IKNS Kingdom of Bahrain 2 Days Jan 9 10 2016
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Differentiation in the 21st Century Classroom - 2 engaging days with the staff from Ibn Khuldoon National School in the Kingdom of Bahrain
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IKNS Kingdom of Bahrain 2 Days Jan 9 10 2016
- 1. Differentiation in the 21st Century Classroom Brian M. Pete Robin J. Fogarty, PhD. Robin Fogarty & Associates
- 3. How to Teach Thinking Skills Within the Common Core
- 7. Who’s Here?
- 8. Meet & Greet
- 9. “Say good morning and share 2 things you know about differentiation. . .”
- 10. Meet & Greet
- 11. Rank in order of importance, the things you know about Differentiation
- 16. Apply Evaluate Generalize Imagine Judge Predict Speculate If . . . Then Hypothesize Apply a Principle Forecast Idealize Innovate Invent
- 23. Evaluation: Interpret, Justify, Decide, Criticize, Judge, Solve, Rate, Assess, Appraise Synthesis: Hypothesize, Predict, Create, Invent, Produce, Extend, Design, Develop, Analysis: Study, Combine, Inspect, Categorize, Examine, Apart, Generalize Comprehension: Summarize, Relate, Simple Comparisons, Reword, Discuss, Experiment, Knowledge: Tell, Uncover, Show, List, Repeat, Name, Recall, Define Level One (Recall) Arrange, Draw, List, Report, Label, Memorize, Recite, Quote, State Level Two (Skill/Concept) Infer, Graph, Organize, Modify, Predict, Estimate, Make Observations Level Three (Strategic Thinking) Construct, Draw Conclusions, Develop Logical Argument, Investigate, Compare, Formulate, Cite Evidence, Level Four (Extended Thinking) Connect, Design, Synthesize, Apply Concepts, Create, Analyze Prove, Critique, Gather: Complete, Define, Describe, Scan, List, Match, Select, Identify, Count Process: Compare, Classify, Explain, Sequence, Synthesize Analogies, Reason, Infer Apply: Evaluate, Judge, Predict, Speculate, Hypothesize, Forecast, Idealize, Generalize Aha! Collaboration, Enterprise, Communication, Innovation Techno-Savvy, Synergy, BLOOM’S DOK Three Story
- 24. How Do We Engage Students?
- 25. How Do We Engage Students? We cause them to think!
- 28. Cafeteria Manners 1 - Indoor Voices 2 - Stay Seated 3 - Raise your Hand for Help 4 - Hands to Yourself
- 30. Gulf Cooperative Council Saudi Arabia Bahrain Qatar Kuwait Oman United Arab Emirates
- 36. Knowledge comes on the coattails of thinking.
- 37. Turn & Talk How do we cause kids to think?
- 40. Take-Away Window
- 42. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities IKNS Framework for Teaching Charlotte Danielson
- 43. Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content / Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally IKNS Framework for Teaching
- 44. Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content / Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally IKNS Framework for Teaching Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content / Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments
- 45. Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content / Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally IKNS Framework for Teaching Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space
- 46. Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content / Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness IKNS Framework for Teaching
- 47. Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content / Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally IKNS Framework for Teaching
- 48. Take-Away Window 1: Planning and Preparation 2: Classroom Environment 3: Instruction 4: Professional Responsibilities
- 49. IKNS Framework for Teaching Domain 3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness
- 51. Demonstrating Flexibility and Responsiveness Domain 3: Instruction Communicating With StudentsUsing Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Which is the most relevant for the 21st Century Classroom?
- 52. Take-Away Window 1: Planning and Preparation 2: Classroom Environment 3: Instruction 4: Professional Responsibilities Meet & Greet (2 Things you know about dif.) 3 Story Intellect Expectations for Transfer
- 55. High Tech High Touch High Thought 21st Century Classroom
- 59. Pour & Store
- 63. I taught Fluff how to count to three. I don’t hear him counting. Just because I taught it, doesn’t mean he caught it!
