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Thethinkingclassroom…shouldstartinthehome.
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WorkshopAdvanceOrganizerThinkinginvolvestheintersectionofatleastfourmajorareas…andone‘given’.1. Understandingalltheconceptsthatmakeupthinking(critical
thinking,creativethinking,inductivethinking,deductivethinking,inferences,predictions,analysis,evaluation,recalletc.)
2. Theprocessesthatassistustoassessthinking(howwecheckforunderstanding)
3. Understandingtheconceptsthatmakeupthecurriculum weteach/learn
4. Ourskillinenactingtheinstructionalprocessesthatmostpowerfully/effectivelyinvokethinking
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Agenda/sequence1. Shareoutcome&objective2. Experienceaconundrum&it’s
ramifications3. Reminderoflevels&typesof
thinkingandramificationsrelatedto‘meaning’&‘interest’
4. Matchinginstructionalmethodsto‘levels’and‘types’ofthinking
5. Experienceonewayto‘teach’Bloom’stostudents
6. Experienceonewaytoteach‘inference’and‘predicting’tostudents
7. Theessenceof‘effectivegroupwork’
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1.Workshop:Outcome&Objective
OUTCOME(broad)Extend/refineyourunderstandingoftherelationshipbetweenour/yourinstructionalmethodsand‘levels’and‘types’ofthinking.
OBJECTIVE(broad)Extend/refineyourunderstandingoftherelationshipbetweenourinstructionalmethodsand‘levels’and‘types’ofthinkingbyfirstexperiencingaconundrum&it’sramificationsandthenreflectingonwhatyouknowanddoandcomparingthattowhatIknowanddo.
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2.Conundrum
Directions:1. Onyourown,compare
andcontrasttheinstructionalmethodsontheLEFTandRIGHTsides(seenextslide)
2. Onesideisnot‘better’or‘worse’thantheother
3. FocusonBloom’staxonomyor‘levels’ofthinking
Bloometal’staxonomy
•Recall•Comprehension•Application•Analysis•Evaluation•Synthesis
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2.ConundrumASIDE
• MindMaps• PlusMinusInteresting(PMI)• ConceptAttainment• GroupInvestigation• AcademicControversy• Venndiagrams• RankingLadders• ExamineBothSides(EBS)• FishboneDiagrams• Synectics
BSIDE
• ThinkPairShare• PlaceMat• Jigsaw• FramingQuestions• Lecture• LessonDesign• Johnsons5BasicElements• KWLChart• Brainstorming• TeamsGamesTournaments
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Conundrum:ramifications
• Higher/morecomplexthethinkingthelongerstudentsretaintheinformation(memory).
• Ifwearenotawareoforcontrollinglevelsofthinking…pushingmorecomplexthinking…shouldwetruststudentassessmentdata?
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Conundrum:ramificationsifmergedwithinterest/meaning
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2.Interest
• Doingsomethingthey’venotdonebefore• Connecting/linkingtopastexperiences• Introducecompetition…cooperatively• UsingConceptAttainment*• Providingoptionsforhowparticipantsengageinlearning
• EnactacomplexgamelikeTeamsGamesTournament*
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Googleisresearchingtheattributesofeffectiveteams…
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Criteria Level1-Mechanical Level2-Routine Level3-Refined
Interest throughengaginginsomethingunique
Beginning toworkatlinkingtoreallifeexperiences.
More consistentlylinkingtoreal-lifeexperiences.
Consistently andeffectivelylinkingtoreal-lifeexperiences.
Throughhavingachoiceinhowtoapproachlearning
Beginning toworkatlinkingtopastexperiences
Moreconsistently linkingtopastexperiences.
Consistently andeffectivelylinking topastexperiencesofstudents.
Interest throughconnectingtothelearners’experience/life
Little tonoevidenceofmeaningbeingenacted.
Some evidence,especiallywiththelesscomplexapproaches.
Clearevidenceespeciallywiththecomplexapproaches.
Inserting lesscomplexaspectsofcompetitionintotheclassroomlearning
Emerging sensetheteacherisattendingtoLSandMItomakelearningmeaningful
More frequently,attendingtoLSandMItomakelearningmeaningful.
Consistently andeffectivelyattendstoLSandMItomakelearningmeaningful.
Through insertingacompetitiveelementinthelearning–TeamsGamesTournaments
Rarely insertsroleplaying/simulationsintothelearningprocess.
More consistentlyinsertingroleplayingandsimulationsintothelearningprocess.
Consistentlyandeffectivelyinsertsrole/playingsimulationsintothelearningprocess..
Rubric:Interest
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2.Meaning
• Usingmodelsordemonstrations• Showvideos• Makeconnectionstotheirprofessionalwork• Debatethetopicstheyarelearning*• Useofcomplexstrategiesforpowerfullearning*
• Usingsimulations/roleplay
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Criteria Level1-Mechanical Level2-Routine Level3-Refined
Meaningful throughlinkingtoreal-lifeexperiences
Beginning toworkatlinkingtoreallifeexperiences.
More consistentlylinkingtoreal-lifeexperiences.
