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Presentation on theme: "Lucy West Education Consultant phone: 212-766-2120 cell: 917-494-1606."— Presentation transcript:

1 Lucy West Education Consultant phone: cell:

2 Lucy West Power Point Available Next Week on Web Site

3 Characteristics of the 21 st Century Ever-accelerating change Information continually multiplying and simultaneously becoming obsolete Ideas are continually restructured, retested, rethought One cannot survive with simply one way of thinking One must continually adapt one’s thinking to the thinking of otheres Respect the need for accuracy, precision, meticulousness Job skills must continually be upgraded, perfected even transformed Richard Paul

4 Are we ready for the 21 st Century? Education has never before had to prepare students for such dynamic flux, unpredictability, complexity and for such ferment, tumult and disarray. Are we willing to fundamentally rethink our methods of teaching? The way we manage our organizations? Are we willing to learn new concepts and ideas? Are we willing to bring new rigor and discipline to our own thinking in order to help our teachers and students bring that same rigor to theirs? Richard Paul

5 It ’ s what you can ’ t see Results Culture & Behavior Strategy Structur e Content Process

6 What is thinking? How would you describe/define thinking? What evidence would you collect to convince others that thinking was taking place in a given lesson? What is the relationship between thinking and learning? To what degree is it necessary to know what students are thinking in order to facilitate their learning? How do we develop “disciplined” thinking in ourselves and our students?

7 3-Year-Olds Can! Critical thinking is not a set of skills that can be deployed at any time, in any context. It is a type of thought that even 3-year-olds can engage in—and even trained scientists can fail in. And it is very much dependent on domain knowledge and practice. At it’s best it is a “disciplined” way of thinking that requires many kinds of questioning.

8 What do each of the 6 C’s look, feel, and sound like? How committed are you to the 6 C’s? What new skills, beliefs, or pedagogy is needed to incorporate the 6 C;s Where do the 6 C’s fit into the present curriculum?

9 What does thinking critically entail? Seeing both sides of an issue Being open to new evidence that disconfirms your ideas Reasoning dispassionately Demanding that claims be backed by evidence Deducing and inferring conclusions from available facts Solving problems

10 What questions might people who think critically habitually ask? How do you know that? What is your source? What is the source of that source? What evidence do you have? What further evidence do we need? How might I be wrong about this? What other perspectives might be valid here? What are the possible pitfalls? L What haven’t we yet considered?

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12 What does it mean to think reflectively? To suspend judgment during further inquiry Suspense is likely to be somewhat painful An attitude of suspended conclusion Mastering various methods of searching for new materials to corroborate or to refute the belief, hypothesis, claim Maintaining the state of doubt To carry on systematic and protracted inquiry John Dewey, 1909

13 Specific Domains Require Particular Kinds of Thinking Think like a mathematician Think like a scientist Think like an historian Think like an art critique Each require a relatively deep knowledge of the domain

14 Why can we thinking critically in one situation and not another? Thought processes are intertwined with what is being through about. Experts see the underlying structure and patterns, novices see the superficial structure. The deep structure of a problem is harder to recognize.

15 Solve this Problem Treasure hunter is going to explore a cave on hill near a beach. Many paths inside cave and might get lost.—No map. Has only a flashlight and a bag. What could he do to make sure he does not get lost when trying to get back out of the cave? 75% of westerners come up with some Hansel and Gretel approach—our prior knowledge impacts our solution.

16 What kind of practice? It takes a good deal of practice with a problem type to get know it well enough to immediately recognize its deep structure, irrespective of the surface structure. Knowing to look for deep structure is part of critical thinking. How often in class are we asking students to unpack the structure of a problem? To compare various situations that are related for structural cues?

