Higher Order Thinking in Math and Writing


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this presentation was given at the IT Summit in Saskatoon by Tim Comfort and Wendy James

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Higher Order Thinking in Math and Writing

  1. 1. Developing Higher Order Thinking and Knowledge Producers<br />Math<br />
  2. 2. Look Around You<br />
  3. 3. What does it look like when students are good at math?<br />
  4. 4.
  5. 5. Students in Dan’s Class<br /> lack of initiative<br /> lack of perseverance<br /> lack of retention<br /> aversion to word problems<br /> eager for formula<br />And yours?<br />
  6. 6. What skills, strategies and attitudes do students need to solve the problem?<br />http://todaysmeet.com/critical<br />
  7. 7. Traditional Math Problems<br /> 3 bits of information<br />paving way to one answer<br /> often using operations taught that week<br /> not realistic<br /> not framed by students<br />And yours?<br />
  8. 8. Ticket roll – The Problem?<br />
  9. 9. What is the problem?What skills etc. do students need to solve the problem?<br />http://todaysmeet.com/critical<br />
  10. 10. Fuel Gage – The Problem?<br />
  11. 11.
  12. 12. Dan Meyer: math needs a makeover<br />
  13. 13. Meyer et. al.<br />Paul Lockhart<br />Alfie Kohn<br />Joseph Ganem<br />Conrad Wolfram<br />Malcolm Swan<br />
  14. 14. The Thinking Math Teacher<br /> sees a math world <br /> helps kids make the problems<br /> lets them struggle<br /> provides a framework (some technique), doesn't pave the road<br />
  15. 15. About the Process<br />teach kids how to break a problem into parts<br />decide what you’d accept as evidence of non-computational math<br />assess what they can prove they know, not the answer they give<br />
  16. 16. About the Process<br />encourage talk and collaboration<br />develop a list of resources and provide technology to help them find things<br />use images often – they help us associate and be critical and creative<br />
  17. 17. Developing Higher Order Thinking and Knowledge Producers<br />Writing<br />
  18. 18. Before viewing<br />Brainstorming (http://bubbl.us/ or Inspiration)<br />
  19. 19. Before: Google Jockey for Vocabulary<br />
  20. 20. During – Viewing 2<br />Why does the father do all the talking ? Whose voices aren’t heard?<br />What is in the foreground (most important) and what is in the background?<br />What are the characters wearing? Why?<br />How do the actions of the characters reinforce gender roles?<br />http://ietherpad.com/6iqZVp4w3Y<br />
  21. 21. During – Viewing 2<br />Revise to show judgement<br />Evidence<br />Criteria<br />Relate to other understanding (synthesis)<br />http://ietherpad.com/6iqZVp4w3Y<br />
  22. 22. After: Google Jockey “Non-traditional + family”<br />
  23. 23. After – Powerful Words<br />“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.”<br />
  24. 24. What loaded language does Mercer use?<br />Connotation: an idea that is implied or suggested by the word used<br />Denotation: the literal meaning or "dictionary definition" of a term, devoid of emotion<br />
  25. 25. After: Whose voice does Mercer use?<br />Google Jockey<br />
  26. 26. Co-construction: What we know about composing and creating<br />http://todaysmeet.com/critical<br />
  27. 27. The Thinking Writing Teacher<br />justify, choose based on criteria, make judgement<br />teach through all receptive strands to get to good expressive<br />Before, During and After <br />co-construct criteria based on the receptive<br />break task into chunks<br />
  28. 28. What does it look like when students are good at writing?<br />
  29. 29. About the Process<br />“Alouds” as much as possible<br />start with the (authentic) audience and purpose<br />co-construction of criteria that grows<br />spend 1/3 time on prewriting<br />
  30. 30. About the Process<br />kids pick the tools and the question for writing<br />assessment at all stages<br />focus peer and self assessment on text features, purpose etc. not just mechanics and grammar<br />