Presentation on theme: "THINKING TOOLS: Differentiating the Content"— Presentation transcript:
1THINKING TOOLS: Differentiating the Content Nanci Cole, Michelle Wikle, and Sacha Bennett - TOSAsSandi Ishii, Supervisor of Gifted EducationBased on training by: S. Kaplan, USC, 2008
2What is Academic Rigor?Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.Taking rigorous courses open the doors!Source: Teaching What Matters Most; Standards and Strategies for Raising Student Achievement by Strong, Silver, and Perini, ASCD, 2001
3Objectives:Provide an introduction to the academic language thinking tools of Depth & Complexity and Content Imperatives.Provide time to understand and practice application of Tools to your content in order to increase the level of inquiry in the classroom.
4Agenda Welcome/Overview Introduction- Theory Introduction to Depth & Complexity and Content ImperativesDifferentiated RotationsQuick share/Reflection/Closing
5Depth and Complexity Thinking Tools Recognizes individual diversity among learnersTeaches toward highest level of knowingBuilds expertiseAll thinking tools integrated into lesson design and student products add depth and complexity to your overall objective. Thinking tools are designed to help students acquire the ability to think about content in an increasingly sophisticated manner.
6Depth and Complexity Thinking Tools Strengthens critical thinking skillsMakes something abstract more concreteAllows students to “jump” into the content and make sense of itBuilds in inquiry and academic language
7How do you know if someone is an expert? NoviceExpertConversationsMore sophisticated understandingHow much do cell phones cost?What are some new trends in cell phones?
8Single Thinking Tools One at a time Depth Complexity To dig deeper Greater breadth of understandingThe thinking tool is like a magnifying glass. It gives greater dimension to what is studied.
9Single Thinking ToolTo understand RULES, you can study the patterns, details, and ethicsPatternsDetailsRulesOne part of a wholeThis is a way of uncoveringPromotes great conversationsEthicsPart to whole thinking
10THINKING PAIRS Two thinking tools together joined with the word “AND” What are the details AND trends of the Revolutionary War?2 Thinking Tools = equation of knowingChanges the intellectual demandThe intellectual work is rigorous
11How do we know if students know it? A good answer must include:Define what they are talking aboutGive another exampleCite or reference what stimulated their ideas (evidence)We want to create intellectualsNot to just give back the right answerNot to just pass the CAHSEE
12Allow individuals to move on Students get tired of learning the same way using the same thinking.It is like staying on the same land without moving or cultivating it.Develop intellectualismNot just to get the right answersNurture beyond where they currently areThe children are not the inhibitors of this thinking. Teachers need to encourage it. Don’t allow students to get stuck on what you know. You must allow the students to transcend it.Not just to pass the CAHSEE
14At some point during the lesson… Teacher dominate“Ladies and gentlemen, today we are going to look for…”Student dominate“Ladies and gentlemen, what and how are you going to look for…?”
15Creating Independent Thinkers You can do this by using these strategies:Create inquiry to get the informationCreate a task defining what to doDo Independent Research
16Allow students to be independent thinkers of the task by increasing responsibility Here are the details in the Revolutionary WarI want you to find the details in the Revolutionary War.Investigate and research the significant details in the Revolutionary War.
17Moral ImperativeEducators need to go beyond their own level of thinking.Educators need to transcend their own thinking because they need to open the doors into a student’s mind. It maybe the key to their success.
18Students need to know:The flexibility of the language of depth and complexityPatternsThis is a prerequisite to go further into the scope and sequence of the thinking tools.CyclicalPredictiveSequenceRepetitiveStudents need to know all the synomams of the thinking prompts so they can be used instead of the prompts if needed. Depending on content, curriculum, and instruction- be flexible
19Do you know the icons?Draw the appropriate icon next to the definition on the chart.Compare your answers with your neighbor.Start brainstorming ways you can bring depth and complexity into your classroom instruction and discussion.
29Across the Disciplines AssociateConnectCorrelateIntegrateIntersectLink
30Change Over Time Compare past & present Note change across time Study past, present, future
31The affect or impact one person or event has on others. ContributionThe affect or impact one person or event has on others.
32The beginning, root, foundation, source, or basis for something. OriginThe beginning, root, foundation, source, or basis for something.
33How something is similar, matching, comparable, or analogous. ParallelHow something is similar, matching, comparable, or analogous.
34Things that are opposite, contradictory, ironic or illogical. ParadoxThings that are opposite, contradictory, ironic or illogical.
35How ideas or events meet, intersect, concur, merge, join or unite. ConvergenceHow ideas or events meet, intersect, concur, merge, join or unite.
36How can I integrate the thinking tools into Cornell notes? Teacher generates questions and student matches appropriate thinking tool and answer.Teacher chooses thinking tool and student generates question and answer.Student generates question, identifies thinking tool, and answers question.
37Other ideas for Cornells & Thinking Tools… Use TE to help write high level questions.Create iconic statements (combination of thinking tools).Differentiate Cornells to fit the needs of your students.Write summary/reflection prompts using thinking tools.Combine Costa’s (and/or the Keys) with thinking tools.Connect Thinking Tools to Thinking Maps .Layer Thinking Tools with Classics, Think Like a Disciplinarian, Current Events, Technology, and Metacognition.
38Reflection Why would this be important to you? Why would this be important to a school?Why would this be important to the world?