Chester county, pa
Transcript of Chester county, pa
Launching Self-Directed Learners
Bena Kallick August 31,2011
ESSENTIAL QUESTIONS:
What are the characteristics of effective, creative problem solvers?
How might educators create school and classroom
conditions to learn, practice, assess and report students' growth toward internalizing these habits?
How are the Habits of Mind central to a 21st century curriculum?
How might we map the habits as they evolve for students across time?
AGENDA
Introductions and Overview of Workshop--Discovering and Exploring Habits of Mind
Focus on Students--their dispositions of learning
Habits of Mind: Their place in curriculum mapping
Activating and Engaging Habits of Mind
In what ways does this remind you of the students you teach?
In what ways does it remind you of your organization?
WHAT IS IT ABOUT YOUR STUDENTS THAT MAKES YOU THINK THEY NEED TO LEARN
HOW TO THINK?
What do you see them doing? What do you hear them saying?
How are they feeling? How would you like them to be?
HOW WE WOULD LIKE THEM TO BE
HABITS OF MINDDiscussion
READ AND DEFINE IT IN YOUR OWN WORDS
GIVE EXAMPLES: WHAT DO YOU HEAR PEOPLE SAYING OR SEE THEM DOING AS THEY USE THE HABIT OF MIND?
DESCRIBE SITUATIONS WHEN IT IS IMPORTANT TO USE THE HABIT OF MIND
POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS
ON A CHART:
TITLE CREATE A SIMILE: “…. (name the
habit of mind) IS LIKE A…..…. BECAUSE…….”
CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND
COMPOSE A BRIEF STATEMENT OR SLOGAN THAT SUMMARIZES THE HABIT OF MIND
COMPARE YOUR LIST OF ATTRIBUTES:
“HOW WOULD YOU LIKE THEM TO
BE?”
WITH THE LIST OF HABITS OF MIND.FIND SIMILARITIES
SHARING THE VISION
WHY HABITS OF MIND?
TRANSDISCIPLINARYAS GOOD FOR ADULTS AS THEY ARE
FOR STUDENTS
FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS
EMPOWERS 21ST CENTURY SKILLS
THINK - PAIR - SHARE
In what ways do the habits of mind empower the 21st century skills?
How many days does it take to break a habit?
“HABIT IS A CABLE; WE WEAVE IT EACH DAY, AND AT LAST WE CANNOT BREAK IT.”
CURRICULUM MIND SHIFTS
FROM: Not only
knowing right answers.
TO:
Also knowing how to behave when answers are not immediately apparent.
THINKING SKILLS
HABITS OF MIND
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
EFFECTIVE THINKING REQUIREMENTS:
CONTENT
THINKING SKILLS
UNDERSTANDING: WHAT DO WE MEAN?
“He understands me”.“She understands French”.
“Students understand the concept”.“She understands the laws of physics”.
“We have an agreement of understanding”.
“This is my understanding of the matter.”
THINK - PAIR - SHARE
What do you mean by “understanding”?
What would you see/hear students doing if they “understand?”
Add your own thoughts
EVIDENCE OF UNDERSTANDING:
CAN STUDENTS:EXPLAIN IT ACCURATELY?GIVE THEIR INTERPRETATION?TAKE ANOTHER’S PERSPECTIVE?EMPATHIZE?ASK FURTHER QUESTIONS?APPLY IT ELSEWHERE?
THINKING SKILLS
EFFECTIVE THINKING REQUIREMENTS:
Thinking About Thinking
Making Thinking Visible
Making Thinking Skills Visible
Making Habits of Mind Visible
Types of Thinking for Understanding
Observing Closely and Describing What’s There Building Explanations and Interpretations Reasoning With Evidence Making Connections Considering Different Viewpoints and Perspectives Capturing the Heart and Forming Conclusions Wondering and Asking Questions Uncovering Complexity and Going Below the Surface of Things
Richhart, Perkins, Tishman,PalmerMaking Thinking Visible
Making Thinking Skills Visible
Brainstorming with a Frame of ReferenceAnalyzingEvaluatingComparing and ContrastingMaking connections and analogiesOrganizing and sequencing
David Hyerle: Thinking Maps and Visual Tools
For Example Scientist
Making and testing hypotheses Observing closely Building explanations
Mathematician Looking for patterns Making conjectures Forming generalizations Constructing arguments
Reader Making interpretations Making connections Making predictions
Historians Considering different perspectives Reasoning with evidence Building explanations
The Three Story IntellectThere are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men.
Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own.
Three-story men idealize, imagine, predict--their best illumination comesfrom above, through the skylight.
Oliver Wendell Holmes
The Three Story Intellect
Complete Identify Observe
InputCount List Recite
Define Match Select
Describe Name Scan
The Three Story Intellect
Compare Distinguish Analyze
ProcessContrast Explain Synthesize
Classify Infer Make analogies
Sort Sequence Reason
Complete Identify Observe
InputCount List Recite
Define Match Select
Describe Name Scan
The Three Story Intellect
Evaluate Predict Hypothesize
Output
Generate Speculate Forecast
Imagine If/then Idealize
Judge Apply a principle
Compare Distinguish Analyze
ProcessContrast Explain Synthesize
Classify Infer Make analogies
Sort Sequence Reason
Complete Identify Observe
InputCount List Recite
Define Match Select
Describe Name Scan
LABELING THINKINGSKILLS AND PROCESSES: E.g.
"Let's look at these two charts”
"Let’s COMPARE these two charts.”
"What do you think will happen when…?”
"What do you PREDICT will happen when…?”
"Lets work this problem."