- 64. The Three Musketeers Move to Learn/ Learn to Move
- 69. From Staff Room to Classroom A Guide for Planning and Coaching Professional Learning Robin J. Fogarty, PhD Brian M. Pete
- 71. Animal • Animals are multicellular, eukary otic organisms of the kingdom Animalia. • All animals are motile, meaning they can move spontaneously and independently, at some point in their lives. • Their body plan eventually becomes fixed as they develop.
- 72. Mineral • A mineral is a naturally occurring substance, a chemical formula, that is usually solid & has a crystal structure. • It is different from a rock, which can be an aggregate of minerals or non-minerals and does not have a specific chemical composition.
- 73. Vegetable • In everyday usage, a vegetable is any part of a plant that is consumed by humans as food. • The term "vegetable" is somewhat arbitrary, and largely defined through culinary. • The original meaning of the word vegetable, still used in biology, was to describe all types of plants.
- 78. Transfer . . . From Staff Room to Classroom
- 79. Share with your partners how you might use: • Cartoons/Images • Three Musketeers • Tell & ReTell
- 80. Smart Phones iPads, Laptops Tablets, Computers
- 84. Selfies
- 85. selfie noun, informal (also selfy; plural selfies) a photograph that one has taken of oneself, typically one taken with a smartphone or webcam and uploaded to a social media website Oxford Dictionaries Word of the Year 2013 SELFIE
- 86. 1. Get in the spotlight 2. Frame the subject 3. Avoid ‘photobombers’ 4. Keep the background interesting 5. Apply some effects 5 Steps to Take a Good Selfie:
- 87. Take a Selfie
- 88. Team S. A. M B.B. Take a Selfie
- 89. CCC the Chicago Canadian Connection Stumped Teacher’s Pet Team S. A. M Team WiChiMo Three Amigos B.B.
- 90. Send Selfie to your partners or to Robin Fogarty & Associates brian@robinfogarty.com
- 91. BREAK
- 92. Break
- 93. Differentiation Theory to Practice Differentiating a Lesson
- 95. Differentiating Instruction • Change the content • Change the process • Change the product • Provide challenge & choice
- 96. Make a Little Book Different Strokes Different Folks Name Date
- 98. Change the Process Direct Instruction Cooperative Learning Inquiry Learning
- 99. Change the Product Entry Points Expressive Modes Accountability
- 100. Back Cover Little Book Classroom Whole Group Small Group Individual
- 101. Change the Content
- 102. Change the Content Complexity Resources Environment Do /View/ Construe Meaning Texts / Media/People Move Them Change with Challenge and Choice
- 103. Change the Content • Complexity • Resources • Environment
- 104. Concrete Hands-on; DOING Representational Images, VIEWING Abstract Language; CONSTRUING MEANING Complexity
- 105. Change the Content
- 106. Change the Process
- 107. Change the Process Direct Instruction Cooperative Learning Inquiry Learning
- 108. Change the Process Direct Instruction Cooperative Learning Inquiry Learning/PBL Each One Teach One Hook Them Change with Challenge and Choice Problem / Stakeholder / Exploration
- 109. Inquiry Learning/PBL Problem: Open-ended, complex. Stakeholder: POV, “You are, you will . . .” Exploration: Investigation; with resolution.
- 110. Change the Product
- 111. Change the Product Entry Points Expressive Modes Accountability
- 112. Change the Product Entry Points Expressive Modes Accountability How They Learn How They Express It How We Grade It Change with Challenge and Choice
- 113. Accountability Traditional: Tests, quizzes, grades, rankings Portfolio: Collect, Select, Reflect Performance: Scoring Rubric
- 114. Back of Little Book Classroom Whole Group Small Group Individual Multimodal Interventions Tutorial
- 115. Change the Content
- 116. Change the Process
- 117. Change the Product
- 118. ABC Graffiti
- 123. Different Groups Different Tasks Same Challenge
- 124. LUNCH
- 125. PM
- 126. A Lesson Example Teaching and Learning
- 127. Occipital Lobes…Center of Vision Parietal Lobes…Integration of the Senses Frontal Lobes…Center of Thinking Temporal Lobes…Center of Hearing The Four Lobes of the Brain
- 132. Teach Less! Learn More! The person doing the talking is the person doing the learning… (Learner-centered classroom)
- 133. Your assignment . . . Think of a colleague who you could teach the 4 Lobes of the brain ... Turn to your partner and tell them the name of that colleague and why this colleague. Tell them when you will be able to teach, date?
