Thinking lausanne


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  • 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
  • Thinking lausanne

    2. 2. Elizabeth HelfantMICDSSt Louis MO<br />E<br />Ehelfant/<br />
    3. 3. Background<br />Brain Conference <br />Reading of Brain Rules<br />Brain Research and Learning Area in Library<br />Learning Groups -The CABAL<br />PD Report Back<br />A Reading List<br />
    4. 4. Emerging Brain Research<br /><br />
    5. 5.
    6. 6. Brain Research<br /><ul><li>Importance of metacognition/reflection
    7. 7. Cultural changes impact how brain gets wired via activities/uses culture demands/encourages (Rosen)
    8. 8. We know very little(Judy Willis- Tokuhama-Espinosa)
    9. 9. Stress can be good and bad (ZPD/Flow)
    10. 10. Brain is a Garden- Control what you introduce into it (Willis)
    11. 11. Every brain is unique and has talents
    12. 12. Brains are plastic
    13. 13. Exercise for your brain and your body is good (Ratey)</li></ul><br />
    14. 14. Intelligence is not fixed (Dweck)<br />Effort /Motivation is as important as ability<br />Deep learning is an active process<br />Importance of “chunking”<br />Teaching Focus<br />Learning is Social <br />Photo Credit: Stockphoto/VasiliyYakobchuk)<br />
    15. 15. Brown’s Model (Executive Function)<br />
    16. 16. For Learning<br />Need to develop metacognitive ability in kids<br />Exercise is good<br />Distinquish and address Types of Thinking<br />Stress – manage it<br />Focus – allow for it<br />Differentiate<br />Provide Feedback<br />Change the way we Assess<br />
    17. 17. Tech Tools for Differentiation and Feedback, Changing Assessment<br />Conditional Activities<br />LAMS<br />Moodle 2<br />Canvas<br />Portfolio Assessment (focus on progress and process)<br />Chalk and Wire<br />
    18. 18. Perkin’s Thinking Classroom<br />Dimensions of Culture of Thinking <br />Language<br />Thinking dispositions<br />Mental management<br />Strategic spirit<br />Higher order thinking<br /> Transfer (sense and meaning-Sousa)<br />
    19. 19. Consider Dispositions and Habits<br />Perkins Learning Dispositions for Good Thinking<br />The Disposition to be curious and questioning<br />The Disposition to think broadly and adventurously<br />The Disposition to reason clearly and carefully<br />The Disposition to organize one’s thinking<br />The Disposition to give time to thinking<br />From The Thinking Classroom-Learning and Teaching in a Culture of Thinking, Perkins, Tishman, Jay<br />
    20. 20. Thinking Language<br />Terms to share with kids about thinking and thinking processes<br />Typically more specific than what is often used in classrooms<br />IDK<br />
    21. 21. Teacher’s job is to make explicit that which we had hoped would be implicit to our students.<br />
    22. 22. Bloom’s Taxonomy<br />HOTS<br />Complexity<br />Difficulty<br />LOTS<br />
    23. 23. Rigor/Relevance Framework<br />GAP<br />Frederick Douglas<br />Global Climate Change<br />History Museum<br />
    24. 24. Tony Wagner<br />Rigor Redefined<br />Seven Survival Skills<br />
    25. 25. Habits of Mind<br />3P Grading<br />Grading for Product<br />Grading for Process (Habits of Mind)<br />Grading for Progress (Skills Development)<br />How do you assess these?<br />
    26. 26. Portfolio Assessment<br />
    27. 27. Thinking Organization <br />DEREK CABRERA<br />iDSRP<br />Distinctions, systems, relationships, and perspectives<br />
    28. 28. Types of Thinking<br />Creative<br />Critical<br />Design<br />Systems<br />Strategic/Logical (Problem Solving)<br />Empathetic<br />Disciplinary<br />Reflective<br />Ethical<br />
    29. 29.
    30. 30. Thinking Routines (Teacher Directed)<br />
    31. 31. Blog or Portfolio Prompts<br />Google Forms<br />DyKnow<br />Formative Assessment Prompts <br />
    32. 32. RAFTS Blog Prompts<br />Use your “red hat” to answer this raft?<br />Which hat did you use?<br />
    33. 33. Scamper Prompts<br />
    34. 34. Totally 10<br />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<br />gives students choice and lets them think they are making up their own test. (Heacox, 2002).<br />Shift to selecting three hats to complete a unit-<br />
    35. 35. Choice Boards<br />
    36. 36. Reflective Thinking<br />What kind of thinking did I use?<br />
    37. 37. Learning Journals<br />Portfolios<br />Blogs<br />Google Docs (shared)<br />OneNote Shared notebooks<br />
    38. 38. Thinkertoys<br />Electronic Thinkertoys<br />
    39. 39. Lumosity<br />
    40. 40. Stella<br />
    41. 41. Fathom<br />
    42. 42. vPython<br />
    43. 43. Jibe<br />
    44. 44. Thinking Worlds <br />“Thinking Worlds is a tool that puts people with creative ideas, not just programmers, fully in control of high-impact immersive design.”<br />
    45. 45. Going Forward<br />Introduce portfolio as assessment tool<br />Shift conversation to improving and growth over grades (3P –process, progress, product)<br />Use portfolio for reflection about learning (provide a model)<br />Put concept of Habits of Mind in front of kids<br />Put growth mindset in front of kids<br />Thinking Strategies<br />Thinkertoys – Advisory Activities<br />Brain Owner’s Manual<br />
    46. 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:<br />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.<br />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.)<br />3. Assessment centeredness. Frequent opportunities to monitor students' progress toward the learning goals are provided. Results are fed back to both instructors and learners. <br />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. <br />