Artful Thinking (Final Report) Presentation

  • Published on
    28-Dec-2015

  • View
    29

  • Download
    0

Embed Size (px)

DESCRIPTION

Artful Thinking - Final Report Presentation (Copyright Theirs)

Transcript

<ul><li><p>Artful &amp; Visible Thinking</p><p>Programs developed by Harvard Project Zero</p><p>Presented by Jessica Ross</p></li><li><p>Artful &amp; Visible Thinking Workshop Agenda</p><p>Day One Introduction to Routines, Research and Implications for the classroom</p><p>Day Two Gallery of Student Work, connections to Thinking Dispositions, Understanding Goals, Looking at Student Thinking and Assessment</p></li><li><p>Artful &amp; Visible Thinking Todays Agenda</p><p> Day One Introduction to Routines, Research and Implications for the classroom</p><p> MYST Routine Thinking Webs See-Think-Wonder Jigsaw of 6 Routines Video of teaching practice using VT Artful Thinking Palette Reflection </p></li><li><p>Goal of the Artful Thinking Program</p><p>To help students develop thinking dispositions that support thoughtful learning in the arts,</p><p>and across school subjects. </p></li><li><p>What is it?Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. By thinking dispositions, we mean curiosity, concern for truth and understanding, a creative mindset, not just being skilled but also alert to thinking and learning opportunities and eager to take them.</p></li><li><p>Huh?</p><p> We have routines for everything except thinking! Ideally thinking should be foremost in students and teachers minds. </p><p> If we make it both routine and visible -- it will become so.</p></li><li><p>Uncovering Thinking</p><p> MYST - a routine for teachers.</p></li><li><p>Connection to Habits of Mind</p><p>From A. Costa &amp; BKallick</p></li><li><p>What is thinking?</p><p>THINKING</p></li><li><p>See / Think / Wonder</p></li><li><p>Research background: The triadic theory of dispositions</p><p>Ability</p><p>InclinationSensitivity</p></li><li><p>RRoouuttiinneess</p><p> Perceive/Know/Care About Claim/Support/Question Think/Puzzle/Explore Connect/Extend/Challenge Parts/Purposes/Complexities Question Starts</p></li><li><p>Routines: Practice, and pictures of practice</p><p> Spend 15 (or so) minutes with one routine. Do the routine - make a quick note of your </p><p>responses &amp; share it with others at your table. We will unpack your responses together and </p><p>then look at implications for teaching.</p></li><li><p>Step Inside: Perceive, Know, Care About</p></li><li><p>Claim/Support/Question</p></li><li><p>Think/Puzzle/Explore</p></li><li><p>Connect/Extend/Challenge</p></li><li><p>Parts/Purposes/Complexities</p></li><li><p>Question Starts</p></li><li><p>Artful Thinking in action: A video picture of practice</p><p> What do you see? What makes you say that?</p><p> See, Think, Wonder or Connect, Extend, Challenge</p></li><li><p>Which thinking dispositions?</p></li><li><p>Questioning &amp; Investigating</p><p>Observing &amp; DescribingExploring Viewpoints</p><p>Finding Complexity</p><p>Reasoning</p><p>Comparing &amp; Connecting</p></li><li><p>Reflection Add to your thinking map: I used to think, Now I think</p></li><li><p>Homework Pick one routine </p><p>that we looked at today &amp; think of how you might use it in your work. </p><p> Decide what type of thinking you would be looking for from you students.</p></li><li><p>Day Two</p></li><li><p>Artful &amp; Visible Thinking Workshop Agenda</p><p>Day Two Gallery of Student Work, connections to Thinking Dispositions, Understanding Goals, Looking at Student Thinking and Assessment</p></li><li><p>Artful &amp; Visible Thinking Todays Agenda</p><p> Day Two Gallery of Student Work, connections to Thinking Dispositions, Understanding Goals, Looking at Student Thinking and Assessment</p><p> 3-2-1 Bridge: Artful &amp; Visible Thinking Gallery Walk using See-Think-Wonder Discussion of the use of art with Thinking Routines Student Work &amp; LAST Protocol Thinking Webs and Concept Mapping 3-2-1 Bridge &amp; Headlines</p></li><li><p>Questioning &amp; Investigating</p><p>Observing &amp; DescribingExploring Viewpoints</p><p>Finding Complexity</p><p>Reasoning</p><p>Comparing &amp; Connecting</p></li><li><p>Gallery Walk</p><p> In pairs, tour the documentation on the wall. Spend time carefully looking at one or two exhibits. Using the palette, find examples of student thinking dispositions.</p><p>What do you see?What do you think about that?What does it make you wonder?</p><p> Share your findings with another pair.</p></li><li><p>How do dispositions develop? </p><p>By routinely engaging in specific patterns of behavior by doing certain things regularly</p></li><li><p>Thinking Routines</p><p>Short, easy-to-learn procedures that help students engage in thinking-dispositional behavior in and across the six areas of the palette</p><p>What do you see? </p><p>What do you think about that? </p><p>What does it make you wonder?