To what must leaders attend in order to create substantive change in schools?

How can leaders leverage these areas of attention as they support their school’s movement toward a culture of thinking?

How do the principles and practices of a culture of thinking apply to us as leaders?

Championing Change:

Supporting the Development of

Cultures of Thinking

oc t Creatingofcultures

thinking

RON RITCHHARTAuthor of Making Thinking Visible and Intellectual Character

The Forces We Must Master to Truly Transform Our Schools

8

RonRitchhart.com

Drawing from Our Experience

What do you know about the process of change in schools?

How is it best facilitated over time?

What kind of support is needed for real transformation to happen?

RonRitchhart.com

PurposeWhat are we striving for?

FacilitationHow will we support our ongoing

efforts?

ToolsWhat practices will help us

get there?

GrowthWhat does progress look

like?

Constantly Changing

Superficial Implementation

Attention to Compliance vs. Risk

Taking

Silver-Bullet Mentality

Short vs. Long-term Focus

Evaluation vs. Celebration Th e

4 A reas of A t te ntion

in Shepherding Change

Focus on Training over Learning

Sloganeering vs. Animating Core

RonRitchhart.com

How do we define the vision of a culture of thinking?

Why is a culture of thinking important to the education of students?

What does a culture of thinking look and feel like?

PurposeWhat are we striving for?

What’s the vision?

RonRitchhart.com

thinkingcultures

ARE PLACES IN WHICH A GROUP’S

COLLECTIVE AS WELL AS THE INDIVIDUAL’S THINKING IS VALUED,

VISIBLE, AND ACTIVELY PROMOTED

AS PART OF THE REGULAR, DAY-TO-DAY

EXPERIENCE OF ALL GROUP MEMBERS

of

RonRitchhart.com

1. Where and when have you been a part of a thoughtful micro-culture?

2. What were some of the cultural practices, anchors, forces, or influences that held those cultures in place? What made them work?

Drawing from our experience

RonRitchhart.com

All group members contribute and feel valued

Feeling like you can take risks Time allowed to reflect, share thinking, discuss & implement Common vision and/or shared goal/values Leadership that models thinking Respect—equal value of all members Flexibility and open-mindedness Effective time management and follow through Open communication Group collaboration, had personal meaning (beyond the table) Group members are invested in task and each other Shared philosophy and commitment Personal as well as group ownership Collaborative planning

Shapers

RonRitchhart.com

1. Where and when have you been a part of a un-thoughtful micro-culture?

2. What were some of the cultural practices, anchors, forces, or influences that kept a culture of thinking from developing?

Drawing from our experience

RonRitchhart.com

Inhibitors

Anxiety —nervousNot feeling valued or that your ideas don’t countLack of motivation —lack of relevanceRushing, no timeJudgmental; no equality, power issuesInflexibleLack of vision/purpose: No clear directionLack of responsibility of group membersFeeling of wasted time: lack of leadership, lack of agendaValue placed on hierarchy of group membersTask lacked relevance to group membersMaximum effort for minimal gain = energy vampireNo leadership supportWorking in isolationA task to get through rather than enjoy

RonRitchhart.com

What are the principles guiding the creation of the tools?

How do the tools address the needs and challenges of

developing students as thinkers and learner?

How do we use frameworks to guide and tools to support learning and teaching rather than to standardize it?

ToolsWhat practices will help us

realize the vision?

RonRitchhart.com

1. Possessing thinking skills and abilities alone is insufficient for good thinking, one must also have the disposition to use those abilities.

2. The development of thinking and understanding is a fundamentally social endeavor.

3. The culture of the classroom not only sets a tone for learning but also determines what gets learned.

4. To better understand both what and how our students are making sense of new ideas, we must strive to make their thinking visible.

5. Good thinking utilizes a variety of resources and is facilitated by the use of external tools to “download” or “distribute” one’s thinking.

6. For classrooms to be cultures of thinking for students, schools must be cultures of thinking for teachers. 6

Key

Pri

ncip

les

of th

e CoT

Pro

ject

So what makes

these so challenging?RonRitchhart.com

1. Possessing thinking skills and abilities alone is insufficient for good thinking, one must also have the disposition to use those abilities.

6 K

ey P

rinc

iple

s of

the CoT

Pro

ject

The Challenge:

Approach in Practice:

Resistant to Direct Teaching “Of Course We Value Thinking”

Identifying the Thinking Dispositions We Want to Promote Enculturation: 8 Cultural Forces RonRitchhart.com

Showing a re-spect for and valu-

ing of one another’scontributions of ideas

and thinking in a spirit ofongoing collaborative inquiry.

