The document discusses developing higher-order thinking skills in students for math and writing. It suggests that traditional math problems lack realism and are not framed by students. For math, teachers should see problems from the students' perspective, let students struggle productively, and encourage talk and collaboration. For writing, it recommends focusing on audience and purpose, co-constructing criteria, spending time on prewriting, and assessing at all stages of the writing process. The goal is to help students justify choices, make judgments, and express themselves effectively.

1. Developing Higher Order Thinking and Knowledge ProducersMath

2. Look Around You

3. What does it look like when students are good at math?

5. Students in Dan’s Class lack of initiative lack of perseverance lack of retention aversion to word problems eager for formulaAnd yours?

6. What skills, strategies and attitudes do students need to solve the problem?http://todaysmeet.com/critical

7. Traditional Math Problems 3 bits of informationpaving way to one answer often using operations taught that week not realistic not framed by studentsAnd yours?

8. Ticket roll – The Problem?

9. What is the problem?What skills etc. do students need to solve the problem?http://todaysmeet.com/critical

10. Fuel Gage – The Problem?

12. Dan Meyer: math needs a makeover

13. Meyer et. al.Paul LockhartAlfie KohnJoseph GanemConrad WolframMalcolm Swan

14. The Thinking Math Teacher sees a math world helps kids make the problems lets them struggle provides a framework (some technique), doesn't pave the road

15. About the Processteach kids how to break a problem into partsdecide what you’d accept as evidence of non-computational mathassess what they can prove they know, not the answer they give

16. About the Processencourage talk and collaborationdevelop a list of resources and provide technology to help them find thingsuse images often – they help us associate and be critical and creative

17. Developing Higher Order Thinking and Knowledge ProducersWriting

18. Before viewingBrainstorming (http://bubbl.us/ or Inspiration)

19. Before: Google Jockey for Vocabulary

20. During – Viewing 2Why does the father do all the talking ? Whose voices aren’t heard?What is in the foreground (most important) and what is in the background?What are the characters wearing? Why?How do the actions of the characters reinforce gender roles?http://ietherpad.com/6iqZVp4w3Y

21. During – Viewing 2Revise to show judgementEvidenceCriteriaRelate to other understanding (synthesis)http://ietherpad.com/6iqZVp4w3Y

22. After: Google Jockey “Non-traditional + family”

23. After – Powerful Words“Traditionally if you mixed the races you were shunned, and there’s nothing wrong with an old fashioned traditional shunning. Isn’t that right honey? Like we did to your sister when she dated that Arab boy in university – you don’t know her, kids, she’s dead to us now.”

24. What loaded language does Mercer use?Connotation: an idea that is implied or suggested by the word usedDenotation: the literal meaning or "dictionary definition" of a term, devoid of emotion

25. After: Whose voice does Mercer use?Google Jockey

26. Co-construction: What we know about composing and creatinghttp://todaysmeet.com/critical

27. The Thinking Writing Teacherjustify, choose based on criteria, make judgementteach through all receptive strands to get to good expressiveBefore, During and After co-construct criteria based on the receptivebreak task into chunks

28. What does it look like when students are good at writing?

29. About the Process“Alouds” as much as possiblestart with the (authentic) audience and purposeco-construction of criteria that growsspend 1/3 time on prewriting

30. About the Processkids pick the tools and the question for writingassessment at all stagesfocus peer and self assessment on text features, purpose etc. not just mechanics and grammar