1. Online Resources http://bit.ly/8forces Kim Clark Technology and Innovation in Education Learning Specialist kclark@tie.net

2. What do you want the children you teach to be like as adults? Tell me more

3. …. A LITTLE BIT OF HISTORY Organization of book

4. Think of a time where you have been part of a culture of thinking. “individual and group thinking was valued, visible and actively promoted, … for all group members.” Describe it. Turn and talk,

5. CULTURE OF LEARNING EVERY SCHOOL Shared vision Everyone had an interest Constant questioning, probing Felt safe, open communication Learning connected to our lives, felt valued Felt energized, had a purpose Had time to think and respond Think of a time where you were part of a culture of thinking.

6. organization Forces that shape culture…

7. EXPECTATIONS It’s not about school routines or procedures. Expectations for our students Focusing students on learning vs. the work Teaching for understanding vs. knowledge Encouraging deep vs. surface learning strategies Promoting independence vs. dependence Developing a growth vs. a fixed mindset Who Owns the Learning? Do you allow mistakes?

8. EXPECTATIONS If you could pick only three things that you want your students to understand after their year with you what would they be? Share one

9. OPPORTUNITIES Low-floor, high ceiling, who owns the learning? How do we create learning opportunities for all students? What does that look like and sound like in the classroom?

10. DO YOU BELIEVE IN ME? OPPORTUNITIES

11. LANGUAGE The language of thinking The language of community The language of identity The language of initiative The language of mindfulness The language of praise and feedback The language of listening Do you allow mistakes Socratic Seminar

12. LANGUAGE The language of thinking Plan the thinking moves. Notice and name the thinking Ask a question that takes thinking deeper. Focus on one to work on

13. ROUTINES- MAKING THINKING VISIBLE Why do you say that? Tell me more Thinking routines are simple patterns of thinking that can be used over and over again and folded easily into learning. http://www.rcsthinkfromthemiddle.com/thinking- routines.html Students making thinking visible to themselves, peers and teachers Ron Ritchhart.mp4

14. USING SPACE TO SUPPORT LEARNING AND THINKING Thinking Routine See-Think-Wonder Classroom B A B C

15. TIME “ Wait time- thinking time Teacher Time Student Engagement time What does your allocation of time say about what you value in the classroom?” (Ritchhart, p 97) Nathan 66 words

16. Video- what are your three priorities?

17. Identify your “big rocks”. What are your top priorities? When it comes to teaching and learning, what are the key practices that for you are the “first things” that must receive the highest attention?

18. MODELING 4 Modeling Practices “…it is important to acknowledge that as teachers we are always modeling. We are always on. Our students will take note of the dispositions we display whether we would like them to or not.” (Ritchhart, p 127) How do model your thinking? What do want our students to notice?

19. INTERACTIONS It’s the question we ask. It’s the relationships we make. It’s the discourse that is ongoing between students, between the teacher Rita Pierson Rita Pierson- Every kid needs a champion.mp4