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Teaching for Deep ConceptualUnderstanding: Instructional Strategies

That Move Theory Into Practice

CEESA ConferenceBudapest, Hungary

Thursday, March 17, 2011Dr. Fran Prolman

Essential Questions

• How do I plan lessons that move studentsfrom rote and recall response to higherlevel thinking skills that result in deepunderstanding and long term retention?

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Essential Questions

• How do I expand my repertoire of qualityquestioning strategies to advance thinking,learning and achievement; to engage allstudents; to make connections; and toteach students to be question generators?

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Essential Questions

• How do I incorporate Habits of Mind andVisible Thinking Tools in my dailyrepertoire?

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Essential Questions

• What instructional strategies might Iconsider to foster inquiry, problem-basedlearning and higher-level thinking?

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An Even Bigger Essential Question

• What habits of mind do I want to beconsciously modeling and promoting formy students as they embrace deepconceptual understanding?

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Paradigm Shift• Metacognition

• Higher Level Thinking

• Deeper Understanding of Content

• Transfer of Knowledge

• Making Meaning and Conceptual Understanding

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SOURCE: David Ford Cartoons, davidford@cablespeed.com. Used with permission.© 2008

Research• David Perkins• Jay McTighe & Grant Wiggins• Heidi Hayes Jacobs• Bena Kallick and Arthur Costa• Robert Marzano• Jackie Walsh & Beth Sattes

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Strategies• Visible Thinking• Questioning Strategies, e.g.,

– S.P.A.C.E.– Reciprocal Teaching– S.C.A.M.P.E.R.– Metacognitive Anchoring– Pair Problem Solving– Question/Question

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Knowledge

Comprehension

Application

Analysis

Synthesis

Eval-uation Higher Level

Thinking

No “Right”Answers

5%-15%classroomtime

85%-95%classroomtime

Bloom’s Taxonomy of Educational Objectives© 2008

Knowledge

Comprehension

Application

Analysis

Synthesis

Eval-uation

Bloom’s Taxonomy of Educational Objectives© 2008

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Summary of Structural Changesto Bloom’s Original Model

ADAPTED FROM: Lorin W. Anderson, David R. Krathwohl, A Taxonomy for Understanding andAssessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon, Boston MA.© 2001 by Pearson Education. Reprinted by permission.

EvaluationSynthesis

SeparateDimension

Create

Knowledge

EvaluateAnalyzeApply

UnderstandRemember

Analysis

ComprehensionKnowledge

Application

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ADAPTED FROM: Skylight Professional Development by Arthur Costa.

Recall, Use, Create: A Visual Depiction

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Recall, Use, Create: A Visual Depiction

© 2008ADAPTED FROM: Skylight Professional Development by Arthur Costa.

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Recall, Use, Create: A Visual Depiction

3rd _ CreateEvaluate. Check

Coordinate, Detect, Monitor, Test,Critique, Judge, Generate, Plan,

Produce,Hypothesize, Design, Construct

© 2008ADAPTED FROM: Skylight Professional Development by Arthur Costa.

THINKING VERBS FOUND IN STANDARDS

ANALYZEAPPLY

CLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DISCUSS

ELABORATE

EXPLOREDIAGRAMIDENTIFY

INTERPRETJUDGE

OBSERVEORGANIZE

PARAPHRASEPREDICT

RESPONDSUPPORT

REPRESENTVISUALIZEREASONVERIFYSOLVE

SUMMARIZESIMPLIFY

SOURCE: David Ford Cartoons, davidford@cablespeed.com. Used with permission.© 2008

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Theory to Practice

Now we need somestrategies for putting theoryto work in the classroom.

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In what ways does this situation remind you of the wayIn what ways does this situation remind you of the wayyour students and your organization deals with problemyour students and your organization deals with problem

solving?solving?

1/26/11 20Footer Text

TONY WAGNER’S* SEVEN SKILLSTHAT STUDENTS DESPERATELYNEED

16 HABITS OF MIND

1. Problem-solving and criticalthinking;

Persisting ; Gathering data through allSenses;questioningandproblemposing

2. Collaboration across networks andleading by influence

Thinking interdependently; managingimpulsivity; finding humor

3. Agility and adaptability; Thinking flexibly; remaining open tocontinuous learning

4. Initiative and entrepreneurship; Taking responsible risks; thinking aboutthinking (metacognition)

5. Effective written and oralcommunication;

Communicating with clarity andprecision; listening with understandingand empathy

6. Accessing and analyzinginformation;

Applying past knowledge to newsituations; striving for accuracy

7. Curiosity and imagination. Creating, imagining, innovating;responding with wonderment and awe

*Wagner,Tony,TheGlobalAchievementGap:WhyEvenOurBestSchoolsDon'tTeachtheNewSurvivalSkillsOurChildrenNeed­­AndWhatWeCandoAboutIt

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Persisting

ManagingImpulsivity

Listening withUnderstandingand Empathy

ThinkingFlexibly

Thinking aboutThinking

Striving forAccuracy

Questioning andPosing Problems

Applying PastKnowledge toNew Situations

Thinking andCommunicating withClarity and Precision

Gathering DataThrough All Series

Creating,Imagining,Innovating

Responding withWonderment and Awe

TakingResponsible Risks

FindingHumor

ThinkingInterdependently

RemainingOpen to

ContinuousLearning

Habitsof Mind

Visible Thinking Tools

David N. Perkins, Harvard GraduateSchool of Education

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Evidence of Thinking

Do students know how to perform the thinkingskills?Can students describe the steps in the thinkingprocess?Can they correctly label the skills when they usethem?

Do they apply the skills spontaneously whensolving problems?

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Reciprocal Teaching

• Predicting• Questioning• Clarifying• Summarizing

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SSPPAACCEE

ilencearaphrasingccepting nonjudgmentallylarifyingxtending

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SCAMPER

ubstituteombinedapt, adoptodify, maximize, minimizeut to other usesliminateeverse order

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Reflection

• I am currently fostering deepconceptual understandingwhen I . . .

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Reflection

• Some additional ways I can fosterdeep conceptual understandinginclude . . .

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Notes, Ideas, Reactions, andPictures

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Fran Prolman, Ed.DPresident

Senior Consultant

Phone: 703.759.1059 FAX: 703.759.1060

P.O Box 563, Great Falls, VA 22066fran@trueeducator.com