Consistently andeffectivelylinkingtoreal-lifeexperiences.
Throughlinkingtopastexperiencesofparticipants
Beginning toworkatlinkingtopastexperiences
Moreconsistently linkingtopastexperiences.
Consistently andeffectivelylinking topastexperiencesofstudents.
Through theuseofmodelsordemonstrations
Little tonoevidenceofmeaningbeingenacted.
Some evidence,especiallywiththelesscomplexapproaches.
Clearevidenceespeciallywiththecomplexapproaches.
Attention tolearningstylesandmultipleintelligences
Emerging sensethattheteacherisattendingtoLSandMItomakelearningmeaningful
More frequently,attendingtoLSandMItomakelearningmeaningful.
Consistently andeffectivelyattendstoLSandMItomakelearningmeaningful.
Meaning throughtheuseofroleplaying/simulations
Rarely insertsroleplaying/simulationsintothelearningprocess.
More consistentlyinsertingroleplayingandsimulationsintothelearningprocess.
Consistentlyandeffectivelyinsertsrole/playingsimulationsintothelearningprocess..
Rubric:Meaning
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Conundrum:ramificationsifmergedwithtalk;talkiskeyforintellectualgrowth
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3.ReviewofTypesandLevelsofThinking
TYPESofthinking• Identify• Prioritize• Sequence• Inductive• Deductive• Inferencing• Predicting
LEVELSofthinking• Recalling• Comprehending• Applying• Analyzing• Evaluating• Synthesizing
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3.ReviewofTypesandLevelsofThinking
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4.Thinktoyourself,whattype(s)ofthinkingdoeseachgraphic organizerencourage
• InductiveThinking• DeductiveThinking• Prioritizing• Sequencing• Identifying• Inquiring• CauseandEffect• Creative
MindMapsConceptMapsFishBonediagramVenndiagramRankingLadderFlowChartTimeLine
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4.ImplicationforUnderstandingandbeingabletoapplyTypesandLevelsofThinking
• Everyeducationaloutcomewillpushorencourageoneormorelevelsandtypesofthinking.
• Studentswilldemonstrateanunderstandingof4typesofmotion:linear,orbital,oscillatingandrotary.
• Comprehensionandanalysis(levels)
• Classificationoftypesofmotion(inductive…typeofthinking)
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4.ImplicationforUnderstandingandbeingabletoapplyTypesandLevelsofThinking
• Studentswilldemonstrateanunderstandingof4typesofmotion:linear,orbital,oscillatingandrotary.
• Comprehensionandanalysis(levels)
• Classificationoftypesofmotion(inductive…typeofthinking)
• Venndiagrams• Fishbonediagrams• ConceptAttainment• ConceptFormation• MindMaps• ConceptMaps• Brainstorming• Graffiti• Jigsaw• Johnsons’FiveBasic
Elements• TeamsGamesTournament
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4.Venndiagrams
• UsedbyChristianandMuslimmathematiciansinthe11th century
• Usedtocompareandcontrast
• Pushanalysisandinductivethinking
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4.Grade1– strongerstudentdoesthemiddle
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4.4FishbonebyGradeOnes
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4.2FishBoneasaTimeLine
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4.2FishBoneinsidePlaceMat
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4.MindMaps
• DesignedbyTonyBuzan• Basedonhowthebrainlearns
• Purposeistoassistwithmemory
• Pushanalysis;possiblysynthesis
• Dependoninductivethinking
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Example2
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4.ConceptMaps
• DesignedbyJosephNovak• Basedoninformation
processingtheory/advanceorganizers(DavidAusubel)
• Purpose:tosynthesizedataandcommunicaterelationshipsbetweenconcepts…keyforassessingthinking
• Pushanalysis, synthesis,possiblyevaluation
• Dependoninductivethinking
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4.ConceptMap(grade1)
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4.ConceptMap
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4. Mind Maps/Concept Maps
Mind Maps Concept Maps
Start at top (usually)Hierarchical)Linking words on line to show relationshipsHave cross links
HierarchicalPush analysisPush inductive
thinkingUse words
StartinthemiddleHierarchicalUsepicturesUsecolourHavecrosslinks
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4.ConceptMap
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4.Grade11:thirdyearofexperience
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4.RankingLadderswithcriteria
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5.OnewaytoteachBloom’sworkusingAnalysisandInductivethinking
ConceptAttainment(DevelopedbyJeromeBruner)
Basicallyhowparentsteachtheirkidsvirtuallyeveryconcepttheirkidslearn
HasThreePhases
1. Sharethefocusstatementanddataset
2. Sharethinking/hypotheses
3. Applywhatyou’velearnedabouttheconcept
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5. Directions for Concept Attainment
• Focus on a level of thinking; the Left Sideexamples represent one level of thinking; the Right Side examples represent another level of thinking.
• Don’t focus on the topic or the answer, that is not important.
• Note: there are three data sets and three sets of testers
LeftSide RightSideExamplesherewillrepresentonelevelofBloom’sTaxonomy
Examplesherewillrepresent oneotherlevelofBloom’sTaxonomy
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5. Bloom’s Taxonomy - Data Set 1
• What is your name?• Recall the parts of a
flower• Name the provinces of
Canada.• Restate the first verse of
the poem “The Road Less Travelled”.
