FIVE THOUGHTS FOR A THOUGHTFILLED CURRICULUM

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• FIVE THOUGHTS FOR A THOUGHT-FILLED CURRICULUM

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JUST LIKE ME
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SHARING THE VISION
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FIVE THEMES

• 1. LEARNING TO THINK
• 2. THINKING TO LEARN
• 3. THINKING ABOUT OUR THINKING
• 4. THINKING TOGETHER
• 5. THINKING BIG

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CURRICULUM MIND SHIFTS

• FROM
• Not only knowing right answers.

• TO
• Also knowing how to behave when answers are not
  immediately apparent.

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I. LEARNING TO THINK
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DESIGNING THOUGHT-FULL LEARNING ACTIVITIES

• FOUR SIMULTANEOUS OUTCOMES
• UNDERSTANDING IMPORTANT CONCEPTS
• THINKING SKILLS
• TASKS REQUIRING SKILLFUL THINKING
• HABITS OF MIND

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EFFECTIVE THINKING REQUIREMENTS
HABITS OF MIND
THINKING SKILLS
COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING
THINKING SKILLS
CONTENT
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EFFECTIVE THINKING REQUIREMENTS
SELECTING CONTENT
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SELECTING CONTENT

• On what standards are learnings based?
• What essential questions will be addressed?
• Upon what prior knowledge must students draw ?
• What understandings will students gain?

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HOW DO YOU KNOW STUDENTS UNDERSTAND?

• WHAT WOULD SERVE AS INDICATORS OF UNDERSTANDING?

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UNDERSTANDING WHAT DO WE MEAN?
He understands me. She understands
French. Students understand the concept. She
understands the laws of physics. We have an
agreement of understanding. This is my
understanding of the matter.
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THINK - PAIR - SHARE

• WHAT DO YOU MEAN BY UNDERSTANDING?
• WHAT WOULD YOU SEE/HEAR STUDENTS DOING IF THEY
  UNDERSTAND?
• ADD YOUR OWN THOUGHTS

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EVIDENCE OF UNDERSTANDING

• CAN STUDENTS
• EXPLAIN IT ACCURATELY?
• GIVE THEIR INTERPRETATION?
• TAKE ANOTHERS PERSPECTIVE?
• EMPATHIZE?
• ASK FURTHER QUESTIONS?

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EFFECTIVE THINKING REQUIREMENTS
THINKING SKILLS
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THINKING IS THE HARDEST WORK THERE IS. THAT IS
WHY SO FEW PEOPLE ENGAGE IN IT. HENRY FORD
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THINKING VERBS FOUND IN SYLLABUS STANDARDS
RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY
SOLVE SUMMARIZE SIMPLIFY
ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST D
ESCRIBE DISCUSS ELABORATE
EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE O
RGANIZE PARAPHRASE PREDICT
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DIRECT INSTRUCTION IN THINKING SKILLS

• DO STUDENTS KNOW HOW TO
• PERFORM THE THINKING SKILL?

• CAN STUDENTS DESCRIBE THE STEPS?

• CAN THEY CORRECTLY LABEL THE SKILLWHEN THEY USE
  IT?

• DO THEY APPLY THE SKILL SPONTANIOUSLY WHEN
  SOLVING PROBLEMS?

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LABELING THINKINGSKILLS AND PROCESSES E.g.
"Lets COMPARE these two pictures.

• "Let's look at these two pictures

"What do you PREDICT will happen when?

• "What do you think will happen when?

"Let's ANALYZE this problem.

• "Lets work this problem."

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LABELING THINKINGSKILLS AND PROCESSES E.g.
"What EVIDENCE do you have to support..?

• "How do you know that's true?

In what situations might you APPLY this?

• "How else could you use this?

As you EVALUATE these alternatives.

• Do you think that is the best alternative?

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LABELING THINKINGSKILLS AND PROCESSES E.g.
"What do you SPECULATE might happen if

• "What do you think would happen if

"What CONCLUSIONS might you draw ...

• "What did you think of this story?

• "How can you explain?"

