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Planning and Teaching for Intellectual Quality
Trudy Francis – Director C21Learning
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Session Purpose The aim is to share with you how:
to challenge and develop student thinking throughout the curriculum using an inquiry model; we can make links to Blooms Taxonomy to create reading contracts; we can use thinking tools and strategies across the curriculum; and new assessment tools help us to differentiate instruction to cater for all abilities and to facilitate student goal setting
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Planning for Intellectual Quality
Big Ideas explore significant concepts about self, others and the World we all live in actively seek student & community voice promote real life experiences (connected) provide an emotional hook and is relevant is useful beyond school makes links to the wider community is challenging Introduce CSNS model Clarify how the model can be adapted for the Key Competencies and Habits of Mind Emphasise multiple purpose of matrix
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Integrating to promote
Intellectual Quality Holistic & complex (attitudes, values, knowledge, skills & habits of mind) Host curriculum & links to other curriculum (explicit knowledge & skill development) Embedded assessment (formative & summative) Differentiated Takes action
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Deep Understandings Desired outcomes Describing the destination
Vision statement Desired outcomes Describing the destination Including the essence of the Habit of Mind and Taking Action Statement
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Habits of Mind The “Habits of Mind” means having the disposition toward behaving intelligently when confronted with problems When confronted with problems we choose one pattern of intelligent behaviour over others.
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REFLECTING & DRAWING CONCLUSIONS DISCUSSION & REFLECTION
Backward Design BIG IDEA TUNING IN FINDING OUT CONTEXT SIGNIFICANT QUESTIONS AND LEARNING ACTIVITIES SORTING OUT DEEP UNDERSTANDING AND HABIT OF MIND MATRIX GOING FURTHER REFLECTING & DRAWING CONCLUSIONS Unpacks deep understanding and key competency Backward planning of assessment objectives Differentiated classrooms TAKING ACTION SHARING DISCUSSION & REFLECTION
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Links to the Curriculum
The “Habits of Mind” are a composite of many skills, attitudes, cues, past experiences and proclivities and therefore holistic and complex
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The Role of the Teacher
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Principles of a Community of Learners
Reciprocal Connections Principles of a Community of Learners Sewell (2006) Intellectual We are all learners and teachers We share our expertise in dialogue to build on previous ideas and experiences to create new knowledge We engage in intellectually demanding inquiry and reflection about content that interests us and is relevant to our lives We share our learning with other members of our community Social We share decisions about what we learn sometimes without a known endpoint We share decisions about how we learn We share responsibility for learning – sometimes the teacher takes the lead; other times children take it We have a responsibility to support each other’s learning We share responsibility for managing our own and other’s behaviour We share our out-of-school lives in the classroom We share our thinking with experts in the community Emotional We have honest dialogue to share our feelings and emotions. We listen to each other with respect. We care about each other. We are trusted to make good decisions and to take responsibility. We respect and value our diverse Expertise/experiences in the classroom Physical Shares hierarchical relationships with children Caring physical contact in response to an emotional need Moves freely around class & school creating new spaces for learning
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Challenging Teachers to Think
What are we trying to do? Ripple effects Competing for resources Wasting precious resources Conservation to protect and preserve natural resources now and in the future Sustainability is how we will conserve So it narrows down the focus of more global ideas in relation to conservation Natural fit with empathy Each one of us has a responsibility Each one of us count our decisions matter and have impact on the environment If we don’t look after our environment we are stealing from the future generations What are we trying to do? Ripple effects Competing for resources Wasting precious resources Conservation to protect and preserve natural resources now and in the future Sustainability is how we will conserve So it narrows down the focus of more global ideas in relation to conservation Natural fit with empathy Each one of us has a responsibility Each one of us count our decisions matter and have impact on the environment If we don’t look after our environment we are stealing from the future generations Innovation comes out of need to deal with waste e.g. computers What are we trying to do? Ripple effects Competing for resources Wasting precious resources Conservation to protect and preserve natural resources now and in the future Sustainability is how we will conserve So it narrows down the focus of more global ideas in relation to conservation Natural fit with empathy Each one of us has a responsibility Each one of us count our decisions matter and have impact on the environment If we don’t look after our environment we are stealing from the future generations Landfills Landfills Innovation comes out of need to deal with waste e.g. computers Landfills Innovation comes out of need to deal with waste e.g. computers Precious water Disposable society Packaging Poor quality of goods Technological equipment Disposable society Packaging Poor quality of goods Technological equipment Disposable society Packaging Poor quality of goods Technological equipment Natural resources Precious water Green bike trust Green bike trust Natural resources Precious water Green bike trust Natural resources Survival Big picture view Interconnections Survival Big picture view Interconnections Saving power Vital for our existence Vital for our