Its day 1

Investigating Thinking Strategies

2013-2014

Introductions

Who’s in the room?

The Public Education &

Business Coalition (PEBC)

is dedicated to developing

the intellectual and

scholarly practices of

educators across the

continuum of their

professional lives so our

schools are worthy of our

students.

We Started With Research

P. David Pearson, Roehler,

Dole, and Duffy, 1992.

“Developing Expertise in

Reading Comprehension.”

What Research Has To Say

About Reading Instruction.

IRA

Duke, N.K., & P.D. Pearson.

2002. Effective Practices for

Developing Reading

Comprehension.

Putting It Into Practice

Essential Question

How do we grow thinkers?

“Mix and Mingle”

1.Grab a quote, read it over, and mull it over.

2.Find a partner and share your quote and

thinking.

3.Trade quotes and find a new partner &

repeat.


Create a working explanation… use

words, icons, metaphors, etc.

Agenda Overview

Through Comprehension Strategies

we:

• Become more reflective readers & thinkers

• Develop a common language of thinking

• Teach deep level comprehension explicitly

• Raise expectations & support for all kids

• Emphasize reading with depth & focus

• Teach the “reader” not just the text

• Build a bank of content area knowledge

From: Comprehension Going Forward, “Comprehension Instruction Grows Up,”Keene, 2011

Institute Outcomes . . .

1) Increased knowledge of

metacognitive strategies that

proficient thinkers use to grow

understanding


2) Increased knowledge of how

instructional techniques such as

workshop model and gradually

releasing responsibility support

thinking

3 ) Increased knowledge of how

intentional planning helps students

meet rigorous standards such as

CCSS


• TRANSITION QUOTE

Self Assessment

• Self assess thinking strategies & workshop model

Instructional Spotlight:

Workshop Model

“…I believe that (the reader’s workshop) empowers students with the sense of time, self-

authority, decision-making, and intellectual depth they need to foster their independence as nascent

readers.”

Patrick Allen, Conferring: The Keystone of Reader’s Workshop

Resource: Section 2, 17 &

18

Workshop Model: Terminology

Crafting Lesson

(mini-lesson)

• 15-20 minutes

• Teachers: Model & Share their thinking

• Students: Observe Actively

• Instructional chunk

Composing

(work time)

• 30-45 minutes

• Teachers: Confer

• Students: Practice the mini-lesson: reading, writing, talking, thinking.

• Catch & Release: Needs based structure

Reflection

(synthesis)

• 15 minutes

• Teachers & Students: Synthesize new insights

• “Zip Up the Backpack”

Crafting

Composing: Work Time

Read and annotate your text

with your thinking… What are

you doing as a reader?

“Leave Tracks in the Snow”

Conferring

• Our goal is to understand you as readers and thinkers

• Our task is to confer with you as you read

Catch & Release

Find a Partner & Share Annotations

What did you notice about yourself

as a reader of this type of text?

Stance: Being Curious

Reflection

Understanding the “reader” not the “reading”

ReflectionCheryl’s

Classroom:

• What metacognitive strategies did you use to make meaning?

• How does annotating the text support understanding?

• How does discussing your thinking support understanding?

Return by

“Meaning making is not a spectator sport.”

-Art Costa

What is it that

proficient thinkers do?

Deep Structure Systems

Cognitive Thinking Strategies

1.Activate, revise and apply schema (background knowledge)

2.Draw inferences

3.Ask questions

4.Determine importance

5.Synthesize

6.Evoke sensory images

7.Monitor for meaning and employ fix up strategies when meaning breaks down

Language Matters

Yes, vocabulary needs to be taught…

Strategic Thinkers

Proficient thinkers draw on schema

or background knowledge.

We use our own

background

knowledge to

understand the

text as we readPearson, et al 1992., Gordon and

Pearson, 1983; Hansen, 1981.

Instructions: With a partner fill in the blanks. Be sure to watch your mind in action as you solve this puzzle.

The questions that p face as they raise c____

from i to adult life are not easy to a . Both

f____ and m can become concerned when

health problems such as c arise any time after

the e state to later life. Experts recommend that

young c should have plenty of s and nutritious

food for healthy growth. B and g should not

share the same b or even sleep in the same r .

They may be afraid of the d .

The questions that poultry men face as they

raise chickens from incubation to adult life are

not easy to answer. Both farmers and

merchants can become concerned when health

problems such as coccidiosis arise any time

after the egg state to later life. Experts

recommend that young chicks should have

plenty of sunshine and nutritious food for healthy

growth. Banties and geese should not share the

same barnyard or even sleep in the same roost.

