Scaffolding Student Thinking

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Scaffolding Student Thinking

• Choosing Strategies to Improve Student Thinking

Robert V. Jervis Consultant for the Council of
Chief Staff School Officers Comprehensive Social
Studies Assessment Project
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Hitting the Target by 2014 - NCLB

• Cheating on the Test (Collateral Damage, David
  Berliner)
• Make the State Tests Easier (Comparisons to
  Assessment of Educational Progress, Time, June 4,
  2007)
• Further Reduce the Time for Science, Social
  Studies, and the Arts (3hrs Literacy, 1 ½ hrs
  math out of a 6 ½ hr day Arizona Desert
  Elementary School
• Teach for Understanding

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BRAIN RESEARCH

• Know the place of detailed facts, figures and
  data as part of a greater context, concept or
  application.
• Understand that learners need time to process,
  reflect, sort, form patterns, discover or develop
  meaning.
• Engage learners in structures for processing
  beyond the level of recall and recitation of
  data. It calls for context, motion, personal
  meaning, and/or application.
• View learning as a process based on the richness
  of personal experiences each student brings to
  the situation.

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TEACH TO THE BIG IDEAS IN ALL CONTENT AREAS

• Important to Know and Do
• Big Ideas Worth Understanding
• Nice to Know

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How Do We Get to Big Ideas??
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THINKING MODELS

• Blooms Taxonomy
• Dimensions of Learning
• Three Story Intellect

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SCAFFOLDING STUDING THINKINGDimensions of
Learning

• Attitudes and Perceptions
• Acquiring and Integrating Knowledge
• Extending and Refining Knowledge
• Using Knowledge Meaningfully
• Productive Habits of Mind
• Robert Marzano

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Levels of Thinking
LEVEL I Factual Information LEVEL II Extend
and Refine LEVEL IV Application
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Levels of Questioning

• STANDARD
• Essential Question
• Unit Questions
• Level I Questions Factual Information
• Level II Questions Extending and Refining
• Level III Questions Application

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Essential Question How does humankind progress
from one stage to another? Unit Questions

• Level I Gathering Information
• What are the characteristics of hunter-gatherer
  societies?
• What events moved people closer to being a
  civilized community?
• Who were the first people to establish what we
  consider to be a civilization?
• Where were the major human communities located?
• Why were the use of tools and fire important
  developments during this period?

• Level II Extending and Refining Knowledge
• How would you compare hunter-gather societies to
  move advanced civilizations?
• How would you classify a human community as a
  civilization?
• How did climatic changes impact plant life and
  the domestication of animals?
• Level III Using Knowledge Meaningfully
• How might these experiences help us plan future
  communities in space?

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UNDERSTANDING BY DESIGN -Focusing on
Instructional Priorities

• TARGETING
• ASSESSING
• TEACHING

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UNDERSTANDING BY DESIGN -Focusing on
Instructional Priorities

• TARGETING
• ASSESSING
• TEACHING

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Level One Assessment Items

• Requires students to recall facts who, what,
  when, and where, terms, specific information
  concepts, trends, generalizations, and theories
  or to recognize or identify contained in maps,
  charts, tables, graphs, or drawings.
• Examples
• Recall or recognize an event, map, or document
• Describe the features of a place or people
• Identify key figures in a particular context

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Level Two Assessment Items

• Requires students to contrast or compare people,
  places, events, and concepts give examples,
  classify or sort items into meaningful
  categories describe, interpret or explain issues
  and problems, patterns, reasons, causes, effects,
  significance or impact, relationships, and points
  of view or processes.
• Examples
• Describe the causes/effects of particular events
• Identify patterns in events or behavior
• Categorize events or figures into meaningful
  groupings

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Level Three Assessment Items

• Requires students to draw conclusions, cite
  evidence, apply concepts to new situations use
  concepts to solve problems, analyze similarities
  and differences in issues and problems propose
  and evaluate solutions recognize and explain
  misconceptions make predictions make
  connections and explain main concepts.
• Examples
• Analyze how changes have affected people or
  places
• Apply concept in other contexts
• Form alternate conclusions or solutions

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Teaching for Understanding


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UNDERSTANDING BY DESIGN -Focusing on
Instructional Priorities

• TARGETING
• ASSESSING
• TEACHING

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Scaffolding Student Activities

• Attitudes and Perceptions
• Acquiring and Integrating Knowledge
• Extending and Refining Knowledge
• Using Knowledge Meaningfully
• Productive Habits of Mind
• Robert Marzano

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InstructionLearning Experiences

• Instruction
• Concrete to the Abstract

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Three Story Intellect
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Three Story Intellect
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Three Story Intellect
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Scaffolding Instructional Strategies