- 134. At the end of any Teaching/Learning Opportunity Before moving on to the next lesson . . . Each student shares 1 thing they have learned One “take-away” from this lesson. ive o &
- 136. Use the Little Book to Differentiate the Lesson How to Differentiate Instruction Name Date
- 138. Hook: Big Idea: Input: Interaction: Product: Assessment: Reflection: Grade: Subject: Topic: Essential Question:
- 139. Hook: Big Idea: Input: Interaction: Product: Assessment: Reflection: Grade: Subject: Topic: Essential Question: Motivational Start What the Teacher Does What the Kids Do Evidence of Learning The Judgment Student Thoughts on Process
- 141. Different Strokes Different Folks Name Date Use the Little Book to Differentiate the Lesson
- 142. Grade Subject B Idea Essential ? Hook: Input: Interaction: Assessment: Reflection: AL Differentiation Reach & Teach All?Dif Brains Define - Differenttiation How to make the book – Fill in book Students filled in book as part of Direct Instruction Partners compared books – Checked for completion How do you differentiate now? Product: Completed book
- 143. Hook: Big Idea: Input: Interaction: Product: Assessment: Reflection: Grade: Subject: Topic: Essential Question:
- 144. At- a- Glance: Differentiated Lesson Guide Grade: Level Subject: Disciplines T opic: Unit or Lesson St andard Prime and Secondary Standards Objective: Big Idea: ESSEN T IAL QU EST ION : H ook: Motivates Input: T eachers Does Interaction: Kids Do Product: Evidence Assessment: Judgment Reflection: Life- long learning
- 145. Grade Subject Topic Objective Hook: Input: Interaction: Assessment: Reflection: AL Differentiation Know 3 ways to DifTheory Louder Slower Joke How to make the book – Fill in book Students filled in book as part of Direct Instruction Partners compared books – Checked for completion How do you differentiate now? Product: Completed book Content Tell a Story about learning styles Watch a video of Tomlinson
- 146. Grade Subject Topic Objective Hook: Input: Interaction: Assessment: Reflection: AL Differentiation Know 3 ways to DifTheory Louder Slower Joke How to make the book – Fill in book Students filled in book as part of Direct Instruction Partners compared books – Checked for completion How do you differentiate now? Product: Completed book Content Watch a video of Tomlinson
- 147. Lesson Artifact Grade 6 Math
- 149. Grade Subject Topic Objective Hook: Input: Interaction: Assessment: Reflection: AL Differentiation Know 3 ways to DifTheory The Prize – Role Play How to make the book – Fill in book Students filled in book as part of Direct Instruction Partners compared books – Checked for completion How do you differentiate now? Product: Completed book Process Watch a video of Tomlinson Students work in Pairs to complete Dialogue as partners Process
- 150. Lesson Artifact Grade 3 Math
- 151. Grade Subject Topic Objective Hook: Input: Interaction: Assessment: Reflection: AL Differentiation Know 3 ways to DifTheory The Prize – Role Play How to make the book – Fill in book Students filled in book as part of Direct Instruction Partners compared books – Checked for completion How do you differentiate now? Product: Completed book Product Watch a video of Tomlinson Students work in Pairs to complete Dialogue as partners A True False Test on Differentiation Grade True False Test
- 153. Your Turn… Now, working on the same lesson, using a different color…(purple) differentiate the lesson…by changing the PRODUCT... PRODUCT ASSESSMENT
- 154. Sample Lesson Product:Each partner uses all words in a story in a Little Book (foldable) to turn in or create a graphic organizer of the words or develop a word puzzle… Assessment: Share by reading the picture books to a primary classroom (create vocabulary cards for the younger students to help them learn the words).