Providing purposeful activi-ties that require students to

engage in thinking and thedevelopment of under-

standing as part oftheir ongoing

experience ofthe class-

room.

Making thinkingvisible by displayingthe process of thinkingand development of ideas.Arranging the space tofacilitate thoughtful interactions.

Setting anagenda of un-

derstanding andconveying clear ex-

pectations. Focusing onthe value for thinking and

learning as outcomes as opposedto mere completion of “work.”

Allocating time for thinkingby providing time forexploring topics morein depth as well astime to formulatethoughtful re-sponses. Modeling of who

we are as thinkersand learners so that the

process of our thinking is dis-cussed, shared, and made visible.

8Cultural Forces thatdefine our classrooms

Using language of thinking thatprovides students with the

vocabulary for describ-ing and reflecting

on thinking.

Scaffolding students’ thinking in themoment as well as providingtools and patterns of think-ing that can be usedindependently.

© Ron Ritchhart, 2012

What cultural force are you leaving the conference thinking more about or thinking about in a new way?

RonRitchhart.com

2. The development of thinking and understanding is a fundamentally social endeavor.

6 K

ey P

rinc

iple

s of

the CoT

Pro

ject

The Challenge:

Approach in Practice:

We tend to view learning as an individual endeavor. We focus on knowledge acquisition rather than development of understanding

Focus on understanding and leverage the power of group learningRonRitchhart.com

What kinds of thinking have been important to you in pushing your understanding of teaching and learning these past two days?

RonRitchhart.com

4. To better understand both what and how our students are making sense of new ideas, we must strive to make their thinking visible.

6 K

ey P

rinc

iple

s of

the CoT

Pro

ject The Challenge:

Approach in Practice:

A testing culture where short-term knowledge retention passes as learning

Use thinking routines & effective questioning to gain a glimpse into students’ thinking and assess learningRonRitchhart.com

What thinking routines are you excited about trying out with your students or your colleagues when you go back to your classroom?

How are you thinking about your questions and students’ questions in a new way.

Thinking Routines Questions 17RonRitchhart.com

5. Good thinking utilizes a variety of resources and is facilitated by the use of external tools to “download” or “distribute” one’s thinking.

6 K

ey P

rinc

iple

s of

the CoT

Pro

ject

The Challenge:

Approach in Practice:

Memory based strategies dominate in school, yielding superficial, short-term learning

Documentation of thinking to facilitate greater depth and long-term learningRonRitchhart.com

DocumentationRonRitchhart.com

Documentation

Post Card to Myself

image

1 quote2 self-Questions

RonRitchhart.com

How do we encourage growth while avoiding superficial implementation and compliance?

How do we deprivatize teaching so that we can learn from and with one another? How do we encourage risk

taking and experimentation?

FacilitationHow will we support our ongoing efforts to learn

and go deeply?

RonRitchhart.com

6. For classrooms to be cultures of thinking for students, schools must be cultures of thinking for teachers.

6 K

ey P

rinc

iple

s of

the CoT

Pro

ject

The Challenge:

Approach in Practice:

Disconnect, short-term, one off PD that is more about implementing the next new thing than growth & learning

Establish professional learning communities that facilitate teachers’ learning and risk taking. As leaders look at how you are leveraging the cultural forcesRonRitchhart.com

Supporting the Ongoing Learning & Helping Teachers to Go Deeply

Facilitation

Focused  Observa.on  around  Cultural  Forces  

Sharing  of  Documenta.on  of  Learning  

Examina.on  of  Students’  Thinking  (LAST)  

Teacher  Labs  around  disposi.onal  development  

Inquiry  Ac.on  Projects  

CoT  RoundsRonRitchhart.com

I B L E W I T ! I tried something new and innovative and it

didn’t work as well as I wanted.

THIS COUPON ENTITLE S ME TO BE FREE FROM CRITICISM.

I’ll continue to pursue ways to help my students be successful.

2015 School Year

RonRitchhart.com

Developed(by(R.(Ritchhart(2013(

Leading a Culture of Thinking at My School: Self-Assessment

Imagine(someone(were(to(shadow(you(in(your(role(on(a(random(day.((How(likely(would(this(visitor(

be(to(notice(each(of(the(following(actions(described(below.((For(each(statement(assign(a(rating(

between(5(and(1(using(the(following(scale:((

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(

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order(to(communicate(that(their(job(entails(more(than(just(getting(the(work(done(and(getting(good(test(results.(

(

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decisions(and(issues(don’t(have(a(direct(impact(on(the(core(mission(of(the(school(to(enhance(students’(learning(

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while(scores(matter;(tests(are(not(the(chief(measure(of(our(effectiveness(as(educators.(