• Direct Instruction
• Indirect Instruction
• Constructivism
• Hands-on
• Experiential Learning
• Real Life Situations
• Independent Study
• Projects

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Scaffolding Teaching Strategies

• Essential Question Why is the Bill of Rights so
  important in the lives of all Americans?
• Gathering information (individual research)
• Handout a list of guide questions concerning the
  Bill of Rights.
• Have the students go on online to research the
  answers to the questions.
• Ask a summarizing questions at the end of their
  research What rights are protected by the Bill
  of Rights?
• Extending and Refining Knowledge (working in
  groups)
• Have the students classify the rights you have
  researched in terms of personal rights and rights
  which apply to the total community.
• Use a Venn Diagram to compare and contrast the
  rights
• Application Using Knowledge Meaningfully
  (presentation to the group)
• Have the students write a brief paragraph
• Which one of the rights protected by the Bill of
  Rights do you think is the most important to you
  as a student in school? Provide details to
  support your answer

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Scaffolding Teaching Strategies Level I
Gathering Information

• Essential Question How do consumers acquire
  goods and services?
• Take the class on a tour of the school. Have
  them identify community workers in our school.
  As workers are identified (e.g., teacher, nurse,
  principal, janitor, cafeteria worker, grounds
  person) stop the workers and ask them questions
  about their jobs and the tools they use. Note
  the important details about what each worker
  does.
• Back in the classroom, generate a list of the
  workers the students met on their tour of the
  school. Write this information on the board in
  the form of a chart. Include a description of
  what the students learned about the jobs.
• Summarize the lesson by visiting the following
  website to review other community worker jobs.
• http//teacher.scholastic.com/commclub/
• http//bensguide.gpo.gov/k-2/neighborhood/index.ht
  ml
• Have the students describe what each worker is
  doing on the website. Add these workers to your
  Community Workers Chart on the board.

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Scaffolding Teaching Strategies Level II
Extendng and Refining

• Essential Question How do consumers acquire
  goods and services?
• Read to the class If you give a Mouse a Cookie
  by Laurie Joffee Numeroff. Talk about the goods
  and services the mouse wanted. Use a chart on the
  board to categorize the goods and services talked
  about in the story.
• Continue the discussion by asking what goods and
  services the students wanted. Add these to the
  chart in the proper column. Be sure you have them
  explain why they think it is a good or a service.
  
• Use the following website for additional
  information about the difference between a good
  and a service
• http//teacher.scholastic.com/commclub/
• http//www.econedlink.org/lessons/em197/flash/acti
  vity1.html
• http//mcwdn.org/ECONOMICS/GoodService.html
• Help the students summarize the lesson by
  selecting one of the goods and/or services and
  illustrating it and then presenting it to the
  class with a n explanation of why it is a good or
  service.

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Scaffolding Teaching Strategies Level III
Application

• Essential Question How do consumers acquire
  goods and services?
• Use the following website to see actual people
  working in a community
• http//www.econedlink.org/lessons/EM195/dogpics/sl
  ideshow.htm
• This slideshow contains pictures and captions
  describing the daily activities at a kennel.
• Have the students work in pairs to generate a
  list of kennel goods and a list of kennel
  services. Have them share their lists with the
  class.
• Have the students predict what would happen in
  the following situations
• What would happen to the kennel if there were no
  dogs in the community?
• What might the kennel do if everyone in the
  community had a cat instead of a dog? What goods
  and services would the kennel then provide?

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Best Practices in Social Studies/Strategies

• Thinking Skills
• Extending and Refining
• Application to Real Life
• Testing hypotheses
• Inquiry/Questioning Skills
• Concept Development
• Constructivist Approaches to Learning
• Nonlinguistic Representations
• Visuals
• Cartoons
• Pictures
• Maps

• Lecture
• Advanced Organizers
• Technology/Use of Computers
• Teaching for Problem Solving
• Role Play/Simulations
• Graphic Organizers
• Writing Across the Curriculum
• Cooperative Learning
• Use of Primary Sources

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Best Practices in Social StudiesRobert Marzano

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Cooperative Learning
• Providing Feedback Based on Stated Objectives
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

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DIMENSIONS OF LEARNING (DOL 3)Level II Thinking
Skills

• COMPARING
• CLASSIFYING
• SUPPORTED INDUCTION
• SUPPORTED DEDUCTION

• ANALYZING ERRORS
• CONSTRUCTING SUPPORT
• ABSTRACTING
• ANALYZING PERSPECTIVES
• QUESTIONING

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DIMENSIONS OF LEARNING (DOL 4)Level III Thinking
Skills

• Problem Solving
• Decision-Making
• Inquiry
• Issues Analysis

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TO KNOW ME IS TO LOVE ME
BUT DO YOU UNDERSTAND ME?
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EVIDENCE OF UNDERSTANDING
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FACETS OF UNDERSTANDING

• EXPLAIN
• APPLY
• HAVE PERSPECTIVE

• SELF-KNOWLEDGE
• EMPATHY
• INTERPRETATION

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EXPLAIN

• How do things work?
• What do they imply?
• What is the impact or significance?
• Why does this happen?
• What are the connections to other events, ideas
  or understandings?