existence Survival Big picture view Interconnections Saving power Saving power Vital for our existence Fossil fuels Finite resources Fossil fuels Finite resources Fossil fuels Finite resources Education Acting on the knowledge we have Education Acting on the knowledge we have Education Acting on the knowledge we have Caring Caring Sustainability Sustainability Caring Dramatic change— will we be ready? Dramatic change— will we be ready? Sustainability Dramatic change— will we be ready? Personal discipline Cost Lack of resources Choices matter Change of habits Personal discipline Cost Lack of resources Choices matter Change of habits Physical Space Competition of it Physical Space Competition of it Personal discipline Cost Lack of resources Choices matter Change of habits Save our Planet Save our Planet Physical Space Competition of it Sustainable energy Water Wind farm Sustainable energy Water Wind farm Save our Planet Recycle Reduce Reuse Recycle Reduce Reuse Sustainable energy Water Wind farm Replanting Regeneration Reserves Replanting Regeneration Reserves Bio-diversity Ecosystems Food chains Recycle Reduce Reuse Bio-diversity Ecosystems Food chains Replanting Regeneration Reserves Bio-diversity Ecosystems Food chains Endangered Species Endangered Species Community initiatives Community initiatives Endangered Species Community initiatives Cycles What happens if we lose trees? Cycles What happens if we lose trees? Sustainability Systems School initiatives School initiatives Cycles What happens if we lose trees? Sustainability Systems Ocean Temperature Plants = oxygen Raised levels Ocean Temperature Plants = oxygen Raised levels School initiatives Ocean Temperature Plants = oxygen Raised levels Sustainability Systems
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Describing the Habits of Mind
Smell Triggers memories Deepens experiences First impressions (overcoming) Awareness of five senses Using all the senses to learn more and make more connections When a dominant sense is activated we will make decisions about something or person Touch Textures (creates / heightens feelings & emotional connections) Unlock ideas / assumptions and misconceptions Lack of use of Senses Oblivious Afraid Gathering Data Through all our Senses Taste Experiencing new foods Taking risks to try new foods Textures of food Temperature Hearing Active and takes effort Listen with ears, mind and heart (listening with Un&E) Sight 90% input through this Active and takes effort to observe closely Notices details
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Teacher Matrix Deep Understanding or Definition Novice Apprentice
Practitioner Expert Significant Questions or Lesson Ideas KNOWLEDGE OUTCOMES : Tuning In: Finding Out: Sorting Out: Going Further: Reflecting & Drawing Conclusion: Taking Action: Sharing, Discussion & Reflecting: Kath Murdoch stages of Inquiry HABIT OF MIND TAKING ACTION: Assessment looks for changes in children’s participation using three lenses: Personal lens: would look for evidence of change in the child’s skill level of understanding. Interpersonal lens: would look for evidence of change in the way children interact with others, their new skills to collaborate, engage in dialogue with others etc. Cultural lens: would look for evidence of change in the cultural rituals of the classroom, new ways children use resources or new values developing in the classroom. Evaluation: (How did each of my goals support my learning? Write a summative comment about your understanding using the 6 facets of understanding as a guide). Note: Reflective comments in relation to goals and learning experiences could be recorded in a journal along with ‘Thinking Maps’ that show shifts in understanding. © C21Learning
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Deep Understanding Natural Environments are full of life and can be affected by the choices people make. Many of these choices have caused drastic changes to our environments (Kn). Activating and engaging our senses help us explore our world and make connections enriching our experiences (HoM). We can contribute to the recovery of these environments now and for future generations (TA).
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Matrix Indicators Novice Apprentice Practitioner Expert KNOWLEDGE OUTCOMES : I can describe how and why I use my adopted spot in different ways. I can compare how and why I use my adopted spot with someone else. I can analyse at least 2 different perspectives and explain from their point of view why and how they use this environment. I can suggest possible impacts their use may have on the environment. I can hypothesise why and how people we haven’t contacted use our adopted spot. I can debate the effect of this on our environment now and in the future. What significant questions could be asked to engage students with these ideas? What learning experiences could the students have to develop these understandings
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HABIT OF MIND: Gathering Data through all our Senses
Matrix Indicators HABIT OF MIND: Gathering Data through all our Senses I notice the things that interest me. I rely on the obvious sense. I notice and describe in some detail the things that interest me. I’m conscious of using another sense. I stop, think and feel to experience things that may not automatically interest me. I experiment with my senses to find out more. I engage and explore all my senses for observation and information gathering. I use a variety of senses to make connections and enrich my experiences. What significant questions could be asked to engage students with these ideas? What learning experiences could the students have to develop these understandings
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TAKING ACTION: Environmental Initiative
Matrix Indicators TAKING ACTION: Environmental Initiative I can identify something I can do to care and protect the environment when I use it. I make suggestions about how to care and protect our adopted spot. I need support to keep on contributing to our environment. I am motivated and able to influence others as we take care of the environment I have used my understanding of the issues to inform others. I can convince and motivate others to care for and protect our adopted spot. I am proactive in other environments suggesting changes at school and home for a more sustainable future.