17 Transforming Tendencies At present, the work of teaching must not only transform natural tendencies into trained habits of thought, but must also fortify the mind against irrational tendencies current in the social environment (e.g. prejudice), and help displace erroneous habits already produced (e.g. through family influence, media, advertising). Dewey

18 Reflective Thinking Is always more or less troublesome because it involves overcoming the inertia that inclines one to accept suggestions at their face value; It involves willingness to endure a condition of mental unrest and disturbance. How We Think, John Dewey p.13

19 Thinking Deeply Thinking deeply involves a willingness to persevere.

20 Talk Moves What specific moves did the teacher make to ensure that students were listening to one another? What evidence is there that these students are used to sharing their ideas and questioning each other’s thinking? How close is this image to yours of effective mathematics instruction and learning? Specifically what do you think is important in this exchange? How might you foster the effective aspects of this exchange in the practice of the teachers at your school?

21 Video Turkey Problem--24 lb. Turkey--15 minutes per pound to cook--How long to cook the turkey? Grade 3—prior to any teaching of any multiplication algorithms Sharing student work after students have solved the problem. Teacher deliberately determines the order in which selected partners will share. Is this an example of making student thinking visible and/or effective feedback? What’s your evidence?

22 Excerpt 1-Focus on Meaning Amber: So um we kept doing it and then we got here. Um, 360. D: And what is the 360? Amber: How long it… Vicky: 360 D: 360, and what does that mean, Vicky? Vicky: That means that it is … you have to… you have to let it cook for 360 minutes. D: 360 minutes. Who thinks they can explain how Amber and Vicky figured this out? What did they do?

23 Excerpt 2-Connecting Explanation to Equation Rafe: They counted by 15s all the way up to 360. D: Can you tell from there (the chart) how many 15s? How many jumps of 15 they have to make? Rafe: 24, because I can see the number sentence. D: And what did the number sentence say? Rafe: 15 x 24 = 360. D: Equals 360.

24 Excerpt 3-Clues & Questions Nellie: Yeah. I know what they did, but there’s one thing that they didn’t figure out: how many hours 360 is. D: How many hours 360 is. Without telling Victoria and Amber how many hours um 360 minutes is, can somebody give them a clue about how they might want to figure that out? How could they figure that out? Emma F? Emma F.: I don’t know how to explain it, but….how did they know when to stop? D: Well, that’s a great question. Vicky: Because… Amber: We counted 24 jumps. We counted 15, I mean 24 jumps. D: You counted 24 jumps. OK. Did you understand that, Emma? How they did that … they counted each jump and they counted 24 times. (nod from Emma) Let’s get back to the clue.

25 Excerpt 4-Student to Student Mackenzie: You can count up to 60 minutes and then like circle that and keep on circling 60 minutes and then that would be how many hours there is. Amber: How do we know it’s 60 minutes? What do you mean? Mackenzie: ‘Cause 60 minutes is an hour. Amber: I mean, what do we circle? Like… Mackenzie: You would get 10, 20, 30… Amber: We’re counting by 15s not ones. Mackenzie: I know, but… Vicky: How much 15s would we have to circle to make 60? Griffin: You circle up to the 60 and then … wait. You circle up to the 60 and then you keep going like that.

26 Excerpt 5-Effort-Based Iterative Process Vicky: I figured it out myself. I know how much you have to circle. D: How much do you have to circle? Vicky: You circle 4 because if you circle 2 … Amber: She means how much circles—hours—is 4. D: So you know what you have to do to figure it out now, right? You know what you have to do. Great.

27 Was there evidence of the following characteristics of an environment conducive to talk in Dana’s class? Dialogue requires a climate where it is safe for learners (adults and students) to: Come up with ideas (incomplete, way out) Think out loud (partial, confusion) Explain their reasoning (misconceptions) Explore their understanding (dive deeper)

28 Instructional Rounds in Education City, Elmore, Fiarman and Teitel There are only three ways to improve student learning at scale: Increase the level of knowledge and skill that the teacher brings to the instructional process Change the role of the student in the instructional process Increase the level and complexity of the content that students are asked to learn

29 What’s so hard about increasing student discourse? Teacher habits, beliefs, pressures Student habits, beliefs, history Worthiness of the task at hand

30 Instructional Rounds in Education City, Elmore, Fiarman and Teitel There are only three ways to improve student learning at scale: Increase the level of knowledge and skill that the teacher brings to the instructional process Change the role of the student in the instructional process Increase the level and complexity of the content that students are asked to learn