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EXPLAIN- How do I know it when I see it?

• Goes beyond a right or wrong answer to a
  warranted opinion.
• Is elicited from students by such verbs as
  explain, justify, generalize, support, verify,
  prove, and substantiate.
• The student shows his/her work. Explains why it
  is right or wrong.
• The student provides evidence to support their
  response.
• The student is able to defend his/her view
  against the views of others.
• Goes beyond naïve explanations to the more
  subtle and in-depth explanations of who, what,
  where, when, and why.

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INTERPRETATION

• What is the meaning?
• Why does it matter?
• What of it?
• What does it tell us about the human experience?
• How does it relate to me?
• What makes sense to me?

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INTERPRET - How do I know it when I see it?

• A student tells a story to illustrate the
  importance of an event, idea, or understanding.
• A student is able to use information to show the
  significance of an idea or to show the importance
  an of idea.
• A student is able to see the importance of point
  of view in interpreting an event, idea, or
  understanding.
• The student shows understanding of the language
  of the content. He/She is able to interpret the
  language, symbols, and clues of the discipline.
• The students understands that explanations may
  stay the same, but interpretations may differ.

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APPLICATION

• How can I apply this knowledge in new situations
  and diverse contexts?
• How or where can I use this information?
• In what ways is this information applied outside
  of school?
• Does this information have application to my life?

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APPLY - How do I know it when I see it?

• A student uses the information to solve a
  problem, make a decision, or to further
  investigate an issue or an event.
• A student demonstrates an understanding that
  this information has meaning to his/her own life.
• A student uses real world situations as
  opportunities to apply their knowledge.
• The student adapts the information. He/She
  demonstrates the ability to reinventthe
  information to fit the situation.

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PERSPECTIVE

• From whose point of view are we viewing this
  event, idea or understanding?
• Is the view reasonable? Is it justified?
• Is there adequate evidence to support the view?

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PERSPECTIVE - How do I know it when I see it?

• A student sees the fallacy in a argument.
• A student explains both sides of an issue
  without giving their own opinion.
• A student understands that any response to an
  issue involves a point of view.
• The student views textbook information as only
  one source of information, recognizing that there
  may be a different point of view in a different
  source of information.

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EMPATHY

• Do I really know how this person feels?
• How is this person trying to make me feel?
• What is this person seeing that I am not seeing?
• Whats it like to walk in this persons shoes?
  Whats it like to be this person?

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EMPATHY - How do I know it when I see it?

• A student lets go of his own emotional reaction
  to try to see how someone else feels about the
  situation.
• A student describe another persons viewpoint,
  including their emotional responses.
• A student tries to imagine or experience the
  ideas they are studying.
• A student tries to understand why a decision was
  made or a point a view was taken before labeling
  it as misguided or foolish.
• A student demonstrates respect for the opinions
  and ideas of others.

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SELF-KNOWLEDGE

• What dont I know about this?
• What are the limits of my understanding?
• How do my prejudices or habits interfere with my
  thinking?
• Is what I understand confused with what I believe?

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SELF-KNOWLEDGE - How do I know it when I see it?

• A student understands that what he sees is a
  result of lazy thinking not a consideration of
  the facts as they are.
• A student continually reflects and questions
  his/her own beliefs.
• A student is able to use metacognition to
  process his/her own thinking.
• A student recognizes his/her own prejudices and
  understands how they may impede thinking
• A student demonstrates self reflection.

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TASKS

• Require students to demonstrate understanding
• Solve a problem
• Make a decision
• Analyze an issue
• Do further inquiry

Archimedes Task- MSPAP
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SUMMARY

• Strategies Based on Essential/SequencedUnit
  Questions
• Strategies Which Scaffold Student Thinking
• Level I activities- factual information
• Level II activities extending and refining
• Level III activities application
• Strategies Which Go From the Concrete to the
  Abstract
• Direct Instruction
• Indirect Instruction
• Constructivism
• Hands-on
• Experiential Learning
• Real Life Situations
• Independent Study
• Projects