- 155. Lesson Artifact K Guidance
- 156. Return-THE-Lesson
- 157. Grade Subject B Idea Essential ? Hook: Input: Interaction: Assessment: Reflection: AL Differentiation Who’s Talking?Talking is Learning Joke – 86% of students . . . Find Partner / Teach Memory Pegs /Show Brain Scans Students in Pairs, Do Memory Pegs Teacher observes / Reviews How do you get your students to move content to their Fontal Lobe? Product: Students Share Pegs Content Process Process Product Show Video of Brain Work Alone / Fill in Brain Diagram Role Play – getting directions Completed Diagram Completed Diagrams Turned in Graded Journal entry – Talk/Learn
- 162. Differentiation in the 21st Century Classroom Brian M. Pete Robin J. Fogarty, PhD. Robin Fogarty & Associates
- 163. Differentiation – 5 – Differentiating Assessments: How Do We Know What They Know? Differentiated assessment models are comprised of three powerful sets of tools that provide a spectrum of information on student learning: traditional assessments (tests, quizzes, works samples), student learning portfolios (writing folders, learning preferences, and biography of a work) and performance assessments (projects, presentations, actual performances. Use all means of feedback from students. Critical Thinking - 3C. Mysteries of Mathematics: Solve, Show, Spell it Out in Words! Try this and see what happens. To increase mathematical reasoning, give students the right answers to tough math problems. In pairs, have them find two different solutions to one, get that right answer and justify the best way. This trumps “right-answer math” and allows students to think divergently. Explore others ways to immerse students in the mysteries of mathematics and calculation, computation win big. Saturday February 20 Saturday February 27 Robin & Brian are Coming Back
- 165. How to Teach Thinking Skills Within the Common Core
- 168. Rank Day 1 on a Scale of 1 -10 . . . . . .Explain Meet & Greet
- 169. Take-Away Window 1: Planning and Preparation 2: Classroom Environment 3: Instruction 4: Professional Responsibilities Meet & Greet (2 Things you know about dif.) Selfie / Team Name Whole Group, SM Group, Indiv. 3 Story Intellect ABC Graffiti – Graphic Org. Little Book Pass the Lesson CL Roles – Spy, Recorder . . . 3 Musketeers Summarize in 3 Words/Rhyme Expectations for Transfer What’re doing next week/ Collegial Collaborations Lesson Template Theory of Differentiation
- 173. The Prize
- 174. How the Brain Works
- 175. How does the following quote relate to what you learned about differentiation?
- 176. Everybody is a genius. But if you judge a fish by its ability to climb a ladder, it will live its whole life believing it’s stupid. Albert Einstein
- 177. Differentiation . . . Doesn’t mean teaching it louder and slower . . . it means
- 181. Movement
- 182. What we remember about High School?
- 183. Key Takeaway #1 Students sit all day, and sitting is exhausting. Key Takeaway #2 High School students are sitting passively and listening during approximately 90% of their classes.Key takeaway #3 You feel a little bit like a nuisance all day long.
- 184. AB Partner
- 185. Partner A Talk about your own experience as a high school student.
- 187. Partner B Compare your experience to you partners.
