1 Thinking as a Habit of Mind SESSION 1. 2 Overview A learning resource for educators with six...

1Thinking Thinking as a Habit of Mind as a Habit of Mind

SESSIOSESSIONN11

2OverviewOverview

A learning resource for educators with six A learning resource for educators with six sessions:sessions:1.1.Thinking as a Habit of MindThinking as a Habit of Mind

2.2.Meaning Maker: Interacting with TextMeaning Maker: Interacting with Text

3.3.Code User: Breaking the CodeCode User: Breaking the Code

4.4.Text User: Understanding Purpose and FormText User: Understanding Purpose and Form

5.5.Text Analyzer: Critically Thinking about Text Text Analyzer: Critically Thinking about Text

6.6.Putting It All Together: Integrating the Four RolesPutting It All Together: Integrating the Four Roles

Thinking about Thinking: Setting the Stage for Independent ReadingThinking about Thinking: Setting the Stage for Independent Reading

3Key MessagesKey Messages

• Early primary students are capable of thinking about Early primary students are capable of thinking about their own thinking.their own thinking.

• The four roles of the literate learner model supports The four roles of the literate learner model supports higher-order thinking in K–higher-order thinking in K–22 classrooms. classrooms.

• The The Guides to Effective Literacy Instruction, Grades Guides to Effective Literacy Instruction, Grades 4 4 to 6to 6 support all teachers in planning effective support all teachers in planning effective literacy instruction.literacy instruction.

• Higher-order thinking is not about a series of events Higher-order thinking is not about a series of events or lessons, but rather about developingor lessons, but rather about developing a habit of a habit of mind. mind.


4

Learning Goals for Session Learning Goals for Session 11

This session is intended to:This session is intended to:• define higher-order thinking define higher-order thinking • introduce the four roles of the introduce the four roles of the

literate learner literate learner • explore strategies and processes explore strategies and processes

that promote metacognitionthat promote metacognition• examine examine Guide to Effective Guide to Effective

Literacy Instruction – Volume OneLiteracy Instruction – Volume One


5The Four Roles of The Four Roles of the Literate Learnerthe Literate Learner

““Literacy in the twenty-first century Literacy in the twenty-first century involves not a single skill but a involves not a single skill but a complex combination of skills and complex combination of skills and resources that the literate learner resources that the literate learner draws upon to make meaning from draws upon to make meaning from texts of many types. One approach to texts of many types. One approach to understanding this complex process is understanding this complex process is offered by Peter Freebody and Allan offered by Peter Freebody and Allan Luke in their ‘Four Resources Model’ Luke in their ‘Four Resources Model’ (1990). The four resources are also (1990). The four resources are also referred to as ‘four roles’ or ‘four referred to as ‘four roles’ or ‘four families of practice’.” families of practice’.”

Guide to Effective Literacy Instruction –Guide to Effective Literacy Instruction – Volume One, Volume One, 2006, p. 282006, p. 28


6

Uses prior knowledge and experience to constructand communicate meaning when reading, writing,and speaking

Meaning MakerMeaning Maker

Recognizes and uses the features and structuresof written, visual, and spoken texts, including thealphabet, sounds in words, spelling, conventions,sentence structure, text organization, graphicsand other visuals

Code UserCode User

Understands that the purpose and audiencehelp to determine the way a text is structured,the tone, the degree of formality, and the sequenceof components, and uses this knowledge to read,write, and speak

Text UserText User

Understands that texts are not neutral,that they represent particular views andperspectives, that other views and perspectivesmay be missing, and that the design and messagesof texts can be critiqued and alternatives considered

Text AnalyzerText Analyzer

The Literate LearnerThe Literate Learner

Found on page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner.

Four Roles of the Literate Learner

Four Roles of the Literate Learner


7Evolving View: Four Roles of the Literate LearnerEvolving View: Four Roles of the Literate Learner

Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10.


8

•Examine the Examine the principles of the principles of the Language Curriculum Language Curriculum documentdocument (page 4). (page 4).

•How are these How are these principles embedded principles embedded in the four roles of in the four roles of the literate learner the literate learner model?model?

•How are these How are these language principles language principles captured in the captured in the introductory sections introductory sections of the of the Kindergarten Kindergarten and and Full Day Early Full Day Early Learning Learning documents?documents?


9Graffiti PlacematGraffiti Placemat

HIGHER-ORDER THINKING

HIGHER-ORDER THINKING

METACOGNITIONMETACOGNITION

CRITICAL THINKINGCRITICAL THINKING

CRITICAL LITERACYCRITICAL LITERACY

Individually record your thoughts regarding Individually record your thoughts regarding each term on the corresponding portion of each term on the corresponding portion of

your chart. your chart.


10Stepping Back: Think about Stepping Back: Think about ThinkingThinking

1. Read “Metacognition and Critical Literacy” pages 60–64 of A Guide to Effective

Literacy Instruction – Volume One

2. Read Critical Thinking and Critical Literacy” pages 45–46 of The Full Day Early Learning Kindergarten Program

All students are capable All students are capable of critically analyzing of critically analyzing and responding to texts.and responding to texts.


11Let’s talk about Let’s talk about metacognitive thinking!metacognitive thinking!