31 Video 8th Grade Class--not yet engaging in discourse 28 students present--100% African American 15 Coaches and Teacher leaders observe (PLC) 6% School-wide passing rate Classroom Arrangement Altered Partial Purpose, demonstrate how to get reluctant learners to engage in dialogue Connected Mathematics—Bridge Problem—Linear Algebra—Reading Issues

32 Directions for Assignment Read pages 5 and 6 (CMP Unit-Thinking with Mathematical Models, Invest. 2.1) Problem 1.1 A and B (Paper Bridges) Talk to a neighbor and explain what it is you need to do Create teams of 3 people Penny counter Bridge aligner Data recorder

33 Directions for Assignment For each bridge thickness, predict the number of pennies it will take to collapse your bridge. Find out how many pennies it took to collapse your bridge for each thickness Make a table Make a graph Write statements about what you notice about the data Put your team data on: Class table Class graph You have 20 minutes to complete the work

34 Paper Bridges Data 8th Grade Class, Baltimore, MD.

35 Classroom Video Summary Discussion after group work Discourse so far: Expectations to listen and be able to paraphrase or ask question Can be called on with or without volunteering Will do most of the talking Expected to make statements about data Some of the data seems to double-examples examined One of the samples has the same data at levels 4 and 5

36 What are the teacher moves? Call on a student whether or not student volunteers Stay with student for several exchanges Focus the student on the specific question at hand Give student “heads-up” that you will check in again Turn and Talk Get another student to answer; paraphrase Return to student I believe in you; I’m here for you; you can do it.

37 Talk, Task and Feedback Effective feedback requires discourse that makes students thinking visible One important variable in generating student discourse is the richness of the task If the task is not rich enough, there is little for students to think or talk about If the teacher’s questions are focused on right answers, it is unlikely the discourse will ever get beyond short responses by individual students

38 Student to Student Discourse To generate discourse that exposes and deepens student thinking, teachers and students need to listen to and reflect on the ideas contributed by each student To generate discourse, listening habits need to be cultivated and modeled by the teacher To generate robust classroom discourse student voices must be given almost as much weight as teacher voices

39 Our Class This Year— Special EducationEnglish Language Acquisition Truancy 57%78%52% State Test Scores 75% Unsatisfactory 20% Partially Proficient 0% Proficient 0% Advanced

40 Observations Session 1 Part-Time Coaches—retired teacher; teacher on staff Coaches did not have shared values, beliefs, pedagogy, or shared practices Culture—regular meetings without strong focus on instruction and learning; teacher preference norm Kristen—Math Teacher, third year teaching Michelle—Special Needs, about 12 years teaching, not comfortable with mathematics content Students unskilled at talking and listening; engagement by a few students and expectations and evidence of student learning not clear

41 Session 2—Uh Oh Trigonometry lesson Consultant’s content expertise is stretched Teacher’s lesson plan is questioned Lessons have been procedurally focused Emotions and stress levels are high Consultant teaches the lesson Students reveal several misconceptions and partial knowledge Students are challenged to talk and listen to one another and to write down their ideas

42 Session Three Lesson design is more conceptually based Have been working on talk moves, clear/higher expectations Kristen and Michelle teach the lesson (with a bit of coaching from Lucy) Significant difference in student discourse and engagement Coach worked with Kristen and Michelle 3-4 time between sessions with Lucy

43 Video Clip--Lesson Overview Probability Addition Rule: The students were having trouble with what it means to be mutually exclusive. Example: Mutually Exclusive: P(roll sum of 7 or you get doubles)= Not Mutually Exclusive: P(roll a sum of 8 or you get doubles)=

44 The Video Lesson takes place in February 2011 Unit on Probability One Week Into the Unit 26 Students Enrolled Two Teachers—Math Teacher, Special Ed. About mid-lesson—had done some simple probabilities using area models, now into the investigation This exchange is an organic response to student statement—not in plan

45 Video As you watch the video, listen for the things the teacher is saying and watch the things she is doing to ensure students are talking and listening to each other.

