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Learning Targets
• I am familiar with the 7 key student proficiencies of the new common core standards.
• I will use a variety of strategies to help my students explicitly learn the HOT skills.
• I understand and can use the Higher Order Thinking Skills to improve student thinking in my classroom.
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Our Resource
• How to Teach Thinking Skills Within the Common Core– James A. Bellanca, Robin J. Fogarty
and Brian M. Pete– 7 Key Student Proficiencies of the
New National Standards– 21 Thinking Skills with the Thinking
Proficiencies– Instructional Strategies to explicitly
teach the thinking skills
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Brian Pete
“How do teachers embed these thinking skills into curricular content so that student achievement rises and all students have an equitable opportunity to develop the quality of their thinking and problem solving, not just for tests, but for a lifetime of learning?”
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Instructional Strategies
What are they?
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Webb Leveling
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Structure for Teaching Higher Order Thinking Skills
Watch video for:HIGHLIGHTS INSIGHTS
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Gradual Release of Responsibility
• https://www.teachingchannel.org/videos/improving-teacher-practiceSarah Brown Wessling 2010 Teacher of the Year
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Skills
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7 Proficiencies and 21 Skills
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Explain• Proficiency: Collaborative Thinking
–Skill: Explain
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ExplainLooks Like Sounds Like
Students talking using hand gestures.
“I am wondering why…
Students talking to partner. “Let me show you.”
Student using a story as an example.
“First…Second….Third…”
Students pointing to a time line and talking.
“That explains it for me.”
Students using a manipulative to show….
“Your explanation is not clear to me.”
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ExplainLevel 1: Explain what a spider is.
Level 2: Explain the evidence you found about how a spider makes a web.
Level 3: Explain the function of spider’s web in relation to the life cycle.
Level 4: Explain what would happen if spiders were eliminated.
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Explain
First Amendment of the US ConstitutionCongress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
Motivational Mindset
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ExplainMotivational Mindset
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Explain
A. Explain what is happening in the cartoon.
B. Elbow partner--add to what has been said and/or ask a question.
A. What are you wondering about?
B. Listen and respond to the question.
Motivational Mindset
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Explain – I DO
RECIPE: TELL• TELL – Recipe for explaining• Tell the big idea• Express supporting statements• Look for more details• Listen for questions and respond
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Explain - I DO
Instructional Strategy – Window Pane
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Explain – I DO/WE DO
The steps of TELL with the cartoon
• T –The main idea is that students are literal creatures and often misinterpret abstract concepts.
• E –One example is “the right to bear arms”; students are shown to think that it means the right to SHOW their arms.
• L –Another example is when students make connections to pop culture like thinking the First Amendment is a popular singing group or a new name for a breath mint.
• L –By listening to my peers, I learned that the comic is also mocking students showing not only their naiveté, but also their stupidity at times.
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Explain -- WE DO
Learning Targets: (Student Friendly Language)
• I can ask and answer questions about details in a text.
• I can tell the main idea(central message) and moral of the story.
• I can respectfully listen to others and join their conversations.
• I can ask questions to the speaker to find out more information.
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Explain -- WE DO
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1. Fill out 1st 3 panes.2. Turn to a neighbor.3. Explain using the window pane,
switch and share. 4. After both have shared, fill in fourth
pane.
Explain -- WE DO
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K-12 Explain -- WE DO
TELL
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• This is where independent practice for the students takes place
• In order to do this you will need to:– Create or find a piece of text for the
particular grade/content that allow students to Explain using the recipe TELL. Include a structure similar to the Window Pane.
K-12 Explain – YOU DO
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K-12 Explain – HOT
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K-12 Explain -HOT• Where would the formative assessment fit on Webb Leveling?• Write 2 questions/prompts for each Level of questions/prompts.
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K-12 Explain – Assessment
Turning a process, the RECIPE, into a checklist assessment tool:TELL – Recipe for explaining___Tell the big idea—student has written the main idea into a complete sentence.___Express supporting statements—student has written one example that supports the main idea in a complete sentence.___Look for more details—student has written one more example that supports the main idea, in a complete sentence.___Listen for questions and respond—student has written what they learned from at least one other peer, in a complete sentence.
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Metacognition
Thinking about our thinking
KNOWING HOW TO LEARN, and knowing which strategies work best, are valuable skills that differentiate expert learners from novice learners. Metacognition, or awareness of the process of learning, is a critical ingredient to successful learning.
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Paradigm Shift
1. Use Multimedia
2. Encourage student intuition
3. Ask the shortest question you can
4. Let students build the problem
5. Be less helpful
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7 Proficiencies and 21 Skills
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Where do I start?• Training is available – contact
[email protected]• Or – try one skill at a time from within
each proficiency. • You can cook up your own menu of
HOT strategies.
