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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