46 Analyzing the Talk Moves Read the transcript and underline the “moves” the teacher makes to ensure that kids are talking and listening to one another.

47 Naming the Moves Asks student to take a stand Gives him space, but promises to come back Restates expectations re: listening Insists speakers speaks loudly enough Revoices—infusing new language Feigns confustion Highlights a specific part for clarification Revoices/clarifies Gets students to rephrase/summarize

48 Balentine:Carlos, did you believe that this was mutually exclusive or that it is not mutually exclusive? Carlos: I don’t know, I was busy doing work. Balentine:So you were on another problem. Ok, can somebody help out Carlos and then I’m going to come back to you. Guillermo:I didn’t say. Balentine:You didn’t say. Do I have a volunteer to help us out before I call on someone else?

49 Balentine: Brooke. Remember we’re listening because I’m going to go back to Carlos and then I’m going to ask at least one more person to rephrase. Brooke: Not mutually exclusive because…. Guillermo: Can you repeat that? BalentineYes, because I’m going to need you to be way louder because I can barely hear you.

50 Guillermo: It’s not mutually exclusive because she can own black shoes and white shoes. BalentineSo it’s not mutually exclusive because she can own black shoes and white shoes. BalentineSusana, can you rephrase why this is not mutually exclusive one more time because I’m not understanding the difference between mutually exclusive and not

51 Susana: Because you can own them both black and white shoes. Balentine:So what does mutually exclusive actually mean? Susana: They could not happen. BalentineSo it is not possible? Susana: Yeah BalentineSo you’re saying that, this is possible?

52 Brooke :It is Balentine:So it’s not mutually exclusive. Balentine:Gerardo, can you rephrase Brooke and Susana’s thinking one more time before Carlos sums it all up for us? Gerardo: That it’s impossible Balentine:This is impossible

53 Balentine: Carlos in your own words, why is this not mutually exclusive? Carlos: Um not mutually exclusive… BalentineJust a second, I’m so sorry I couldn’t hear him because somebody was talking. Carlos nice and loud, why is this not mutually exclusive? Carlos: Not, because she can own both of the shoes at once. Balentine:Excellent. Does anybody have any questions on mutually exclusive?

54 Analyzing Video Scaffolds for the student’s success and then returns to the student as promised Teacher is scripting students’ ideas on board Writing important terms on the board as they come up Uses popsicle sticks with students names on them to determine who to call on when no one is volunteering Calls on students whether or not their hands are raised

55 Advice from Kristen Use your first day of school lesson to introduce accountable talk. Have the students turn and talk to a partner and tell them to be prepared to share out their responses. Remind the students to use names when speaking to each other.

56 Plan with others Collaboration makes a huge difference Concentrate on big ideas— Hone in on the focus Identify student misconceptions; confusion Scaffold for students Planning Is Important

57 During this turn and talk… …I should see you facing your assigned partner …I should hear math talk about the question asked While others are sharing out… …you are looking at the person speaking …you are listening …you are prepared to explain, rephrase, clarify, or add on Daily Expectations

58 Think/Pair/Share (Turn and Talk) Pre-write Let them know ahead of time Give Them Time

59 1. Tell the student that you will come back to them. 1. Learn how to listen and learn from classmates 2. Teacher stance is, “You can do this. I will help.” 3. Clear/high expectations to participate. 3. Have 1-3 students speak. 4. Go back to the student. 5. If they still don’t have a response—turn and talk— revoice—don’t give up—go back to student again Always Come Back

60 This skill takes time to develop Patience with students a must This is not natural for anyone— students/adults Not an easy process Not always a valued part of our culture Listening is a Learned Skill

61 This is making a difference in the classroom. Student to student questioning has improved within and beyond the whole class discussions. Students are not afraid to make mistakes. Students are no longer satisfied with just an answer. Why do you think that? How do you know? Improved mathematical writing. Different from copying off the board. Teacher scripting and recording vocabulary in use gives ELL kids entry Kids are coming to class.

