Presentation on theme: "Planning and Teaching for Intellectual Quality"— Presentation transcript:
1 Planning and Teaching for Intellectual Quality Trudy Francis – Director C21Learning
2 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; andnew assessment tools help us to differentiate instruction to cater for all abilities and to facilitate student goal setting
3 Planning for Intellectual Quality Big Ideasexplore significant concepts about self, others and the World we all live inactively seek student & community voicepromote real life experiences (connected)provide an emotional hook and is relevantis useful beyond schoolmakes links to the wider communityis challengingIntroduce CSNS modelClarify how the model can be adapted for the Key Competencies and Habits of MindEmphasise multiple purpose of matrix
4 Integrating to promote Intellectual QualityHolistic & complex (attitudes, values, knowledge, skills & habits of mind)Host curriculum & links to other curriculum (explicit knowledge & skill development)Embedded assessment (formative & summative)DifferentiatedTakes action
5 Deep Understandings Desired outcomes Describing the destination Vision statementDesired outcomesDescribing the destinationIncluding the essence of the Habit of Mind and Taking Action Statement
6 Habits of MindThe “Habits of Mind” means having the disposition toward behaving intelligently when confronted with problemsWhen confronted with problems we choose one pattern of intelligent behaviour over others.
7 REFLECTING & DRAWING CONCLUSIONS DISCUSSION & REFLECTION Backward DesignBIG IDEATUNING INFINDING OUTCONTEXTSIGNIFICANT QUESTIONSANDLEARNINGACTIVITIESSORTING OUTDEEP UNDERSTANDINGANDHABIT OF MINDMATRIXGOING FURTHERREFLECTING & DRAWING CONCLUSIONSUnpacks deep understanding and key competencyBackward planning of assessment objectivesDifferentiated classroomsTAKING ACTIONSHARINGDISCUSSION & REFLECTION
8 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
10 Principles of a Community of Learners ReciprocalConnectionsPrinciples of a Community of LearnersSewell (2006)IntellectualWe are all learners and teachersWe share our expertise in dialogue to build on previous ideas and experiences to create new knowledgeWe engage in intellectually demanding inquiry and reflection about content that interests us and is relevant to our livesWe share our learning with other members of our communitySocialWe share decisions about what we learn sometimes without a known endpointWe share decisions about how we learnWe share responsibility for learning – sometimes the teacher takes the lead; other times children take itWe have a responsibility to support each other’s learningWe share responsibility for managing our own and other’s behaviourWe share our out-of-school lives in the classroomWe share our thinking with experts in the communityEmotionalWe 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 diverseExpertise/experiences in the classroomPhysicalShares hierarchical relationships with childrenCaring physical contact in response to an emotional needMoves freely around class & school creating new spaces for learning
11 Challenging Teachers to Think What are we trying to do?Ripple effectsCompeting for resourcesWasting precious resourcesConservation to protect and preserve natural resources now and in the futureSustainability is how we will conserveSo it narrows down the focus of more global ideas in relation to conservationNatural fit with empathyEach one of us has a responsibilityEach one of us count our decisions matter and have impact on the environmentIf we don’t look after our environment we are stealing from the future generationsWhat are we trying to do?Ripple effectsCompeting for resourcesWasting precious resourcesConservation to protect and preserve natural resources now and in the futureSustainability is how we will conserveSo it narrows down the focus of more global ideas in relation to conservationNatural fit with empathyEach one of us has a responsibilityEach one of us count our decisions matter and have impact on the environmentIf we don’t look after our environment we are stealing from the future generationsInnovation comes out of need to deal with wastee.g. computersWhat are we trying to do?Ripple effectsCompeting for resourcesWasting precious resourcesConservation to protect and preserve natural resources now and in the futureSustainability is how we will conserveSo it narrows down the focus of more global ideas in relation to conservationNatural fit with empathyEach one of us has a responsibilityEach one of us count our decisions matter and have impact on the environmentIf we don’t look after our environment we are stealing from the future generationsLandfillsLandfillsInnovation comes out of need to deal with wastee.g. computersLandfillsInnovation comes out of need to deal with wastee.g. computersPrecious waterDisposable societyPackagingPoor quality of goodsTechnological equipmentDisposable societyPackagingPoor quality of goodsTechnological equipmentDisposable societyPackagingPoor quality of goodsTechnological equipmentNatural resourcesPrecious waterGreen bike trustGreen bike trustNatural resourcesPrecious waterGreen bike trustNatural resourcesSurvivalBig picture viewInterconnectionsSurvivalBig picture