</p><p>SEE-THINK-WONDER</p></li><li><p>Why art? Because of how works of </p><p>art make us think</p><p> Because of what works of art make us think about</p><p> AT encourages curricular connections along both of these dimensions</p></li><li><p>How do concepts of thinking and concepts of art compare?</p><p>Art a shift toward a recognition of art as a complex object of meaning and inquiry</p><p>Thinking a shift from an achievement conception of thinking to an inquiry conception</p></li><li><p>Questioning &amp; InvestigatingThink Puzzle ExploreCreative QuestionsSee Think Wonder</p><p>Observing &amp; DescribingBeginning Middle or EndLooking 10 x 2Elaboration GameColors, Shapes, Lines</p><p>Exploring ViewpointsPerceive/Know/Care aboutUsed to thinkNow I think</p><p>Finding ComplexityThe Complexity ScaleParts Purposes Complexities</p><p>ReasoningClaim Support QuestionWhat Makes you say that?</p><p>Comparing &amp; ConnectingWord Phrase SentenceHeadlinesConnect Extend ChallengeCreative Comparisons</p><p>Artful Thinking routines</p></li><li><p>Connections Elements of TFU Framework Generative Topics Understanding Goals Performances of Understanding Ongoing Assessment</p></li><li><p> Wonder Consider Different </p><p>Viewpoints Uncovering Complexity Build Explanations Describe Whats There Make Connections Reason With Evidence Capture the Heart and </p><p>Form Conclusions</p><p>Connections Visible Thinking Moves</p></li><li><p>Connections Guided Inquiry</p><p> What do I already know? What questions do I have? How do I find out? What did I learn?</p><p> Note there is no mention of the teacher in these questions.</p></li><li><p>Connections Habits of Mind</p><p> Persisting Thinking and </p><p>communicating with clarity and precision</p><p> Managing impulsivity Gathering data through all </p><p>senses Listening with </p><p>understanding and empathy</p><p> Creating, imagining, innovating</p><p> Thinking flexibly Responding with </p><p>wonderment and awe</p><p> Thinking about thinking (metacognition)</p><p> Taking responsible risks Striving for accuracy Finding humor Questioning and posing </p><p>problems Thinking interdependently Applying past knowledge to </p><p>new situations Remaining open to </p><p>continuous learning</p><p>From A. Costa &amp; BKallick</p></li><li><p>Connections to Habits of Mind </p><p>Artful &amp; Visible Thinking</p><p>From A. Costa &amp; BKallick</p><p>ROUTINES</p></li><li><p>Making Thinking Visible</p></li><li><p>Visible Thinking / Documentation of student thinking</p></li><li><p>Visible Thinking / Documentation of student thinking</p></li><li><p>Gallery Walk</p><p> Tour the documentation on the wall. </p><p> Use the LAST protocol with one set of student work. </p></li><li><p>Teacher Study Groups</p></li><li><p>Study groups:Professional growth and support</p></li><li><p>Generate, Sort, Connect, Elaborate</p><p> Take you thinking maps add to them, color code or move items, connect items.</p><p> *If time allows, in small groups, create one concept map about thinking.</p></li><li><p>Many ways to make connections to the curriculum</p></li><li><p>www.pz.harvard.edu/at www.pz.harvard.edu/at/cc_into_new.cfm</p><p>http://www.pz.harvard.edu/vt/index.html</p></li><li><p>Jessica Rossrabbitross@comcast.net</p><p>Please stay in touch</p><p>Thank youQuestions </p><p>&amp; Reflections</p><p>Artful &amp; Visible ThinkingArtful &amp; Visible Thinking Workshop AgendaArtful &amp; Visible Thinking Todays AgendaSlide Number 4What is it?Huh?Uncovering ThinkingConnection to Habits of MindSlide Number 9What is thinking?See / Think / WonderResearch background: The triadic theory of dispositionsRoutinesRoutines:Practice, and pictures of practiceStep Inside: Perceive, Know, Care AboutClaim/Support/QuestionThink/Puzzle/ExploreConnect/Extend/ChallengeParts/Purposes/ComplexitiesQuestion StartsArtful Thinking in action: A video picture of practiceSlide Number 22Slide Number 23ReflectionHomeworkDay TwoArtful &amp; Visible Thinking Workshop AgendaArtful &amp; Visible Thinking Todays AgendaSlide Number 29Gallery WalkHow do dispositions develop?By routinely engaging in specific patterns of behavior by doing certain things regularlyThinking RoutinesWhy art?How do concepts of thinking and concepts of art compare?Slide Number 35ConnectionsElements of TFU FrameworkConnectionsVisible Thinking MovesConnectionsGuided InquiryConnectionsHabits of Mind Connections to Habits of Mind Artful &amp; Visible ThinkingMaking Thinking VisibleSlide Number 42Slide Number 43Gallery WalkTeacher Study GroupsSlide Number 46Generate, Sort, Connect, ElaborateSlide Number 48www.pz.harvard.edu/atwww.pz.harvard.edu/at/cc_into_new.cfmSlide Number 50</p></li></ul>