They may be afraid of the dark.

Activating Schema Looks and

Sounds Like:

• This reminds me of…

• How is this like…?

• How can I connect this to

concepts I already know?

Proficient thinkers draw inferences

We infer when we use

schema and textual

information to draw

conclusions and form unique

interpretations and when we

make predictions, confirm

them, and test them as we

read. Anderson and Pearson, 1984

Aha!!!

What are you inferring?

Investigating Inferences

In Triads

• Visit 3 posters and write a caption for each picture

Investigating Inferences

Reflect

• What did you do to infer?

• How did thinking with others enhance your understanding?

• How did the thinking of others enhance your understanding

Drawing Inferences Looks and

Sounds Like:

• I bet…

• Can I draw a conclusion?

• My hunch is…

• I’m thinking that…

• The text doesn’t say this

but I think/ it seems like…

• I’m inferring…because…

Proficient thinkers ask questions.

We generate questions

BEFORE, DURING, and

AFTER reading which

helps us focus our

attention on important

components of the text.Andre and Anderson, 1979; Brown and Palincsar, 1985

Asking Questions:Six Word Memoir

For Sale: baby shoes, never worn.-Ernest Hemingway

Questioning with Thinking Routines

What do I see?

What do I think?

What do I wonder?

Asking Questions Looks and

Sounds Like:

• I am wondering…

• Why did that happen?

• What is important?

• How will my questions

help me understand?

Proficient thinkers determine

importance in text

We identify key ideas or

themes as we read,

distinguish important from

unimportant information,

and support our ideas with

evidence from the text.Afflerbach and Johnston, 1984; Baumann, 1986;

Tierney and Cunningham, 1984; Winograd and Bridge, 1986

I

found

it!

Determining Importance

Hotheads• From Discover Magazine, April 2004

Thinking Routine: Compass Points

E = ExcitedW = WorrisomeN=Need to KnowS = Stance or Suggestion

for Moving Forward

Determining Importance Looks and Sounds Like:

• What is essential?

• I’ll remember…

• The big ideas are…

Proficient thinkers synthesize

information

As we read, we

monitor the overall

meaning, important

concepts and themes.

We are aware of how

these elements fit

together to create

overarching ideas.

Brown and Day, 1983

Synthesizing

Read the blog

• Determine importance: highlight key ideas

• Re-read: thinking about the Six Word Memoir. What do you now know?

Thinking Routine: Headlines

If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be?

Synthesizing Looks and Sounds

Like:

• First I thought, but now I

am thinking….

• Now I understand…

• Like putting a puzzle

together, the pieces

are…

Proficient thinkers use

sensory images and mental models

We use five senses to

draw conclusions, create

unique interpretations of

the text, clarify and

enhance

comprehension, and give

depth and dimension to

the reading.

Keene and Zimmerman, 1996

Evoking Sensory Images

Tapping into your 5 senses

Imagine the taste, smell, texture, color, and sound of these red cherries. What does it make you think of? turn and talk

Evoking sensory images

Durian

Tapping into your 5 senses

Imagine the taste, smell, texture, color, and sound of durian…turn and talk

Sensory images: Being there

• How do sensory images build understanding or interfere with understanding?

Creating Sensory Images Looks and

Sounds Like:

• In my mind, I can

see/hear/smell/feel/taste…

• The movie in my head…

• I am experiencing…

Proficient thinkers monitor their

comprehension

We know when the text

makes sense, when it

does not, and what to

do when meaning

breaks down. We have

effective and flexible

strategies to repair

confusions and revise

interpretations.Duffy et al, 1987; Paris, Cross, and

Lipson, 1984; Garner, 1987

Monitoring For Meaning

The Constitution

Composing: Work Time

Read and annotate your text with

your thinking… What are you doing

as a reader?

“Leave Tracks in the Snow”

How did we monitor for meaning?

Find a Partner & Share Annotations

What did you do to monitor your

understanding?

Monitoring for Understanding Looks

and Sounds Like:

• I am confused…

• I understand…

• I don’t get it…

• This makes sense…

Guiding Question


How Do We Grow Thinkers?

Write a six word memoir

Tomorrow…

• Bring some text that use for planning

• Preview Day 2

Day 2

• Look at standards… + dig into your own text

• (strikes and wonders protocol)