62 Truancy Kids are Coming to Class Gerardo 126 total absences only 4 for our class Yesenia 70 total absences only 3 for our class Devante’ 66 total absences only 5 for our class Gabriel 142 total absences only 12 for our class

63 Student Testimonials “I know what to write about because the class said it five times.” -Guillermo “I like to tell the class what I know.” - Brooke “It helps me when other students say it before me.” - Gerardo “It (accountable talk) makes me pay attention even when I don’t want to.” - Susanna

64 This is making a difference at our school. Share your work with other teachers. Visit each other’s classes. Get your coaches or department chairs involved in what you want to work on. Volunteer for initiatives; coaching support, etc.

65 Welcome To Day 2 We invite you to take a few minutes to engage individually and reflectively in this minds on activity: 3 things from yesterday that resonate with you about thinking and how we can make it visible with colleagues and students. 2 things you want to take back and go more deeply with in your practice with colleagues and students. 1 thing you will try, starting Monday, with colleagues and/or students around talk moves.

66 Make Public Your Commitment Please do a quick round robin at your table during which each person reads aloud the two things they want to think more deeply about and the one thing they are committed to doing on Monday in terms of talk moves. Were there any themes? If so, post the themes so we can learn what wants to emerge.

67 Kaizen What is the smallest step you can take to begin to achieve your goal? If you take that step for days, you will create a new habit and will be ready to take the next step.

68 Summarizing Key Points from Yesterday

69 Learn To Learn The number one characteristic of people who will be successful in the 21st century are those who know how to learn. Friedman The World Is Flat

70 Learning At Levels Individual In the classroom, the faculty room, the principal’s office, the boardroom. Transform schools into learning organizations in which everyone has something to learn and something to contribute to the learning of others and the profession. Agents of Change: How Content Coaching Transforms Teaching and Learning

71 What is a learning organization? An organization that is continually curious about what is and isn’t working and making incremental adjustments aligned with its primary purpose The players at every level inhabit an inquiry stance and practice asking difficult, challenging questions

72 Influencers Attend to 6 Variables

73 Accountable talk includes: Accountable to the community Accountable to the content Accountable to the reasoning employed in that domain

74 3 Basic Essential Talk Moves Turn and Talk—has the potential to get 100% of the students engaged and willing to take a stand Tell me more…OR Why do you think that?—puts the emphasis on finding out what others think and how they came to the conclusion they did. (Develops awareness, capacity to think about one’s thinking, reasoning, precision) Who can repeat/paraphrase what was just said? (Establishes clear expectation to listen; hones capacity to reflect on ideas, construct viable arguments)

75 When to use turn and talk: When lots of hands are raised When no one seems ready to speak whole group Students need time think something through Decide where you stand (agree/disagree/not sure) Explain an idea under discussion Clarify Opportunity to explore and participate in order to listen/engage in whole group Article available on web site:

76 Talk Matters A Lot The environment in successful high poverty schools is more conversational and less interrogational Interactions invited conversation Teachers worked to get kids to think aloud and modeled thinking aloud When classes are conversational the achievement gains are twice as large Richard Allington

77 Learning from other countries: Instruction between teacher and individual student is often sustained over a sequence of several question- answer exchanges Questions are designed to encourage reasoning and speculation, not just elicit right answers Teacher feedback provides information and diagnosis on which the child can build, rather than judgment alone Teaching has pace, but without the clock watching pressure—cognitive pace verses organizational pace Alexander, 2010

78 Learning from other countries: Talk tends to display greater attention to discrimination and precision in vocabulary, grammar and syntax, to volume, clarity and expressiveness, and to the development of the distinctive registers required for different subjects (the oral equivalent of writing genres) The culture of classroom talk is more public and confident. Children talk loudly and clearly. They listen and expect to be listened to. And the making of mistakes in front of other children is intrinsic to learning rather than shameful or embarrassing. Alexander, 2010

79 Learning from other countries: Oracy is regarded as no less important than literacy Relationship between talking, reading and writing is clearly articulated—talk intrinsic to literacy Sustained oral work in most lessons Some formal assessments are oral Purpose of classroom talk is mainly cognitive rather than about developing confidence—focuses on developing thinking Teachers model talk at its best. Alexander, 2010

80 Why the focus on discourse? John Hattie’s 750+ meta analyses to identify major influences on achievement—50,000 studies involving 200 million students- Effect size:.72 Average effect size of interventions that matter.40

81 Achievement Strategies Related to Discourse StrategiesNo. of StudiesNo. of EffectsEffect Size Feedback Questioning Challenging Goals Metacognitive Strategies Teaching Students Self-Verbalization Cooperative Learning

82 What do each of the 6 C’s look, feel, and sound like? How committed are you to the 6 C’s? What new skills, beliefs, or pedagogy is needed to incorporate the 6 C;s Where do the 6 C’s fit into the present curriculum?