Hand Up, Pair UpHand Up, Pair Up1.1. Choose a quote.Choose a quote.2.2. Read it and think about its meaning.Read it and think about its meaning.3.3. Raise your hand when you are Raise your hand when you are

ready to share your thinking about ready to share your thinking about the quote.the quote.

4.4. Find a partner and share your Find a partner and share your thoughts.thoughts.

5.5. Exchange your quotes.Exchange your quotes.6.6. Move again and find a new partner.Move again and find a new partner.7.7. Return to your table and share your Return to your table and share your

thinking with the group.thinking with the group.


12

““Metacognition is not something you plan into your Metacognition is not something you plan into your schedule, but rather, something you do in your day-to-day schedule, but rather, something you do in your day-to-day teachingteaching Guylaine Guylaine Melançon, 2005Melançon, 2005

Teacher Teacher ResponsibilityResponsibility

Gradual Release of Responsibility Gradual Release of Responsibility ModelModel

Student ResponsibilityStudent Responsibility

Source: From "Productive Work Group: How to Engage Students, Build Teamwork, and Promote Understanding" (p. 7), by Nancy Frey, Douglas Fisher & Sandy Everlove, Alexandria, VA: ASCS, © 2009 by ASCD, Reprinted and adapted with permission. Learn more about ASCD at www.ascd.org .


13Making Thinking Visible Making Thinking Visible

““Effective thinkers make their Effective thinkers make their thinking visible, meaning they thinking visible, meaning they externalize their thoughts through externalize their thoughts through speaking, writing, drawing or speaking, writing, drawing or some other method.” some other method.”

– – David Perkins, 2010 David Perkins, 2010 Harvard’s Project ZeroHarvard’s Project Zero


14

Creating a Thinking Creating a Thinking EnvironmentEnvironment


View videos on the web:

Routines Working Toward Independence (Kindergarten)

Reviewing Reading Strategies (Grade 1)

15Develop a Language Develop a Language for Thinkingfor Thinking

• What do I already know about this What do I already know about this topic/author?topic/author?

• Why am I reading this text?Why am I reading this text?• How does this text work?How does this text work?• How will I read this text?How will I read this text?• What strategies can I use to read What strategies can I use to read

this text?this text?• What words are new to me?What words are new to me?• What did I learn about my What did I learn about my

reading/writing today?reading/writing today?• I’m thinking that …I’m thinking that …


16Visible ThinkingVisible Thinking


View a video on the web:

Learning Goals: Mind-mapping Reading Strategies (Grade 2)

17Teach Thinking RoutinesTeach Thinking Routines

A thinking routine: A thinking routine: • is goal oriented in that it targets specific is goal oriented in that it targets specific

types of thinking types of thinking • gets used over and over again in the gets used over and over again in the

classroom classroom • consists of only a few steps consists of only a few steps • is easy to learn and teach is easy to learn and teach • can be used across a variety of contextscan be used across a variety of contexts• can be used by the group or by the can be used by the group or by the

individual individual – – David Perkins, 2010 David Perkins, 2010 Harvard’s Project ZeroHarvard’s Project Zero

Think, Puzzle, ExploreThink, Puzzle, Explore

Connect, Extend, Connect, Extend, ChallengeChallenge

Think, Pair, ShareThink, Pair, Share

See, Think, WonderSee, Think, Wonder

I used to think… now I I used to think… now I thinkthink

What makes you say What makes you say that?that?


18Creating a Thinking Creating a Thinking EnvironmentEnvironment

Create an environment where…Create an environment where…• Students take increasing responsibility Students take increasing responsibility

for planning and regulating their for planning and regulating their learning.learning.

• Students challenge their understanding Students challenge their understanding of themselves as learners.of themselves as learners.

• Students have clear learning goals so Students have clear learning goals so they learn to think and ask questions of they learn to think and ask questions of themselves as learners.themselves as learners.

• Learning looks different for different Learning looks different for different learners.learners.


19Talking to Problem-SolveTalking to Problem-Solve


View a video on the web:

Talking to Problem-Solve (Grade 1)

20

• What opportunities do your What opportunities do your students have to demonstrate their students have to demonstrate their thinking?thinking?

• What do your students need to What do your students need to develop their thinking as a habit of develop their thinking as a habit of mind?mind?

• What will you focus on next in your What will you focus on next in your classroom?classroom?

• What will be your next step? What will be your next step?

Inquiry Habit of MindInquiry Habit of Mind


21Inquiry Habit of MindInquiry Habit of Mind

What is the impact of __________________ What is the impact of __________________ (teacher practice)(teacher practice)

on ________________________ on ________________________ (change in student learning)(change in student learning)??


22Hand-outs and Reference Hand-outs and Reference DocumentsDocuments

All resource and curriculum documents used inAll resource and curriculum documents used in Thinking about Thinking Thinking about Thinking sessions are available online sessions are available online in PDF. Please visit the following web page to in PDF. Please visit the following web page to download them:download them:

http://resources.curriculum.org/LNS/thinking/http://resources.curriculum.org/LNS/thinking/session1.htmlsession1.html


1 Thinking as a Habit of Mind SESSION 1. 2 Overview A learning resource for educators with six...

Documents

Transcript of 1 Thinking as a Habit of Mind SESSION 1. 2 Overview A learning resource for educators with six...