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Now What? Back planning from the matrix
Co-constructing the student matrix – a reflective process based on real experiences Providing regular opportunity to develop these understandings, thinking skills & learning dispositions Providing regular opportunity to reflect upon goals and reset as necessary
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Intellectual Quality throughout
the Curriculum Big Picture Planning (yearly overview) Links to curriculum – how? Dual learning intentions Blooms reading contracts – an example Hyerle’s thinking maps / 6 hats etc. Differentiation using co-constructed matrices Student goal setting – some ideas
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Year Overview – 2008 Term 1 Term 2 Term 3 Term 4 Big Ideas Haoura
Exploring the Environment Authentic Context – Adopt a Spot (Department of Conservation) Habits of Mind Listening with Understanding and Empathy Gathering Data Through all our Senses Persistence Gathering Data through all our Senses Questioning and Problem Posing Thinking and Communicating with Clarity and Precision Catering for Special Abilities – Creating a Newspaper Write definition Identify Criteria Select Children Brief Children Meet Monday mornings for skill teaching. Children plan how they are going to construct paper based on criteria. Children design selection process for co-opting other groups of children. Design and promote classroom competitions for newspaper submissions. Put paper together. Liaise and work with co-opted groups when needed. Enter paper into competition. Children evaluate what they have done. Children make recommendations for 2009. Health and PE (all Key areas covered) Social Studies – Social Organisation, Culture & Heritage & Time, Continuity and Change. Visual Language – Media Mania Art - Visual Technology & Society Social Studies – Place & Environment Health & PE – Strand A/B/C & D Oral Language – Speeches Visual Language Science – Living World & Planet Earth & Beyond. Social Studies Technology The big picture in relation to planning. The organisation of this plan demonstrates what we believe to be important. It includes two big ideas, which will be embedded within our authentic context this year. The habits of mind recorded here are still to be debated by the syndicate for term 3 and 4, so do the host content areas. The rest of the afternoon is a workshop. We will work in small groups. The first step is to brainstorm big ideas. Consider what a big idea is and how is it different from thematic or topic based planning. Think of a year group and select one big idea. Deep Understanding – what is the destination? Assessment – audience and device. Consider authentic and rich contexts in relation to showcasing children’s understanding. The showcase is an opportunity for children to use what they have learnt and to demonstrate it. Significant Questions – How? Sequence SQ in relation to thinking skills. How will you teach each significant question? How will you know if you have successfully facilitated children’s learning so that they have a deep understanding?
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Bloom’s Reading Contracts
Establishes foundation knowledge Guided and independent Links to home learning Differentiated – caters for students with special abilities Guides teachers to ask challenging questions Provides opportunities for students to use and apply, analyse, evaluate and create….in context Example 1 and 2
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Maps, Maths & Student Questions
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Habits of Mind – Children’s Comments:
They help us prepare for the future It helps you encourage yourself Helps us care for others and learn manners Helps us make choices without being told Makes it easy to think Using the Thinking Hats Provides children with a tool to look in-depth at this habit from range of perspectives. Linked in the big picture of the habits of mind. Examples from Corinne Walsh’s Yr 3 Class College Street Normal School Palmerston North New Zealand We then focused on this terms habit focus we brainstormed what we know in groups and I got the children to role play an aspect of this habit. I realised the children didn’t really understand empathy, so I read them a picture book “Can’t you sleep little bear” to help them develop their ideas about the empathy side of this habit. From their I decided to use the thinking hats which had been using in class so the children were familiar with them, to look at the big picture of this habit and really break it down. This thinking tool allowed the children to look at this habit from a variety of perspectives, such as the positives and negatives of this habit and the effect it has on themselves and others, looking at this habit into the big picture of the “habits of mind” which also came out.
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Using the Thinking Maps with the Habits of Mind
Cause: “I was sitting next to Brendon (who I am really tempted to talk to) and I started chattering. Effect: When we went to do our work we didn’t know what to do so had to disrupt others from learning to ask”. Example from Corinne Walsh’s Yr 3 Class College Street Normal School Palmerston North New Zealand From here I wanted to check the children’s understanding as an individual so the children created cause and effect maps to look at the effects of choosing to display a negative or a positive behaviour in relation to both listening with understanding and managing impulsivity. This reinforced the idea that their behaviour was their choice, and it has an effect on them and others, which came through from many of the children’s ideas.
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Integration Matrix: Data Collection Showing Shifts in Learning
Deep Understanding: Beginning of Unit Date: End of Unit Novice Apprentice Practitioner Expert Notes: Knowledge Habits of Mind Taking Action Teacher Evaluation: © Trudy Francis & Corinne Walsh
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Any Questions?
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