83 Turning Our Attention to Assessment

84 Like Role Seating Only one or two people from the same boards at a table. Fill up each table-- 10 to a table. Sit with people who do the same work you do: Left back quadrant—Support folks from Boards (e.g. Superintendents, Instructional Consultants, Coaches) Right back quadrant—Building level instructional leaders and administrators (e.g. principals, assistant principals, coaches) Left front quadrant—Secondary teachers Right front quadrant—Elementary teachers

85 Practice Taking a Learning Stance Mindset: I wonder what I can learn from folks who do the same work I do in places outside my board? Commitment: To LISTEN well to the ideas and concerns of others and to INQUIRE more deeply into their thinking, experience and beliefs. Self-awareness: To notice when I’m open and willing to learn from others, what role I’m playing in the group, how I’m choosing to engage, when I’m acting like I already know, when I’m judging others, when I’m thinking critically and deeply, and so forth.

86 Invitation Independently and individually take a moment to think of a time when you gathered really useful information in an informal or unusual way that helped to guide your instruction, your coaching, your supervision and be willing to share this strategy with your colleagues. In a round robin fashion spending no more than 1-2 minutes per person, share the example you came up with. If you were unable to come up with an example, either pass or pose a question. (Do not answer the question during this first round please.)

87 Invitation--Round 2 What were one or two ideas that came up that you want to hear more about? Feel free to sit break into partnerships, triads, quads, whatever so you get to hear more details from the person who shared an idea that has you thinking. If no one had an idea you want to probe further, then make a list of questions and challenges you have regarding assessment independently or with a partner and be prepared to share you questions with the group. You have 5 minutes for this part of the work.

88 Video Clips Clip 4—Dave—preconference Clips 1 and 2—Dave—lesson Clips of conferring with individual students

89 Assessment What constitutes assessment? What are the purposes of assessment? In what ways are evaluation and assessment the same things? What is the difference between assessment for, as amd of learning and how would the tools used for each kind of assessment differ? How to both informally assess often and regularly AND grade with numbers, letters, etc. on report cards and so forth?

90 Purposes of Assessment Assessing student prior knowledge to guide instruction Assessing student present thinking to guide instruction either individually or collectively Assessing student interests and learning preferences to differentiate instruction, provide choice Student/adult self-assessment to development next steps, metacognitive habits of mind, social/emotional awareness and skills Shared reflection on the learning process

91 Stance of Assessor Visible listening—notes, slides, videos to understand student’s path’s, processes, thinking Pedagogy of listening throughout a lesson (e.g. classroom discourse, stop and jot, inviting questions) Inquisitive and responsive—tell me more, show us what you mean, give an example, draw, write, describe, explain, help me understand, convince me

92 What question are you seeking to answer? Why? What do I (you) know about… How do I (you) know I (you) know that? How deeply do I (you) understand the content under study? Under what circumstances can I (you) apply the knowledge in question? What misconceptions, partial knowledge, questions do (I) you have? How might we address these? How can I (you) support further learning? What learning strategies work for (me) you?

93 When and How Do We Assess Assessment through conversation Assessment through the use of video Assessment through student work samples Assessment through stop and jot moments Assessment through exit tickets Self, peer, teacher, coach, authentic audience assessment Before, during, at the end and after through reflection

94 What do you want next time? When we meet in the Spring, what do you want to go deeper in? Think individually Round Robin Each table submit 1-3 themes for next time. Please list table numbers when you respond so we can intentionally seat tables together based on interest.


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