The Global lens: Tools to Promote Deep Thinking on Big Issues
•Download as PPTX, PDF•
1 like•852 views
The Global lens: Tools to Promote Deep Thinking on Big Issues, from a talk by Mark Schulte at BLC15.
Recommended
More Related Content
Similar to The Global lens: Tools to Promote Deep Thinking on Big Issues
Similar to The Global lens: Tools to Promote Deep Thinking on Big Issues (20)
Recently uploaded
Recently uploaded (20)
The Global lens: Tools to Promote Deep Thinking on Big Issues
- 1. The Global Lens Tools to Promote Deep Thinking on Big Issues Mark Schulte Pulitzer Center
- 2. Dylan Wiliam’s keynote • Teachers create the learning? (NO) • Students create the learning? (NO) • A middle ground. Teachers should engineer a learning environment by nurturing disciplinary habits of mind.
- 3. Our team
- 11. What’s useful here and how might we teach it? • Sense-maker, organizer of information • Making judgments about what is important to know • Telling the story artfully • Inviting us into the lives of others far different from us • Using media strategically • A voice for the voiceless
- 12. Making Thinking Visible Repeatedly using simple structures called thinking routines to foster a classroom culture of deep learning around important concepts and topics
- 13. Core Thinking Routines I used to think… Now I think… A routine for reflecting on how and why our thinking has changed See Think Wonder A routine for exploring works of art and other interesting things
- 14. Our mission statement Unlike skills or content learning, a disposition toward quality engagement with journalism is best learned through “enculturation”--that is, by experiencing a learning environment permeated by quality journalism habits of mind. In these environments, quality engagement with journalism is part of “the way we do things here,” modeled by adults, and infused in daily thinking routines (short, stepwise procedures that help students think deeply about something).
- 15. Thinking routines for journalism The 3 Ys 1. Why might this [topic, question] matter to me? 2. Why might it matter to people around me [family, friends, city, nation]? 3. Why might it matter to the world?
- 16. What’s useful here and how might we teach it? • Sense-maker, organizer of information • Making judgments about what is important to know: The Three Whys • Telling the story artfully • Inviting us into the lives of others far different from us • Using media strategically • A voice for the voiceless
- 17. Thinking routines for journalism Beauty and Truth 1. Do you see beauty in this {image or text}? 2. Do you see truth in this {image or text}? 3. How might beauty help us find more truth? 4. How might truth help us find more beauty?
- 18. What’s useful here and how might we teach it? • Sense-maker, organizer of information • Making judgments about what is important to know: The Three Whys • Telling the story artfully: Beauty and Truth • Inviting us into the lives of others far different from us • Using media strategically • A voice for the voiceless
- 19. Thinking routines for journalism How Else and Why? 1. What is being said? 2. How else might the journalist say this? Why? 3. How else might I say this? Why? 4. (Repeat question)
- 20. What’s useful here and how might we teach it? • Sense-maker, organizer of information • Making judgments about what is important to know: The Three Whys • Telling the story artfully: Beauty and Truth • Inviting us into the lives of others far different from us • Using media strategically: How Else and Why? • A voice for the voiceless
- 21. Thinking routines for journalism Step Inside and Back Step Inside: In your best guess: What might this person know, believe, care about, and why? Step back: What made you say so? What else do you need to learn?
- 22. What’s useful here and how might we teach it? • Sense-maker, organizer of information • Making judgments about what is important to know: The Three Whys • Telling the story artfully: Beauty and Truth • Inviting us into the lives of others far different from us: Step Inside and Back • Using media strategically: How Else and Why? • A voice for the voiceless
- 23. Thinking routines for journalism Before the Story / Behind the Story In Front of the Story What came before the story? (How did the journalist come to be in that place, and what did it take to get there?) What is behind the story? (What larger narrative is the story contributing to?) Who is in front of the story? (Who is the intended viewer?)
- 24. What’s useful here and how might we teach it? • Sense-maker, organizer of information: Before the Story • Making judgments about what is important to know: The Three Whys • Telling the story artfully: Beauty and Truth • Inviting us into the lives of others far different from us: Step Inside and Back, Before the Story • Using media strategically: How Else and Why?, Before the Story • A voice for the voiceless: Before the Story
- 25. Reflections
- 26. Resources • Pulitzer Center’s journalism projects: pulitzercenter.org • Pulitzer Center’s lesson builder: pulitzercenter.org/builder • Project Zero’s thinking routines: visiblethinkingpz.org
Editor's Notes
- Our challenge – complex texts requiring interdisciplinary thinking. No easy answers. Veronica: (a) global competence; (b) interdisciplinary; and (c ) quality teaching and learning in disciplines (history, biology, the arts) as lenses through which to understand the world.
- Purpose: This routine encourages students to develop intrinsic motivation to investigate a topic by uncovering the significance of such topic in multiple contexts, make local-global connections, and situate themselves in the global landscape.
- Purpose: This routine invites students to learn about how quality journalism uses beauty to engage us to learn more about an issue and seek truth.
- Disposition to communicate ideas keeping audience and context in mind.
- Purpose: This routine invites students to consider the perspectives of people in a news report and recognize that understanding others is an ongoing, often uncertain process.