How does your HYPOTHESIS explain?
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EFFECTIVE THINKING REQUIREMENTS
COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING
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RICH TASKS REQUIRING SKILLFUL THINKING
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Some Thinking Skills Applied to SOLVING A PROBLEM

• GENERATE possible solutions
• EVALUATE possible options
• PREDICT CONSEQUENCES
• SELECT and APPLY best possible options

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Some Thinking Skills Applied toMAKING A DECISION

• ANALYZE and CLARIFY issues
• ASSESS the reasonableness of ideas
• EVALUATE alternative and options
• PREDICT consequences
• SELECTING and APPLYING choices

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Some Thinking Skills Applied toCREATING
SOMETHING NEW

• ORIGINALITY Generating new/novel ideas
• FLEXIBILITY Taking different perspectives
• FLUENCY Seeing multiple ways
• ELABORATION Expanding, extending, detailing
  ideas

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Some Thinking Skills Applied toCONSTRUCTING
MEANING

• ANALYZE and CLARIFY ideas
• COMPARE and CONTRAST ideas
• DETERMINE CAUSAL FACTORS
• UNCOVER ASSUMPTIONS
• DRAW CONCLUSIONS

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EFFECTIVE THINKING REQUIREMENTS
HABITS OF MIND
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Habits of mind attend to

• Value - choosing to behave intelligently
• Inclination- deciding to use a certain behavior
• Sensitivity- knowing when to use them
• Capability- having skills capacity to use them
• Commitment- reflecting on improvement

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• HABIT IS A CABLEWE WEAVE IT EACH DAY, AND AT
  LAST WE CANNOT BREAK IT.

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Ones intelligence is the sum of ones habits
of mind. Lauren B. Resnick Making America
Smarter The Real Goal of School Reform 2001
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WHY HABITS OF MIND?

• TRANSDISCIPLINARY
• AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS
• FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL
  LEARNINGS

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PERSISTING Persevering on a task even though
the resolution is not immediately apparent.

• Stick to it!

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PERSISTENCE
Describe a time in your life when
persistence paid off
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MANAGING IMPULSIVITY
Acting with forethought and deliberation.

• Take your time!

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MANAGING IMPULSIVITY
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MANAGINGIMPULSIVITY

• DONT CALL OUT
• IN ASSEMBLY IF
• YOU LOOSE A
• TOOTH. YOU WAIT
• UNTIL ASSEMBLY
• IS OVER.
• GAGE, GRADE 1

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4. THINKING FLEXIBLY THINKING
FLEXIBLY
Changing perspectives, generating alternatives,
considering options.

• Look at it another way!

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STRIVING FOR ACCURACY
Desiring exactness, fidelity and
craftsmanship.

• Check it again!

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RESPONDING WITH WONDERMENT AND AWE
Finding the world fascinating, mysterious,
intriguing and phenomenal.

• Awesome!

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ALL THINKING BEGINS WITH WONDERING SOCRATES
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EFFECTIVE THINKING REQUIREMENTS
HABITS OF MIND
THINKING SKILLS
COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING
THINKING SKILLS
CONTENT
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• II. THINKING TO LEARN

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• LEARNING IS AN
• ENGAGEMENT OF THE
• MIND THAT
• TRANSFORMS THE MIND
• MARTIN HEIDDEGAR

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• Making meaning is not a spectator sport.
• Knowledge is a constructive process
• rather than a finding.
• It is not the content that gets stored
• in memory but the activity of
• constructing it that gets stored.
• Humans dont get ideas they make ideas
• Content is embedded in emotion

FROM BRAIN-BASED LEARNING
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BRAIN STRUCTURES

• The Neo-mammalian brain--------------------- (The
  Neo-cortex)
• Emotional Brain----------------------------
• (Limbic System/
• The paleo-mammalian brain)
• Reptilian Brain---------------------------------
• (The Brain Stem)

Dr. Paul MacLean National Institute of Mental
Health Bethesda, Maryland
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NEUROTRANSMITTERSTHE BRAINS FEEL GOOD
CHEMICALS

• Endorphins, serotonin and dopamine are
  chemicals produced by the brain that are active
  in the brains reward system. The brain makes
  chemicals that are released when certain
  behaviors increase the probability of survival.