"Let's ANALYZE this problem.”
LABELING THINKINGSKILLS AND PROCESSES: E.g.
"How do you know that's true?”
"What EVIDENCE do you have to support..?”
"How else could you use this…?”
”In what situations might you APPLY this…?”
“Do you think that is the best alternative?
“As you EVALUATE these alternatives….”
LABELING THINKINGSKILLS AND PROCESSES: E.g.
"What do you think would happen if…”
"What do you SPECULATE might happen if…”
"What did you think of this situation?”
"What CONCLUSIONS might you draw ...
"How might you explain…?"
”How does your HYPOTHESIS explain…?
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
LEARNING TASKS Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.
RICH TASKS REQUIRING SKILLFUL THINKING
S O LVI N G A PRO BLEM
M A KI N G A DECI S I O N
CREAT I N G S O MET HI N G N EW
CO N S T RUCT I N G MEAN I N G
"EX ECU T I VE PRO CES S ES "(M ET A CO GN I T I O N )
Process for Projects
Teaching for Tomorrow, McCain
Problem Definition
Project Overview Present the challenge; the problem to be
addressed
Specifications Necessary elements to project Do a K-W-L with students
Evaluation Criteria Rubric
TYPES OF PROBLEMS
GIVEN DATA--WHAT IS THE PROBLEM?GIVEN DATA--WHAT IS THE PATTERN
OR STORY?LIFE ROLE (YOU ARE AN ARCHITECT)THINKING BY ANALOGY--COMPARE
AND CONTRAST
Always keep in mind
Who is doing the real work? The students or the teacher?
Which habits of mind are you fostering in your design? Does the work lend itself to group and individual? What work should be done outside of the classroom
and what work should be done in the classroom? How will the students demonstrate what they have
learned? Beware too many whole class presentations. Are there any possibilities for people outside of the
classroom serving as mentors or judges?
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Design
Tasks Develop a flow chart or action plan Consider team interaction (wiki example) Podcast
Resources Needed
Learning Needed
Time Management Plan
Do
Checking in with students
Coaching
Monitoring according to rubric, definition of problem, and design specs
Process Skills to Monitor for
Time management
Project management
Research
Teamwork
Include in self-assessment along the way (formative assessment)
Debrief
Self assessment According to rubric Against the definition Against the design
Allowing a revision to improve the quality of the work
ANALYSIS OF LESSON
What math concepts were being learned in this lesson?
In which thinking skills were students engaging?
What was the nature of the task the students were performing?
Which habits of mind were students drawing upon?
NOT ANOTHERLAYER TO BEADDED TO ANALREADYOVERCROWDEDCURRICULUM….
HABITS OF MIND:
RATHER, HABITS OF MIND ARE WOVEN THROUGHOUTTHE CURRICULM AND THE SCHOOL.
LIKE A TAPESTRY---
Map a Unit
Essential Questions
What are a few questions that would engage inquiry for your students?
Content
As you consider your curriculum, what are the most significant ideas you want the students to engage with?
Skills
When you say “engage” what specific thinking skills do you want to activate for students?
HOM
What might be some habits of mind that you would like to emphasize as the students engage in the work?
Assessments
What assessments might provide evidence of the learning in terms of content, skills, and essential questions?
What assessments might show evidence of the development of habits of mind?
Paired
Verbal
Fluency
3. LISTENING WITH UNDERSTANDING AND EMPATHY
Understand others!
Devoting mental energies to understandingothers’ thoughts and feelings.
BUILDING CAPACITIES, EXTENDING VALUES and BUILDING COMMITMENT
EXAMPLE: Listening with Understanding and Empathy
•Pause
•Paraphrase
•Probe• Inquire• Clarify
LISTENING SEQUENCE:
Pausing:
Using wait-time before responding
to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.
WAIT TIME
“After having asked a question, the average teacher waits 1 second before either calling on a student, asking another question or answering the question him/herself.”
Rowe, M. B. "Wait Time and Rewards as Instructional Variables: Their Influence on Language, Logic and Fate Control. "Journal of Research, in Science Teaching 11, 2: 81‑84. (Spring 1974).
LEARNING TO WAIT
Gauging how long to wait - Watch the eyes! Count backward from 3.
Paraphrasing:
Lets others know that you are listening, that you understand or are trying to understand them and that you care.
Probing:
Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.
Think Clearly!
Striving for accuratecommunication in writtenand oral form.
9. THINKING AND COMMUNICATING WITH CLARITY AND PRECISION
THINKING AND COMMUNICATING WITH CLARITY AND PRECISION
GENERALIZATIONSDELETIONS
DISTORTIONS
DEEP STRUCTURE LANGUAGE
“SURFACE LANGUAGE”
Paying attention to self and others:
Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.
Speaker: Finish this sentence:
“AS I REFLECT ON THIS PAST SCHOOL YEAR, I AM MOST PROUD OF………”
Listener: Use the Pause, Paraphrase Probe sequence
? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?
Speaker: Finish this sentence:
“AS I ANTICIPATE THIS NEXT SCHOOL YEAR, I’M MOST EXCITED ABOUT…….”
Listener: Use the Pause, Paraphrase Probe sequence
? WHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN TO OTHERS SO INTENTLY?
PARAPHRASE WHAT
YOU’VE LEARNED ABOUT THE, IMPORTANCE,
EFFECTS AND MENTAL PROCESSES OF LISTENING
WITH UNDERSTANDING AND EMPATHY
As you reflect on the day’s events, what key ideas do you want to remember that you will take back to your community/school/classroom ?
JOURNAL REFLECTION