- 189. Michelle Tissiere – Educators for Social Responsibility 30/90/10 Every 30 Minutes Take 90 Seconds Move10 feet at least
- 190. AB Pyramid Game
- 191. AB Pyramid Game
- 197. Journal Entry
- 198. Take-Away Window 1: Planning and Preparation 2: Classroom Environment 3: Instruction 4: Professional Responsibilities
- 199. Break
- 200. Humor
- 201. Laughing and Learning Retention up 50% Even an attempt at humor is effective Grace Dearborn - Conscious Teaching
- 203. Thinking Skill
- 204. How to Teach Thinking Skills Within the Common Core 7 Key Student Proficiencies of the New National Standards
- 205. Talk Through Walk Through Drive Through
- 206. Big Picture
- 207. Common Core State Standards 48 States 2 Territories & DC 13 Grades (K-12) 1,432 Standards 44,873 Words 7 Seven Skill Sets
- 211. 7 Key Proficiencies
- 212. 7 Proficiencies Critical Thinking Creative Thinking Complex Thinking Comprehensive Thinking Collaborative Thinking Communicative Thinking Cognitive Transfer
- 213. Critical Thinking – Analysis Evaluation Problem Solving Analyze (73) Evaluate (22) Problem Solve (18) Determine Point of View (15) Compare/Contrast (12) Follow (11) Sequence (9) Solve (8) Draw (7) Sort (5) Creative Thinking – Generate Associate Hypothesize Associate, Hypothesize, Generate, Demonstrate (35) Create (26) Produce (17) Develop (41) Form (12) Complex Thinking – Clarify Interpret Determine Challenge (2) Clarify (32) Find Central Idea (19) Determine (50) Research (33) Interpret (6) Find Theme (8) Comprehensive Thinking – Understand Infer Compare/Contrast Verify (7) Determine Relevance (2) Infer Point of View (37) Understand (27) Read/Comprehend (20) Infer (10) Recount (9) Identify (8) Decode (6) Describe (2) Retell (5) Paraphrase (2) Collaborative Thinking – Explain Develop Decide Listen to Divergent Views, Apply Conflict Resolution Skills, Discuss w/Civil Discourse, Collaborate (8) Pose Questions (3) Communicative Thinking – Reason Connect Represent Use Logic, Find Relevant Evidence, Use Technology Media (8), Write (31) Organize (17) Explain (11) Develop Projects (8) See Relationships (30) Present (12) Cognitive Transfer – Synthesize Generalize Apply Generalize, Synthesize, Apply (14), Demonstrate (28) Reflect (3) Reflection (20) Summarize (7) Paraphrase (2) Syllabus of Seven (with rate of frequency in CCSS)
- 214. Critical Thinking – Analysis Evaluate Problem Solving Analyze (73) Evaluate (22) Problem Solve (18) Determine Point of View (15) Compare/Contrast (12) Follow (11) Sequence (9) Solve (8) Draw (7) Sort (5) Creative Thinking – Generate Associate Hypothesize Associate, Hypothesize, Generate, Demonstrate (35) Create (26) Produce (17) Develop (41) Form (12) Complex Thinking – Clarify Interpret Determine Challenge (2) Clarify (32) Find Central Idea (19) Determine (50) Research (33) Interpret (6) Find Theme (8) Comprehensive Thinking – Understand Infer Compare/Contrast Verify (7) Determine Relevance (2) Infer Point of View (37) Understand (27) Read/Comprehend (20) Infer (10) Recount (9) Identify (8) Decode (6) Describe (2) Retell (5) Paraphrase (2) Collaborative Thinking – Explain Develop Decide Listen to Divergent Views, Apply Conflict Resolution Skills, Discuss w/Civil Discourse, Collaborate (8) Pose Questions (3) Communicative Thinking – Reason Connect Represent Use Logic, Find Relevant Evidence, Use Technology Media (8), Write (31) Organize (17) Explain (11) Develop Projects (8) See Relationships (30) Present (12) Cognitive Transfer – Synthesize Generalize Apply Generalize, Synthesize, Apply (14), Demonstrate (28) Reflect (3) Reflection (20) Summarize (7) Paraphrase (2) Syllabus of Seven (with rate of frequency in CCSS)
