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Thinking lausanne

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  • http://www.flickr.com/photos/maiac/3475672701/sizes/z/in/photostream/
  • http://www.youtube.com/watch?v=NoOIRUeZKpw
  • Translates to importance of reflection and feedback
  • Components of Executive Function Based upon material from Barkley and Brown, I have outlined five general components of executive function that impact school performance: Working memory and recall (holding facts in mind while manipulating information; accessing facts stored in long-term memory.) Activation, arousal, and effort (getting started; paying attention; finishing work) Controlling emotions (ability to tolerate frustration; thinking before acting or speaking)Internalizing language (using "self-talk" to control one's behavior and direct future actions)Taking an issue apart, analyzing the pieces, reconstituting and organizing it into new ideas (complex problem solving).
  • Mental management – get ready (visualize task, quiet time)Set goalsKeep track of thinking – self monitoringafter thinking reflectStrategic spiritState-Searcg_Evaluate_ElaborateTransfer- take knowledge and apply it- - this for me is the relevance and hook think- sense and meaning-
  • Distinctions, systems, relationships, and perspectives
  • http://docs.google.com/viewer?a=v&q=cache:kSk8a_QGabgJ:www.sjboces.org/doc/Gifted/Differentiation%2520Tip_Scamper.doc+differentiation+scamper&hl=en&gl=us&pid=bl&srcid=ADGEESiFA_0c558sTruQEwnl2-eoX1YBmu6nXcZmYZ4BFBfIDsEKc4arK1DaBRnTq95qHqfiU_04TKQuGeL8hVm4JFawgp_0uq3N4q6vgj619-tjAmBln2MscG-5jWuVTSgDIYGiSLlj&sig=AHIEtbSMfRyxvmn3oFQ_k-wJUqakIFVLlw
  • Transcript

    • 1. THINKING ‘BOUT THINKING
    • 2. Elizabeth HelfantMICDSSt Louis MO
      E
      Ehelfant/ehelfant@micds.org
    • 3. Background
      Brain Conference
      Reading of Brain Rules
      Brain Research and Learning Area in Library
      Learning Groups -The CABAL
      PD Report Back
      A Reading List
    • 4. Emerging Brain Research
      http://www.flickr.com/photos/jj_judes/346850124/sizes/z/in/photostream/
    • 5.
    • 6. Brain Research
      • Importance of metacognition/reflection
      • 7. Cultural changes impact how brain gets wired via activities/uses culture demands/encourages (Rosen)
      • 8. We know very little(Judy Willis- Tokuhama-Espinosa)
      • 9. Stress can be good and bad (ZPD/Flow)
      • 10. Brain is a Garden- Control what you introduce into it (Willis)
      • 11. Every brain is unique and has talents
      • 12. Brains are plastic
      • 13. Exercise for your brain and your body is good (Ratey)
      http://www.flickr.com/photos/aussiegall/3203524576/sizes/m/in/photostream/
    • 14. Intelligence is not fixed (Dweck)
      Effort /Motivation is as important as ability
      Deep learning is an active process
      Importance of “chunking”
      Teaching Focus
      Learning is Social
      Photo Credit: Stockphoto/VasiliyYakobchuk)
    • 15. Brown’s Model (Executive Function)
    • 16. For Learning
      Need to develop metacognitive ability in kids
      Exercise is good
      Distinquish and address Types of Thinking
      Stress – manage it
      Focus – allow for it
      Differentiate
      Provide Feedback
      Change the way we Assess
    • 17. Tech Tools for Differentiation and Feedback, Changing Assessment
      Conditional Activities
      LAMS
      Moodle 2
      Canvas
      Portfolio Assessment (focus on progress and process)
      Chalk and Wire
    • 18. Perkin’s Thinking Classroom
      Dimensions of Culture of Thinking
      Language
      Thinking dispositions
      Mental management
      Strategic spirit
      Higher order thinking
      Transfer (sense and meaning-Sousa)
    • 19. Consider Dispositions and Habits
      Perkins Learning Dispositions for Good Thinking
      The Disposition to be curious and questioning
      The Disposition to think broadly and adventurously
      The Disposition to reason clearly and carefully
      The Disposition to organize one’s thinking
      The Disposition to give time to thinking
      From The Thinking Classroom-Learning and Teaching in a Culture of Thinking, Perkins, Tishman, Jay
    • 20. Thinking Language
      Terms to share with kids about thinking and thinking processes
      Typically more specific than what is often used in classrooms
      IDK
    • 21. Teacher’s job is to make explicit that which we had hoped would be implicit to our students.