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(

3. (When(discussing(or(commenting(on(classroom(observations,(I(try(to(notice(and(name(the(thinking(occurring(in(

the(classroom(and(not(just(the(activity,(saying(things(like,(“I(noticed(the(students(really(supporting(their(ideas(

with(evidence”,(or(“I(noticed(you(got(students(to(evaluate(the(effectiveness(of(their(strategies.”(

(

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can(send(a(message(to(people(that(I(value(and(care(about(what(they(are(doing.(Consequently(I(make(sure(I(am(

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2. (I(demonstrate(my(own(curiosity,(passion,(and(willingness(to(consider(alternative(perspectives.((I(show(that(I(am(

interested(in(the(core(mission(of(the(school(to(develop(students(as(learners(and(thinkers(and(demonstrate(to(

others(that(I(look(beyond(just(my(specific(responsibilities.(

(

3. (I(know(that(teachers(at(the(school(are(watching(my(every(move(to(understand(what(I(value,(deem(worthwhile,(

and(consider(important.((Consequently,(I(model(the(behaviours(and(interactions(I(want(to(reinforce(in(others.(

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4. (I(make(sure(that(I(am(present(and(available(so(that(people(don’t(associate(me(only(with(being(in(my(office.( (

+TIME+ Rating+1. (In(the(meetings(and(conversations(I(lead,(I(make(time(for(people(to(think(through(ideas,(ensuring(that(both(

others(and(I(come(prepared(to(do(so.(

+

2. (I(respect(that(everyone’s(time(is(valuable(and(consequently(plan(meetings(to(have(a(clear(focus(and(purpose(

while(ensuring(that(they(start(and(end(on(time.(

+

3. (I(avoid(disseminating(an(abundance(of(ideas(without(the(time(to(process(them.( +

4. I(monitor(the(amount(of(time(I(talk(so(as(not(to(dominate(the(conversation.( +Lead

ing

a

Cultu

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@ M

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Self-

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RonRitchhart.com

Developed(by(R.(Ritchhart(2013(

Leading a Culture of Thinking at My School: Self-Assessment

Imagine(someone(were(to(shadow(you(in(your(role(on(a(random(day.((How(likely(would(this(visitor(

be(to(notice(each(of(the(following(actions(described(below.((For(each(statement(assign(a(rating(

between(5(and(1(using(the(following(scale:((

5(=(Hard(to(miss(it( ( ( (

4(=(Highly(likely(to(notice(

3(=(Hit(or(miss(depending(on(the(circumstances(

2(=(Not(very(likely(to(notice( (

1=(I(doubt(anyone(would(notice.(((

EXPECTATIONS+ Rating+1. (I(make(a(conscious(effort(to(communicate(to(the(people(I(interact(with((parents,(teaches,(students)(that(our(

school(is(a(place(in(which(thinking(is(valued(not(as(an(extra(or(aside,(but(as(a(foundation(of(learning.(

(

2. (I(establish(a(set(of(expectations(for(ongoing(professional(learning(and(risk(taking(with(the(people(I(supervise(in(

order(to(communicate(that(their(job(entails(more(than(just(getting(the(work(done(and(getting(good(test(results.(

(

3. (In(making(decisions(in(my(role,(whether(done(individually(or(in(a(group(setting,(I(consistently(frame(the(issue(in(

terms(of(how(any(particular(decision,(outcome,(or(practice(will(affect(and(impact(student(learning.((When(

decisions(and(issues(don’t(have(a(direct(impact(on(the(core(mission(of(the(school(to(enhance(students’(learning(

and(development,(I(do(my(best(to(minimize(my(own(and(others’(time(on(such(issues.(

(

4. (I(reward,(praise,(and(comment(on(the(development(of(our(students(as(thinkers(and(learners(rather(than(

effective(test(takers.((I(recognize(teachers(efforts(that(support(this(development,(and(I(let(it(be(known(that(

while(scores(matter;(tests(are(not(the(chief(measure(of(our(effectiveness(as(educators.(

(

+LANGUAGE+ Rating+1. (I(seldom(use(generic(praise(comments((good(job,(great,(brilliant,(well(done)(with(others(and(instead(give(

specific,(targeted,(actionPoriented(feedback(that(focuses(on(guiding(future(efforts(and(actions.(

(

2. I(invite(others(into(the(conversation(by(using((“conditional”(phrases(such(as(‘could(be’,(‘might(be’,(‘one(

possibility(is’,(‘some(people(think’(or(‘usually(it(is(that(way(but(not(always’.(