• Identify three types of fruit.
• Can you explain how to get to the station.
• Of those three words, which one is the hardest to spell?
• What graphic organizer would best help you to organize the information?
• What country would be your first choice to visit?Why?
• Rank the four types of energy from most to least environmentally friendly.
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5. Testers
a. What type of travel would be the most effective if you wanted to balance cost, efficiency, comfort. Be prepared to explain why.
b. We’ve discussed the periodic table; write down any five of the elements and draw their atomic structure.
c. How is estivation like hibernation?
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5. Bloom’s Taxonomy – Data Set 2 • Can you identify more
examples that illustrate chemical change?
• Yes, but how would youexplain photosynthesis in your own words?
• How is what happened in the story similar to what has happened in your life?
• Complete these next problems … they are similar to the others.
• Describe each of the steps in balancing this chemical equation.
• But if the wolf had eaten the lumberjack, how might the story have ended?
• So if those three factors affect the efficiency of how the windmill works, design a windmill that responds to those factors.
• See if you can find an alternative way to start a fire using ice?
• The answer is X = 3 … construct a problem that provides that answer.
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5. Testers
a. Share with your partner … how do the three different types of levers work?
b. Be prepared to share how you analyzed the data … and why you grouped them the way you did.
c. Using the items in the bag, figure out a way to calculate the circumference of this tire.e. Integrate 3 or more graphic organizers to
summarize the key ideas in this unit.
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5. Bloom’s Taxonomy – Data Set 3
• Given this situation, decide what type of lever you would use to move this rock and then try to move it using your idea.
• Given what you know about area, calculate the square footage in this floor plan.
• Okay now complete the experiment showing your understanding of the steps of an experiment.
• Construct a Venn Diagram to show the relationship between a business letter and a friendly letter.
• Explain in your own words how 2D shapes and 3D shapes are the same and how they are different.
• What you are doing right now … Concept Attainment on Bloom’s Taxonomy.
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5. Testers
a. Brainstorm everything you know about geometry, then classify them and create a Mind Map on those ideas.
b. Take that equation, one you’ve not seen before and solve for X.
c. Okay, now write a paragraph, making sure you attend to the attributes of a paragraph.
d. Look back at all your experiences working in groups; what are all the variables that make group work complex?
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6. Inferences and Predictions
This last section is designed to clarify ‘inferences’ and ‘predictions’ using Concept Attainment …an Inductive Thinking Strategy that involves Analysis and has 3 Phases
Phase1:Sharethefocusstatementandthedataset
Phase2:Sharethehypothesesandtheirthinking
Phase3:Applythelearning
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6. Directions
• Focus on a type of thinking; the EVENnumbered examples represent one type of thinking; the ODDnumbers represent another type of thinking. Don’t focus on the topic or the answer, that is not important.
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6. Phase 1: Present the Data Set
1. The snow is melting so kids will be jumping in puddles at recess.
2. Those people must be poor because their house is so run-down.
3. I did not finish my work so I think the teacher will make me finish it at recess.
4. My friend has an IPOD and an I Phone so her family must be rich.
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6. Data Set5. It’s been raining all weekend. I bet I will
have to wear boots to school on Monday.
6. He stayed up all night studying for a test so he must be tired right now.
7. It will probably rain today because there are a lot of dark clouds.
8. He hides his glasses before every Math class so he does not have to do the math test. I think he does not like math.
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6.Phase2 - SharingtheHypothesesandThinking
• Withapartner,discusshowtheODDnumbersarethesame,thenhowtheEVENnumbersarethesame.
• Whendone,dothetestersonthefollowingpage.
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6. Data Set – Testers … take turns sharing
• Mom has dark circles under her eyes, she must be tired.
• Well, if I do the dishes and walk the dog I bet dad will let me use the car.
• When Mrs. Jones is away, Robert has a bad day. Robert likes it when Mrs. Jones is at school.
• I yelled at the teacher so I think I will get in trouble when I get home.
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AREAS Level 1 Level2 Level 3 Level4
Bloom’sTaxonomy
Don’tknowitDon’tapplyit
Canlistit&maybeuseit
Understandit&playwithit
Ditto &enactiteffectively
InductiveThinking
Don’tknowitDon’tapplyit
Heardofit,notsureifIuseit
Understandit&playwithit
Ditto &enactiteffectively
DeductiveThinking
Don’tknowitDon’tapplyit
Heardofit,notsureifIuseit
Understandit&playwithit
Ditto &enactiteffectively
MakingPredictions
Don’tknowitDon’tapplyit
Heardofit,notsureifIuseit
Understandit& playwithit
Ditto &enactiteffectively
MakingInferences
Don’tknowitDon’tapplyit
Heardofit,notsureifIuseit
Understandit&playwithit
Ditto &enactiteffectively
CriticalThinking
Don’tknowitDon’tapplyit
Heardofit,notsureifIuseit
Understanditandenactit
Dittoandenactiteffectively
2.3RubricforAssessingYourself