How to Support the Teaching of Thinking Skills Within the Common Core Robin Fogarty & Associates...

How to Support the Teaching of

Thinking Skills Within the

Common CoreRobin Fogarty &

Associates

Brian PeteMarch 18, 2015

Robin Fogarty & Associates

Brian Pete

brian@robinfogarty.com

For Professional Development that teachers will transfer from the staff room to the classroom . . .

Websitewww.robinfogarty.com

www.robinfogarty.expertBlog

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Who’s Here?

How to Teach

ThinkingSkillsWithin the

Common Core

7 Key Student Proficiencies of the New National Standards

School Leaders GuideTo the Common CoreAchieving Results Through Rigor and Relevance

Meet &

Greet

Share 2 things you know for sure about Teaching the Adult Learner.

Rank in order of importance, the things you know about Teaching the Adult Learner.

The Three-Story

Intellect

BloomsDOK

Three Story

Evaluation:Interpret, Justify, Decide,Criticize, Judge, Solve, Rate, Assess, Appraise

Synthesis:Hypothesize, Predict,Create, Invent, Produce, Extend, Design, Develop,

Analysis:Study, Combine, Inspect, Categorize, Examine, Apart, Generalize

Comprehension:Summarize, Relate, SimpleComparisons, Reword,Discuss, Experiment,

Knowledge:Tell, Uncover, Show, List, Repeat, Name, Recall, Define

Level One (Recall)Arrange, Draw, List, Report,Label, Memorize, Recite,Quote, State

Level Two (Skill/Concept)Infer, Graph, Organize, Modify, Predict, Estimate,Make Observations

Level Three (Strategic Thinking)Construct, Draw Conclusions,Develop Logical Argument, Investigate, Compare, Formulate, Cite Evidence,

Level Four (Extended Thinking)Connect, Design, Synthesize,Apply Concepts, Create, AnalyzeProve, Critique,

Gather:Complete, Define, Describe,Scan, List, Match,Select, Identify, Count

Process:Compare, Classify, Explain,Sequence, SynthesizeAnalogies, Reason, Infer

Apply:Evaluate, Judge, Predict,Speculate, Hypothesize, Forecast, Idealize, Generalize

Aha!Collaboration, Enterprise, Communication, InnovationTechno-Savvy, Synergy,

BLOOM’S DOK Three Story

TheLake Placid Version

Gather

Process

Apply

Apply

Process

Gather

MediatedJournal Coaching

ThinkingStrategies

NameDate

Take Away Window

BackCover ofMediatedJournal

Agree / Disagree

AMetaphor

“My error would be that I confused

ingredients for dinner with dinner itself.”

StandardsCurriculum

Instruction

Discuss Food vs. Standards Metaphor . . .

Serve and

Volley

A PartnersB

What was once

educationally

significant, but

difficult to measure,

has been replaced by

what is insignificant

and easy to measure. 

So, now we test how

well we have taught

what we do not value.

Art Costa

What is educationally significant?

A PartnersB

SERVE & Volley

Who needs to hear this message? Explain

Partner # A

Agree or Disagree – Give at least 1 reason

Partner #B

Summarize both comments into one sentence.

Partner #A

Synthesize the entire conversation into three words or less.

Partner #B

Higher Order Thinking Skills

Preview the whole situation.Assess the individual parts.Reorganize by similarities & differences.Turn the analysis into a summary or synthesis.

AnalyzeAccount for literal similarities and differences.Look again; don’t miss the obvious.Investigate the hidden details of likeness & difference.Know the categories.Express in alternating or dual descriptions.

CompareContrast

Begin with the big picture.Look at the elements.Extract the essence.Name the nuggets.Design a seamless image.

Synthesize

High Tech High TouchHigh Thought

21st Century Classroom

Thinking at Grade Level

Agree Disagree

1. For adults, learning is its own reward.2. Adults prefer survey courses to single concept classes.3. Adults want to use new materials.4.Adults prefer to “sit and git”.5. Adults carry reservoirs of experiences.6. Course work takes 2nd seat to jobs/family for adults.7. Adults transfer ideas/skills easily into work settings.8. Adults are self-directed learners.9. Adults expect their class time to be well spent.10. Adults are pragmatic learners.