viewInterconnectionsSaving powerVital for ourexistenceVital for ourexistenceSurvivalBig picture viewInterconnectionsSaving powerSaving powerVital for ourexistenceFossil fuelsFinite resourcesFossil fuelsFinite resourcesFossil fuelsFinite resourcesEducationActing on the knowledge we haveEducationActing on the knowledge we haveEducationActing on the knowledge we haveCaringCaringSustainabilitySustainabilityCaringDramatic change— will we be ready?Dramatic change— will we be ready?SustainabilityDramatic change— will we be ready?Personal disciplineCostLack of resourcesChoices matterChange of habitsPersonal disciplineCostLack of resourcesChoices matterChange of habitsPhysical SpaceCompetition of itPhysical SpaceCompetition of itPersonal disciplineCostLack of resourcesChoices matterChange of habitsSave our PlanetSave our PlanetPhysical SpaceCompetition of itSustainableenergyWaterWind farmSustainable energyWaterWind farmSave our PlanetRecycleReduceReuseRecycleReduceReuseSustainable energyWaterWind farmReplantingRegenerationReservesReplantingRegenerationReservesBio-diversityEcosystemsFood chainsRecycleReduceReuseBio-diversityEcosystemsFood chainsReplantingRegenerationReservesBio-diversityEcosystemsFood chainsEndangered SpeciesEndangered SpeciesCommunity initiativesCommunity initiativesEndangered SpeciesCommunity initiativesCyclesWhat happens if we lose trees?CyclesWhat happens if we lose trees?Sustainability SystemsSchool initiativesSchool initiativesCyclesWhat happens if we lose trees?Sustainability SystemsOceanTemperaturePlants = oxygenRaised levelsOceanTemperaturePlants = oxygenRaised levelsSchool initiativesOceanTemperaturePlants = oxygenRaised levelsSustainability Systems
12 Describing the Habits of Mind SmellTriggers memoriesDeepens experiencesFirst impressions (overcoming)Awareness of five sensesUsing all the senses to learn more and make more connectionsWhen a dominant sense is activated we will make decisions about something or personTouchTextures (creates / heightens feelings & emotional connections)Unlock ideas / assumptions and misconceptionsLack of use of SensesObliviousAfraidGathering DataThrough all ourSensesTasteExperiencing new foodsTaking risks to try new foodsTextures of foodTemperatureHearingActive and takes effortListen with ears, mind and heart (listening with Un&E)Sight90% input through thisActive and takes effort to observe closelyNotices details
14 Deep UnderstandingNatural 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).
15 Matrix IndicatorsNoviceApprenticePractitionerExpertKNOWLEDGE 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
16 HABIT OF MIND: Gathering Data through all our Senses Matrix IndicatorsHABIT OF MIND: Gathering Data through all our SensesI 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
17 TAKING ACTION: Environmental Initiative Matrix IndicatorsTAKING ACTION: Environmental InitiativeI 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 environmentI 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.
18 Now What? Back planning from the matrix Co-constructing the student matrix – a reflective process based on real experiencesProviding regular opportunity to develop these understandings, thinking skills & learning dispositionsProviding regular opportunity to reflect upon goals and reset as necessary
19 Intellectual Quality throughout the CurriculumBig Picture Planning (yearly overview)Links to curriculum – how?Dual learning intentionsBlooms reading contracts – an exampleHyerle’s thinking maps / 6 hats etc.Differentiation using co-constructed matricesStudent goal setting – some ideas
20 Year Overview – 2008 Term 1 Term 2 Term 3 Term 4 Big Ideas Haoura Exploring the EnvironmentAuthentic Context – Adopt a Spot (Department of Conservation)Habits of MindListening with Understanding and EmpathyGathering Data Through all our SensesPersistenceGathering Data through all our SensesQuestioning and Problem PosingThinking and Communicating with Clarity and PrecisionCatering for Special Abilities – Creating a NewspaperWrite definitionIdentify CriteriaSelect ChildrenBrief ChildrenMeet 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 ManiaArt - VisualTechnology & SocietySocial Studies – Place & EnvironmentHealth & PE – Strand A/B/C & DOral Language – SpeechesVisual LanguageScience – Living World & Planet Earth & Beyond.Social StudiesTechnologyThe 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?
21 Bloom’s Reading Contracts Establishes foundation knowledgeGuided and independentLinks to home learningDifferentiated – caters for students with special abilitiesGuides teachers to ask challenging questionsProvides opportunities for students to use and apply, analyse, evaluate and create….in contextExample 1 and 2
23 Habits of Mind – Children’s Comments: They help us prepare for the futureIt helps you encourage yourselfHelps us care for others and learn mannersHelps us make choices without being toldMakes it easy to thinkUsing the Thinking HatsProvides 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 ZealandWe 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.
24 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 ZealandFrom 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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