    • 22. Bloom’s Taxonomy
      HOTS
      Complexity
      Difficulty
      LOTS
    • 23. Rigor/Relevance Framework
      GAP
      Frederick Douglas
      Global Climate Change
      History Museum
    • 24. Tony Wagner
      Rigor Redefined
      Seven Survival Skills
    • 25. Habits of Mind
      3P Grading
      Grading for Product
      Grading for Process (Habits of Mind)
      Grading for Progress (Skills Development)
      How do you assess these?
    • 26. Portfolio Assessment
    • 27. Thinking Organization
      DEREK CABRERA
      iDSRP
      Distinctions, systems, relationships, and perspectives
    • 28. Types of Thinking
      Creative
      Critical
      Design
      Systems
      Strategic/Logical (Problem Solving)
      Empathetic
      Disciplinary
      Reflective
      Ethical
    • 29.
    • 30. Thinking Routines (Teacher Directed)
    • 31. Blog or Portfolio Prompts
      Google Forms
      DyKnow
      Formative Assessment Prompts
    • 32. RAFTS Blog Prompts
      Use your “red hat” to answer this raft?
      Which hat did you use?
    • 33. Scamper Prompts
    • 34. Totally 10
      Totally 10 is a student choice format for differentiating projects or assessments. Each task a student chooses is given a score of 2,4,6, or 10, where the higher scores reflect greater challenge and complexity. Students must select either one project with a score of 10, or several that add up to a score of 10. Students will choose rigor to do fewer projects. Totally 10 may also be used to design an assessment. Students choose which questions they will answer as long as the total point score equals 10. This
      gives students choice and lets them think they are making up their own test. (Heacox, 2002).
      Shift to selecting three hats to complete a unit-
    • 35. Choice Boards
    • 36. Reflective Thinking
      What kind of thinking did I use?
    • 37. Learning Journals
      Portfolios
      Blogs
      Google Docs (shared)
      OneNote Shared notebooks
    • 38. Thinkertoys
      Electronic Thinkertoys
    • 39. Lumosity
    • 40. Stella
    • 41. Fathom
    • 42. vPython
    • 43. Jibe
    • 44. Thinking Worlds
      “Thinking Worlds is a tool that puts people with creative ideas, not just programmers, fully in control of high-impact immersive design.”
    • 45. Going Forward
      Introduce portfolio as assessment tool
      Shift conversation to improving and growth over grades (3P –process, progress, product)
      Use portfolio for reflection about learning (provide a model)
      Put concept of Habits of Mind in front of kids
      Put growth mindset in front of kids
      Thinking Strategies
      Thinkertoys – Advisory Activities
      Brain Owner’s Manual
    • 46. The "How People Learn" FrameworkThe "How People Learn" (HPL) framework takes the form of four overlapping lenses (see Figure 1) that can be used to analyze and enhance any learning situation (Bransford et al., 1999). Harris, Bransford, and Brophy (2002) describe the following dimensions of HPL learning environments:
      1. Learner centeredness. Instruction is tailored, based on a consideration of learners' prior knowledge as well as their prior experiences, misconceptions, and preconceptions about an instructional topic.
      2. Knowledge centeredness. Issues related to what learners need to know are emphasized, along with how knowledge is structured and applied in various contexts. (This lens has implications for how instruction should be sequenced to support comprehension and use of this knowledge in new situations.)
      3. Assessment centeredness. Frequent opportunities to monitor students' progress toward the learning goals are provided. Results are fed back to both instructors and learners.
      4. Community centeredness. This HPL lens recognizes that students are members of multiple communities, including their classrooms, their departments, and their future professions. Opportunities encourage students and instructors to share and learn from each other.