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Planning and Teaching for Intellectual Quality Trudy Francis – Director C21Learning.

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Presentation on theme: "Planning and Teaching for Intellectual Quality Trudy Francis – Director C21Learning."— 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; and new assessment tools help us to differentiate instruction to cater for all abilities and to facilitate student goal setting

3 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

4 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

5 Deep Understandings Vision statement Desired outcomes Describing the destination Including the essence of the Habit of Mind and Taking Action Statement

6 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. Habits of Mind

7 BIG IDEA CONTEXT DEEP UNDERSTANDING AND HABIT OF MIND MATRIX SIGNIFICANT QUESTIONS AND LEARNING ACTIVITIES Unpacks deep understanding and key competency Backward planning of assessment objectives Differentiated classrooms TUNING IN FINDING OUT SORTING OUT GOING FURTHER REFLECTING & DRAWING CONCLUSIONS TAKING ACTION SHARING DISCUSSION & REFLECTION Backward Design

8 The Habits of Mind are a composite of many skills, attitudes, cues, past experiences and proclivities and therefore holistic and complex Links to the Curriculum

9 The Role of the Teacher

10 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 others learning We share responsibility for managing our own and others 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

11 Sustainability Save our Planet Physical Space Competition of it Education Acting on the knowledge we have Vital for our existence Dramatic change will we be ready? Fossil fuels Finite resources Natural resources Recycle Reduce Reuse Caring Saving power Bio-diversity Ecosystems Food chains Replanting Regeneration Reserves Disposable society Packaging Poor quality of goods Technological equipment Precious water Endangered Species Community initiatives Sustainability Systems Cycles What happens if we lose trees? Landfills Ocean Temperature Plants = oxygen Raised levels School initiatives Sustainable energy Water Wind farm 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 dont look after our environment we are stealing from the future generations Green bike trust Personal discipline Cost Lack of resources Choices matter Change of habits Survival Big picture view Interconnections Sustainability Save our Planet Physical Space Competition of it Education Acting on the knowledge we have Vital for our existence Dramatic change will we be ready? Fossil fuels Finite resources Natural resources Recycle Reduce Reuse Caring Saving power Bio-diversity Ecosystems Food chains Replanting Regeneration Reserves Disposable society Packaging Poor quality of goods Technological equipment Precious water Endangered Species Community initiatives Sustainability Systems Cycles What happens if we lose trees? Landfills Ocean Temperature Plants = oxygen Raised levels School initiatives Sustainable energy Water Wind farm 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 dont look after our environment we are stealing from the future generations Green bike trust Personal discipline Cost Lack of resources Choices matter Change of habits Survival Big picture view Interconnections Challenging Teachers to Think Sustainability Save our Planet Physical Space Competition of it Education Acting on the knowledge we have Vital for our existence Dramatic change will we be ready? Fossil fuels Finite resources Natural resources Recycle Reduce Reuse Caring Saving power Bio-diversity Ecosystems Food chains Replanting Regeneration Reserves Disposable society Packaging Poor quality of goods Technological equipment Precious water Endangered Species Community initiatives Sustainability Systems Cycles What happens if we lose trees? Landfills Ocean Temperature Plants = oxygen Raised levels School initiatives Sustainable energy Water Wind farm 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 dont look after our environment we are stealing from the future generations Green bike trust Personal discipline Cost Lack of resources Choices matter Change of habits Survival Big picture view Interconnections

12 Describing the Habits of Mind Gathering Data Through all our Senses Lack of use of Senses Oblivious Afraid Taste Experiencing new foods Taking risks to try new foods Textures of food Temperature Sight 90% input through this Active and takes effort to observe closely Notices details Hearing Active and takes effort Listen with ears, mind and heart (listening with Un&E) Touch Textures (creates / heightens feelings & emotional connections) Unlock ideas / assumptions and misconceptions 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

13 Teacher Matrix Deep Understanding or Definition NoviceApprenticePractitionerExpertSignificant 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 childrens participation using three lenses: 1.Personal lens: would look for evidence of change in the childs skill level of understanding. 2.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. 3.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

14 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).

15 Matrix Indicators NoviceApprenticePractitionerExpert 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 havent 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 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. Im 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. Matrix Indicators What significant questions could be asked to engage students with these ideas? What learning experiences could the students have to develop these understandings

17 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.

18 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

19 Intellectual Quality throughout the Curriculum Big Picture Planning (yearly overview) Links to curriculum – how? Dual learning intentions Blooms reading contracts – an example Hyerles thinking maps / 6 hats etc. Differentiation using co-constructed matrices Student goal setting – some ideas

20 Year Overview – 2008 Term 1Term 2Term 3Term 4 Big Ideas HaouraExploring 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 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 Oral Language – Speeches Science – Living World & Planet Earth & Beyond. Social Studies Technology

21 Blooms 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 212

22 Maps, Maths & Student Questions

23 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 Walshs Yr 3 Class College Street Normal School Palmerston North New Zealand Habits of Mind – Childrens 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

24 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 didnt know what to do so had to disrupt others from learning to ask. Example from Corinne Walshs Yr 3 Class College Street Normal School Palmerston North New Zealand Using the Thinking Maps with the Habits of Mind

25 Integration Matrix: Data Collection Showing Shifts in Learning Deep Understanding: Beginning of Unit Date: End of Unit Date: NoviceApprenticePractitionerExpertNotes: Knowledge Habits of Mind Taking Action Teacher Evaluation: © Trudy Francis & Corinne Walsh

26 Any Questions?


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