The Adult Learner - A/D

Agree/Disagree

Agree DisagreeDiscuss . . .

Bookmark

Bookmark

The Adult Learner

is . . .

1 -

2 -

3 -wants . . .4 -5 -6 -prefers . . .7 –8 –9 -brings . . .

10 -

Implications

The Adult Learner is…

1…a pragmatic learner Wants purposeful learning…2…a self-directed learner

Sets the bar…3…a goal-oriented learner

Has eye on the prize…

The Adult Learner wants…

4. …step by step learningWants scaffolding…5. …feedback on progress Wants to know how she’s doing6. …results on the jobWants to use it, NOW!

The Adult Learner prefers…

7. …collaborationsPrefers a buddy to

work with…8….integrated, eclectic models Prefers it all…online, face to face9.…in-depth learningPrefers to go deep…”less is more”

The Adult Learner brings…

10. A wealth of resources and knowledge to the sceneKnows “stuff”; lots of stuff

ImplicationsLogic . the relation that holds between two propositions, or classes of propositions, in virtue of which one is logically deducible from the other.

The one key thing I will remember when teaching adult learners is . . .

Adult Learners

Cast of Characters...

From Staff Room to Classroom

1. Care Taker2. Know-it-all3. Hitchhiker4. Blocker (Devil’s Advocate)5. Omnivore6. Inquisitor7. Negotiator8. Over-Achiever9. Parliamentarian10. Sage11. The Clown12. The Story Teller

Break

Change

ChangeTheory

Change is what teachers do and think…

It’s as simple and as complex as that.

Sarasan in Fullan

Change

https://www.youtube.com/watch?v=47rQkTPWW2I

Escalator Video

Elevator/Escalator

The times they are

“achanging”!

Evolutionaryor

Revolutionary

Escalator Video

Change is what teachers do and think…

It’s as simpleand as complex as that.Sarasan in Fullan

Change

•Let’s visit some schools that are successfully riding dead horses.•Let’s try a more experienced rider.

•What about implementing an Individual Equestrian Plan (IEP)?•The basic problem is the horse’s parents-poor breeding!

•I think we should raise the standards for riding dead horses.•I think testing the horse would help.

ChangeTheory

Change is what teachers do and think…

It’s as simple and as complex as that.

Sarasan in Fullan

Change

Elevator/Escalator

The times they are

“achanging”!

The Change Game

Professional Developme

nt

Change in

Practice

Change in

Beliefs

Change in

Student Achievement

Four Cards to Move Around

The Change Game

Professional Development

Change in

Practice Change in

Beliefs

Change in

Student Achievement

Research says...

Other Examples

Keys to SuccessWho you

Know TalentLuckEffort

Classroom ObservationsPre PostObservation

Reading Listening

SpeakingWriting

Literacy

From Staff Room to Classroom

The goal of all staff development is . . .

The Training Model

Joyce and ShowersStudent Achievement Through Staff Development

Theory 1_2_3_4_5_6_7_8_9_10

Demonstration 1_2_3_4_5_6_7_8_9_10

Practice 1_2_3_4_5_6_7_8_9_10 Coaching 1_2_3_4_5_6_7_8_9_10

THE TRAINING MODEL

On a scale of 1-10… IMPACT of each element…

Percent of teachers that will transfer learning to classroom…

THE TRAINING MODEL Joyce and Showers

THEORY 0%

DEMONSTRATION 0%

PRACTICE 5%

COACHING 95%

THEORY 10 5 0%

DEMONSTRATION 30 20 0%

PRACTICE 60 60 5%

COACHING 95 95 95%

THE TRAINING MODELPercent of teachers that will transfer learning to classroom…

Knowledge Skill Transfer

•Practice more frequently/develop

greater skill

•Use new strategies more appropriately

•Exhibit greater retention of

knowledge/skills

•More likely to explain new strategies

to students

•Greater cognition/think with new

strategies

Joyce and Showers’ FindingsCoached adults…

Student Achievement Through Staff Development - ASCD 2002

Laughing and Learning

Retention up 50%

Even an attempt at humor is effective

Grace Dearborn - Conscious Teaching

Robin Fogarty & Associates

Brian Pete

brian@robinfogarty.com

For Professional Development that teachers will transfer from the staff room to the classroom . . .

End of

Day