- 215. Critical Thinking – Analysis Evaluate Problem Solving Creative Thinking – Generate Associate Hypothesize Complex Thinking – Clarify Interpret Determine Comprehensive Thinking – Understand Infer Compare/ Collaborative Thinking – Explain Develop Decide Communicative Thinking – Reason Connect Represent Cognitive Transfer – Synthesize Generalize Apply Syllabus of Seven
- 216. Targeted Thinking Skills __ Analyze __ Evaluate __ Problem Solve __ Generate __ Associate __ Hypothesize __ Clarify __ Interpret __ Determine __ Understand __ Infer __ Compare __ Explain __ Develop __ Decide __ Reason __ Connect __ Represent __ Synthesize __ Generalize __ Apply Mapping the Thinking Skills Based on the formative/summative data for your grade level, department or core team. Rate the top four thinking skills that you think your students can benefit from the most. What thinking skill would you start with first, etc.? 1st Quarter ___________ 2nd Quarter ___________ 3rd Quarter ___________ 4th Quarter ___________
- 217. Common Core High Frequency Words 21 Selected
- 218. Relevant Content with Rigorous Thinking Common Core Marries
- 219. Three- Phase Model
- 220. How to Teach Thinking Skills Within the Common Core 7 Key Student Proficiencies of the New National Standards
- 222. TALK THROUGH WALK THROUGH DRIVE THROUGH
- 223. Chapter 1: Analyze No way of thinking or doing, however ancient, can be trusted without proof. Henry David Thoreau
- 224. To analyze is to separate any material or abstract entity into its constituent elements. Related terms include: Diagnose, Examine, Classify, Differentiate, Distinguish.
- 225. PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis.
- 226. Analyze In the ELA Common Core State Standards the word
- 227. Analyze In the ELA Common Core State Standards the word Appears 81 times . . .
- 228. SCIENCE Analyze Velocity Interdisciplinary Model SS Analyze Point of View ELA Analyze Theme MATH Analyze Statistics “Analyze” HEALTH/PE Analyze Benefits ART/MUSIC Analyze Style CONSUMER ED Analyze Prices Digital Literacy Analyze Website
- 229. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
- 230. Analyze In the MATH Common Core State Standards the word
- 231. Analyze In the MATH Common Core State Standards the word Appears 28 times . . .
- 232. The Goal
- 233. SCIENCE Analyze Velocity Interdisciplinary Model SS Analyze Point of View ELA Analyze Theme MATH Analyze Statistics “Analyze” HEALTH/PE Analyze Benefits ART/MUSIC Analyze Style CONSUMER ED Analyze Prices Digital Literacy Analyze Website
- 234. PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis.
- 235. Relevant Content with Rigorous Thinking Common Core Balances
- 236. Three- Phase Model
- 237. Talk Through Walk Through Drive Through
- 238. Explicit Teaching
- 239. Talk Through
- 240. TeachingThinkingin the Common Core State Standards: ASyllabusof Seven Robin Fogarty &Associates Objective: Explicit Teaching of T hinking Skill Subject: Standard: Grade: Topic: BigIdea: ESSENTIAL QUESTION: Motivational Mind Set: Skill Description: Menu of Operations: Instructional Strategy: Assessment: Reflection: Through Emotions getTheir Attention What Standard Requires “How-to” Steps for Students “Processas Content” Judgement of Product or Performance Student Comment on Process
- 241. Objective: Explicit Teaching of Thinking Skill Subject: Standard: Grade: Topic: BigIdea: ESSENTIAL QUESTION: Motivational Mind Set: Skill Description: Menu of Operations: Through Emotions getTheir Attention What Standard Requires Adult Learners Thinking Skills Analyze Teach Process as Content Part to Whole / Whole to Part Is the whole greater than the sum of t
- 242. One meaning of “essential” involves important questions that recur throughout one’s life. A second connotation for “essential” refers to key inquiries within a discipline. What is an essential question? An essential question is – well, essential: important, vital, at the heart of the matter – the essence of the issue.