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STRESS HORMONE CORTISOL THE BRAINS NEGATIVE
CHEMICAL

• produced in and secreted by the adrenal glands
• secretion is increased in response to physical
  and psychological stress of any kind.
• when the stressful event or situation is over,
  cortisol levels return to normal.

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DOWNSHIFT
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• III. THINKING ABOUT OUR THINKING

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METACOGNITION Thinking about your thinking

• Being conscious of your own thinking, strategies
  and behaviors and their effects on others and the
  environment.

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THINKING ALOUDABOUT OUR THINKING

• Pose challenging problems then
• Invite students to describe their plans
• and strategies for solving the problem.
• Share their thinking as they are
• implementing their plan.
• Reflect on/evaluate the
• effectiveness of their strategy.

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THINKING ABOUT OUR OWN THINKING
"Continuing to cling to the patterns you know
inhibits your ability to discover what you don't
know. " Eric Allenbaugh
There is nothing so confining as the prisons of
our own perceptions. William Shakespeare King
Lear
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"If you don't change your beliefs, your life
will be like this forever. Is that good
news? Robert Anthony, Author
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• IV. THINKING TOGETHER

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• Your organization functions and grows through
  conversations
• The quality of those conversations determines how
  smart your organization is.
• David Perkins,
• King Arthurs Round Table
• 2002 N.Y. Wiley

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Relational Trust in Schools

• School Professional - Parent Relations
• Teacher - Principal Relations
• Teacher - Teacher Relations
• Teacher - Student
• Bryk, A. Snyder B. (2002) Trust in Schools
  A core Resource for Improvement NY, Russell
  Sage Foundation

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COMMUNICATIVE COMPETENCE

• HOW WELL DO WE LISTEN TO ONE ANOTHER?
• CAN WE DISAGREE GRACEFULLY?
• CAN WE TAKE ANOTHERS POINT OF VIEW?
• HOW WELL DO WE VALUE EACH OTHERS STYLE
  DIFFERENCES?

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THE WAY OF BEING WITH ANOTHER PERSON WHICH IS
TERMED EMPATHICMEANS TEMPORARILY LIVING IN THER
LIFE, MOVING ABOUT IN IT DELICATELY WITHOUT
MAKING JUDGMENTSTO BE WITH ANOTHER IN THIS WAY
MEANS THAT FOR THE TIME BEING YOU LAY ASIDE THE
VIEWS AND VALUES YOU HOLD FOR YOURSELF IN ORDER
TO ENTER THE OTHERS WORLD WITHOUT PREJUDICEA
COMPLEX, DEMANDING, STRONG YET SUBLTLE AND GENTLE
WAY OF BEING. CARL R. ROGERS
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• V. THINKING
• BIG

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TOWARDS A LARGER VISION

• How do these learnings help students
  become the kind of people wed like them to
  become?
• Why are these considered essential, enduring,
  lifespan learnings?
• How do they enhance our vision of classrooms,
  schools, communities and a world that are more
  thoughtful places?

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THE BEST WAY TO PREDICT THE FUTURE IS TO
INVENT IT.ALAN KAYAPPLE COMPUTER CO.
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REMAINING OPEN TO CONTINUOUS LEARNING
Having humility and pride in admitting there is
more to learn. Resisting complacency. Continue
to learn!
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MODELING
What you are speaks so loudly, they cant hear
what you say. Ralph Waldo Emerson
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DONT WORRY THAT CHILDREN NEVER LISTEN TO YOU
WORRY THAT THEY ARE ALWAYS WATCHING
YOU. ROBERT FULGHUM
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REVIEW FIVE THEMES OF THINKING

• 1. LEARNING TO THINK
• 2. THINKING TO LEARN
• 3. THINKING ABOUT OUR THINKING
• 4. THINKING TOGETHER
• 5. THINKING BIG

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THINK - PAIR - SHARE

• WHAT INTRIGUES YOU ABOUT TEACHING FOR THINKING?
• WHAT WILL YOU CONTINUE TO WONDER ABOUT?
  (AUTO-PONDER)
• WHAT WILL YOU EXPERIMENT WITH IN YOUR SCHOOL/
  CLASSROOM?

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• THE BEST WAY TO PREDICT
• THE FUTURE IS TO
• INVENT IT.
• Alan Kay
• Apple Computer Co.