder and girl drama/teasing/bullying behaviors

See, Think, Wonder and grades/report card

Generate and write down ideas at your

table when you could use

See, Think, Wonder

with your students, staff & parents.

Thinking Routine See, Think, Wonder

Headline or Hashtag

● This routine captures the core of what is being studied or discussed● It can be used to sum up a discussion or learning unit or to come to some tentative conclusions● Students can share their headline and then a short justification

● This routine captures the core of what is being studied or discussed

● It can be used to sum up a discussion or learning unit or to come to some tentative conclusions

● Students or staff can share their headline and then a short justification

Headline or Hashtag

● This routine captures the core of what is being studied or discussed● It can be used to sum up a discussion or learning unit or to come to some tentative conclusions● Students can share their headline and then a short justification

Example with Cultures of Thinking Keynote as the topic

Headline – CoT at MASSW. Morning thinking time!Hashtag - #ThinkdeepatMASSW

Make your own Headline or Hashtag related to Thinking Routines.Be prepared to share.!

Creating a Culture of Thinking

It’s not just for teachers!

Check out code -