- 243. A question is essential when it: • causes genuine and relevant inquiry • provokes deep thought, lively discussion, • requires students to consider alternatives, weigh evidence, • stimulates vital, on-going rethinking of big ideas, • sparks meaningful connections with prior learning • naturally recurs, creating opportunities for transfer to other situations and subjects.
- 244. Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process Thinking Skill - TALK Through
- 245. Motivational Mind Set: Through Emotions get their Attention
- 246. The Best Hooks are CONCRETE Judy Willis – Ignite! ASCD books
- 249. Look at your bill and decide what are the parts that you will need to address . . .
- 250. Counterfeit. . .
- 251. Things we might consider . . . • Size • Type of Paper • Ink • Designs • Serial Numbers
- 252. Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process Copy a Dollar
- 253. Skill Description: What Standard Requires
- 255. EA B C D 1 2 3 4 5
- 263. Think Pair Share Analyze means . . .
- 264. • Examining • Taking apart • Appraising • Noticing Details • Dissecting • Discerning Analyzing is . . .
- 265. Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process Copy a Dollar Analyze Analysis w/Optical Illusions
- 266. Menu of Operations “How-to” Steps for Students
- 267. Menu of Operations: “How-to” Steps for Students PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis.
- 268. Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process Copy a Dollar Analyze Analysis w/Optical Illusions • Preview the whole situation. • Assess the individual parts. • Reorganize by similarities and differences. • Turn the analysis into a summary or synthesis.
- 269. Instructional Strategy: “Process as Content”
- 270. Video Content • 90 seconds long • Cell Phone Ad • From S. Korea What things (elements) might you see that you will have to account for when analyzing this video
- 272. Menu of Operations: “How-to” Steps for Students PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis.
- 273. What is the same about each scene? Characters? Setting? Action? What is the different about each scene? Characters? Setting? Action? PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis.
- 274. Video
- 276. What is the same about each scene? Characters? Setting? Action? What is the different about each scene? Characters? Setting? Action? PART Preview the whole situation. Assess the individual parts. Reorganize by similarities and differences. Turn the analysis into a summary or synthesis. Generate a Five word Synthesis of this video.
- 277. Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process Copy a Dollar Analyze Analysis w/Optical Illusions • Preview the whole situation. • Assess the individual parts. • Reorganize by similarities and differences. • Turn the analysis into a summary or synthesis. Disconnect to Connect Video - Mind Map / Synthesis
- 278. Assessment: Judgment of Product or Performance
- 279. Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process Copy a Dollar Analyze Analysis w/Optical Illusions • Preview the whole situation. • Assess the individual parts. • Reorganize by similarities and differences. • Turn the analysis into a summary or synthesis. Share Synthesis with Partner Disconnect to Connect Video - Mind Map / Synthesis
- 280. Reflection: Student Comment on Process
- 281. Mr. Parne’s Question 1. How does this connect to something you already know? 1. How might you use it in the future?
- 282. Motivational Mind Set: Through Emotions get their Attention Skill Description: What Standard Requires Menu of Operations: “How-to” Steps for Students Instructional Strategy: “Process as Content” Assessment: Judgment of Product or Performance Reflection: Student Comment on Process Copy a Dollar Analyze Analysis w/Optical Illusions • Preview the whole situation. • Assess the individual parts. • Reorganize by similarities and differences. • Turn the analysis into a summary or synthesis. Mr. Parne’s Question Disconnect to Connect Video - Fishbone Share Synthesis with Partner
- 283. Walk Through
- 284. Talk Through Walk Through Drive Through
- 285. Walk Through
- 286. Objective: Explicit Teaching of Classroom Lesson Subject: Standard: Grade: Topic: BigIdea: ESSENTIAL QUESTION: Motivational Mind Set Instructional Activity with Standards Closure with Take Away W alk T hrough
- 288. Motivational Mind Set Instructional Activity with Standards Closure with Take Away Make a generalization How we learned vs. How students today learn One – Minute Write Analyze Writing Plan applications for The One-Minute Write
- 289. How we learned vs. How students today learn
- 290. Talk Through Walk Through Drive Through
- 291. Walk Through
- 292. One Minute Write
- 294. Write for one minute . . . As much as you can . . . Use complete sentences . .