(

3. (When(discussing(or(commenting(on(classroom(observations,(I(try(to(notice(and(name(the(thinking(occurring(in(

the(classroom(and(not(just(the(activity,(saying(things(like,(“I(noticed(the(students(really(supporting(their(ideas(

with(evidence”,(or(“I(noticed(you(got(students(to(evaluate(the(effectiveness(of(their(strategies.”(

(

4. I(use(inclusive,(communityPbuilding(language,(talking(about(what(“we”(are(learning(or(“our”(inquiry.( (

+MODELING+ Rating+1. While(I(may(not(be(able(to(attend(everything(that(is(going(on(at(the(school,(I(know(my(presence((even(briefly)(

can(send(a(message(to(people(that(I(value(and(care(about(what(they(are(doing.(Consequently(I(make(sure(I(am(

present(at(and(participate(in(events,(meetings,(and(groups(in(order(to(show(others(that(I(value(their(efforts(and(

learning.((((

(

2. (I(demonstrate(my(own(curiosity,(passion,(and(willingness(to(consider(alternative(perspectives.((I(show(that(I(am(

interested(in(the(core(mission(of(the(school(to(develop(students(as(learners(and(thinkers(and(demonstrate(to(

others(that(I(look(beyond(just(my(specific(responsibilities.(

(

3. (I(know(that(teachers(at(the(school(are(watching(my(every(move(to(understand(what(I(value,(deem(worthwhile,(

and(consider(important.((Consequently,(I(model(the(behaviours(and(interactions(I(want(to(reinforce(in(others.(

(

4. (I(make(sure(that(I(am(present(and(available(so(that(people(don’t(associate(me(only(with(being(in(my(office.( (

+TIME+ Rating+1. (In(the(meetings(and(conversations(I(lead,(I(make(time(for(people(to(think(through(ideas,(ensuring(that(both(

others(and(I(come(prepared(to(do(so.(

+

2. (I(respect(that(everyone’s(time(is(valuable(and(consequently(plan(meetings(to(have(a(clear(focus(and(purpose(

while(ensuring(that(they(start(and(end(on(time.(

+

3. (I(avoid(disseminating(an(abundance(of(ideas(without(the(time(to(process(them.( +

4. I(monitor(the(amount(of(time(I(talk(so(as(not(to(dominate(the(conversation.( +

Leading a

Culture of thinking @ My SchoolSelf-AssessmentRo

nRitchhart.com

How can we “see” and “hear” the development of thinking?

What does thinking look like as it develops and deepens?

How do we as teachers & leaders nurture that development and help it along?

GrowthWhat does progress look

like?

RonRitchhart.com

Who are our students becoming as thinkers and learners as a result of their

time with us?

Student Lead Conferences

RonRitchhart.com

Preparation for the Conferences Students choose 8 examples of activities (artifacts) from across their different subjects

The artifacts represent activities which help them to develop different kinds of thinking

The kinds of thinking focused upon include reasoning with evidence, making connections, capturing the heart, describing carefully, and building explanations

Students create an abstract representation of themselves as thinkers for the cover of their Student Led Conference boxRo

nRitchhart.com

RonRitchhart.com

What are the important sub-moves within this kind of thinking?

What are some of the various forms that these sub-moves can take?

What questions might be useful in prompting these thinking moves?

What routines & practices can be useful in supporting these thinking moves?

What should we look for as markers of a quality response?PE

RSP

ECT

IVE T

AK

ING

REA

SON

ING

WIT

H E

VID

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MA

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NS

RonRitchhart.com

What is my prior experience & knowledge of this topic?

What is this like or comparable to? How can I create a metaphor that connects key features?

How do my connections help me understand? Are my connections too broad, general or limited?

How does this knowledge, skill, approach apply to other contexts or disciplines?

Triggering Schema

Creating Metaphors

Considering Quality, Scope & Limits

Transferring to New ContextsM

AK

ING

CO

NN

ECT

ION

SActivating

Mapping

Assessing

ApplyingRonRitchhart.com

Championing Change:

Supporting the Development of

Cultures of Thinking

oc t To what must leaders attend in order to create substantive change in schools?

How can leaders leverage these areas of attention as they support their school’s movement toward a culture of thinking?

How do the principles and practices of a culture of thinking apply to us as leaders?

RonRitchhart.com

RonRitchhart.com

INTELLECTUALCHARACTER thinkingofcultures

ARE PLACES IN WHICH A GROUP’S

COLLECTIVE, AS WELL AS INDIVIDUAL,

THINKING IS VALUED, VISIBLE, AND ACTIVELY

PROMOTED AS PART OF THE REGULAR,

DAY-TO-DAY EXPERIENCE OF ALL

GROUP MEMBERS.RonRitchhart.com

RonRitchhart.com