Post on 07-Jul-2020
From Snorkelers to Scuba Divers! Building and Engaging Deep Thinking Brains
Instruction Leadership in the 21st Century
Teaching Begins with the Learner
Provo, Utah March 24, 2017
John Almarode, Ph.D. john.almarode@corwinlearning.net
www.johnalmarode.com Twitter: @jtalmarode
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Learning Intention
To understand what works best in designing rigorous educational
environments that promote deep thinking in ALL learners.
Success Criteria• I can describe the characteristics
of both snorkelers and scuba divers.
• I can identify and implement instructional practices in different content areas that promote scuba diving.
• I can support my instructional decisions with research on how students learn.
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The Structure of Observed Learning Outcomes
SOLO Taxonomy
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Resources: Why Don’t Students Like School by Daniel Willingham Captivate, Activate, and Invigorate the Student in Brain in Science and Math, Grades 6 – 12 by John Almarode and Ann Miller
Meaning Making
Emotional Engagement
Cognitive Engagement
Behavioral Engagement
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Characteristic Summary Example Personal Response
Clear and Modeled Expectations
Emotional Safety
Sense of Audience
Social Interaction
Choice
Novelty
Authenticity
Resource: 17,000 Classroom Visits Can’t Be Wrong by John Antonetti and James Garver Brain Rules by John Medina
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How do I make student thinking visible?
1. Ask students to ob_________ and de__________ what they “see”.
2. Build ex_____________ and int______________. 3. Re_______ with evi__________. 4. Make con____________. 5. Consider different vi_____________ and
pe_______________. 6. Capture the big id____ and form co_____________. 7. Promote inquiry or the as________ of more
que__________. 8. Uncover the com___________ by going below the
sur__________.
Notes
Resource: Making Thinking Visible by Ron Ritchhart, Mark Church, and Karin Morrison Visible Learning for Teachers by John Hattie
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Next Steps
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