- 295. Topic: Reading
- 296. Count the number of words . . . Count the number of 3 Syllables Words Set a goal . . . Share your goal Prepare for the next One Minute Write
- 297. One Minute Write
- 298. Topic: Analyzing
- 299. Look over you writing & choose 3 words List 3 possible synonyms for these words Vocabulary OK to use technology for one of the words
- 300. Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years. According to the commission on 21st Century Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety. As a parent of a 4th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly
- 301. Evaluate your writing . . . Criteria: Word Choice Sentence Quality
- 302. Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years. According to the commission on 21st Century Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety. As a parent of a 4th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly Dreamed - Imagined - Hoped for - Fantasized about Jobs - Careers - Vocations - gigs dependent - primary - unconditional - fundamental
- 303. Underline 2 sentences Your best one & one you would edit. Syntax/Structure
- 304. Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years. According to the commission on 21st Century Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety. As a parent of a 4th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly
- 305. Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years. According to the commission on 21st Century Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety. As a parent of a 4th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly Dreamed - Imagined - Hoped for - Fantasized about Jobs - Careers - Vocations - gigs dependent - primary - unconditional - fundamental
- 306. LUNCH
- 307. Blueberries Nuts Fish Broccoli Banana Yogurt Olive Oil Brown Bread Spinach Tomatoes Brain Foods
- 308. Take-Away Window 1: Planning and Preparation 2: Classroom Environment 3: Instruction 4: Professional Responsibilities Learn to Move / Move to Learn Brain Foods – Memory Pegs AB Pyramid On Toes / On 1 Foot Share Video – Disconnect Connect Dollar Bill - Concrete Mediated Journal Entry One Minute Write Edit Panel Card Game Mediated Journal Entry Transfer Form filled out Next Steps for Differentiation Talk / Walk / Drive Through Revisit Theory of Differentiation
- 309. Mediated Journal
- 311. Mediated Journal 1. Name someone who is a good thinker. 2. Describe 2 traits of your good thinker. 3. Name someone who is not such a good think 4. Compare the 2 thinkers. 5. Write a summary sentence. 6. Give your piece a telling title.
- 312. T AKE- AW AYS Reflections on T ransfer Strategies T ake- Away Select an instructional strategy and/or best practice modeled in PD session to apply and transfer to your classroom. Response: Questions: How did you use this strategy?What content?What were students asked to do? How did they respond Response: Reflection: Why did you select this strategy?What strategy did it replace?How did this strategy change the way you teach the content? Response: Evidence: What evidence can you show of improvement in student achievement or engagement or behavior? Response:
- 317. APPLE PEACH CLEMENTINE DATES CHERRY BANANA ELDERBERRY LEMON GRAPES FIGS Hand Bites Finger Bits Arms Length
- 318. IB Profiles
- 319. Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signficance. Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators We express ourselves condently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. Open-Minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di-erence in the lives of others and in the world around us. Risk-Takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced We understand the importance of balancing di-erent aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
- 320. Reflective Inquirers Knowledgeable Thinkers Communicators Principled Open-Minded Caring Risk-Takers Balanced IB Profiles
- 321. End of Day
- 322. Metacognitive Questions Mrs. Potters Questions What were you expected to do? What did you do well? What might you change in the future? How can I help? Mr. Parnes’ Questions 1. How does this connect to something you already know? 2. How might you use this in the future? Take learning to a whole new level Mrs. Poindexter’s Questions Where did you get stuck? How did you get unstuck? Everyone getsstuck from time to time… Aha! Oh, No! What strikes you? What concerns you? What? So, What? Now, What? PLUS MINUS INTERESTING On a Scale of 1 – 10 . . . and Why?