Planning and Teaching for Intellectual Quality

Trudy Francis – Director C21Learning

Session Purpose

The aim is to share with you how:

• to challenge and develop student thinking throughout the curriculum using an inquiry model;

• we can make links to Blooms Taxonomy to create reading contracts;

• we can use thinking tools and strategies across the curriculum; and

• new assessment tools help us to differentiate instruction to cater for all abilities and to facilitate student goal setting

Planning for Intellectual Quality

Big Ideas

• explore significant concepts about self, others and the World we all live in

• actively seek student & community voice

• promote real life experiences (connected)

• provide an emotional hook and is relevant

• is useful beyond school

• makes links to the wider community

• is challenging

Integrating to promote

Intellectual Quality• Holistic & complex (attitudes, values, knowledge, skills & habits of mind)

• Host curriculum & links to other curriculum (explicit knowledge &

skill development)

• Embedded assessment (formative & summative)

• Differentiated

• Takes action

Deep Understandings

• Vision statement

• Desired outcomes

• Describing the destination

• Including the essence of the Habit of Mind and Taking Action Statement

• The “Habits of Mind” means having the disposition toward behaving intelligently when confronted with problems

• When confronted with problems we choose one pattern of intelligent behaviour over others.

Habits of Mind

BIG IDEA

CONTEXT

DEEP UNDERSTANDING

AND HABIT OF MIND

MATRIX

SIGNIFICANT QUESTIONS

AND LEARNINGACTIVITIESUnpacks deep

understanding and key competency Backward planning of assessment objectivesDifferentiated classrooms

TUNING IN

FINDING OUT

SORTING OUT

GOING FURTHER

REFLECTING & DRAWING

CONCLUSIONS

TAKING ACTION

SHARING DISCUSSION & REFLECTION

Backward Design

• The “Habits of Mind” are a composite of many skills, attitudes, cues, past experiences and proclivities and therefore holistic and complex

Links to the Curriculum

The Role of the Teacher

ReciprocalConnections

Principles of a Community of LearnersSewell (2006)

Intellectual We are all learners and teachers We share our expertise in dialogue to build on previous ideas and experiences to create

new knowledge We engage in intellectually demanding inquiry and reflection about content that interests us

and is relevant to our lives We share our learning with other members of our community

Social We share decisions about what we learn sometimes without a known endpoint We share decisions about how we learn We share responsibility for learning – sometimes the teacher takes the lead; other times

children take it We have a responsibility to support each other’s learning We share responsibility for managing our own and other’s behaviour We share our out-of-school lives in the classroom We share our thinking with experts in the community

Emotional We have honest dialogue to share our feelings and emotions. We listen to each other with respect. We care about each other. We are trusted to make good decisions and to take responsibility. We respect and value our diverse Expertise/experiences in the classroom

Physical Shares hierarchical relationships with children Caring physical contact in response to an emotional need Moves freely around class & school creating new spaces for learning

Challenging Teachers to Think

Describing the Habits of Mind

Gathering Data

Through all our

Senses

Lack of use of Senses Oblivious Afraid

Taste Experiencing new foods Taking risks to try new foods Textures of food Temperature

Sight 90% input through this Active and takes effort to observe closely Notices details

Hearing Active and takes effort Listen with ears, mind and heart (listening with Un&E)

Touch Textures (creates / heightens feelings & emotional connections) Unlock ideas / assumptions and misconceptions

Smell Triggers memories Deepens experiences First impressions (overcoming)

Awareness of five senses Using all the senses to learn more and make more connections When a dominant sense is activated we will make decisions about something or person

Teacher MatrixDeep Understanding or Definition

Novice Apprentice Practitioner Expert Significant Questions or

Lesson Ideas

KNOWLEDGE OUTCOMES : Tuning In:

Finding Out:

Sorting Out:

Going Further:

Reflecting & Drawing Conclusion:

Taking Action:

Sharing, Discussion & Reflecting:

Kath Murdoch stages of Inquiry

HABIT OF MIND

TAKING ACTION:

Assessment looks for changes in children’s participation using three lenses:1.Personal lens: would look for evidence of change in the child’s skill level of understanding.2.Interpersonal lens: would look for evidence of change in the way children interact with others, their new skills to collaborate, engage in dialogue with others etc.3.Cultural lens: would look for evidence of change in the cultural rituals of the classroom, new ways children use resources or new values developing in the classroom.

Evaluation: (How did each of my goals support my learning? Write a summative comment about your understanding using the 6 facets of understanding as a guide).Note: Reflective comments in relation to goals and learning experiences could be recorded in a journal along with ‘Thinking Maps’ that show shifts in understanding.© C21Learning

Deep Understanding

Natural Environments are full of life and can be affected by the choices people make. Many of these choices have caused drastic changes to our environments (Kn).

Activating and engaging our senses help us explore our world and make connections enriching our experiences (HoM).

We can contribute to the recovery of these environments now and for future generations (TA).

Matrix IndicatorsNovice Apprentice Practitioner Expert

KNOWLEDGE OUTCOMES :

I can describe how and why I use my adopted spot in different ways.

I can compare how and why I use my adopted spot with someone else.

I can analyse at least 2 different perspectives and explain from their point of view why and how they use this environment.

I can suggest possible impacts their use may have on the environment.

I can hypothesise why and how people we haven’t contacted use our adopted spot.

I can debate the effect of this on our environment now and in the future.

• What significant questions could be asked to engage students with these ideas?

• What learning experiences could the students have to develop these understandings

HABIT OF MIND: Gathering Data through all our Senses

I notice the things that interest me.

I rely on the obvious sense.

I notice and describe in some detail the things that interest me.

I’m conscious of using another sense.

I stop, think and feel to experience things that may not automatically interest me.

I experiment with my senses to find out more.

I engage and explore all my senses for observation and information gathering.

I use a variety of senses to make connections and enrich my experiences.

Matrix Indicators

• What significant questions could be asked to engage students with these ideas?

• What learning experiences could the students have to develop these understandings

Matrix IndicatorsTAKING ACTION: Environmental Initiative

I can identify something I can do to care and protect the environment when I use it.

I make suggestions about how to care and protect our adopted spot.

I need support to keep on contributing to our environment.

I am motivated and able to influence others as we take care of the environment

I have used my understanding of the issues to inform others.

I can convince and motivate others to care for and protect our adopted spot.

I am proactive in other environments suggesting changes at school and home for a more sustainable future.

Now What?

• Back planning from the matrix

• Co-constructing the student matrix – a reflective process based on real experiences

• Providing regular opportunity to develop these understandings, thinking skills & learning dispositions

• Providing regular opportunity to reflect upon goals and reset as necessary

Intellectual Quality throughout

the Curriculum

• Big Picture Planning (yearly overview)

• Links to curriculum – how?• Dual learning intentions• Blooms reading contracts – an

example• Hyerle’s thinking maps / 6 hats etc. • Differentiation using co-constructed

matrices• Student goal setting – some ideas

Year Overview – 2008Term 1 Term 2 Term 3 Term 4

Big Ideas

Haoura Exploring the Environment

Authentic Context – Adopt a Spot (Department of Conservation)

Habits of Mind•Listening with Understanding and Empathy•Gathering Data Through all our Senses•Persistence

•Gathering Data through all our Senses•Questioning and Problem Posing•Thinking and Communicating with Clarity and Precision

Catering for Special Abilities – Creating a Newspaper

•Write definition•Identify Criteria•Select Children•Brief Children

•Meet Monday mornings for skill teaching.•Children plan how they are going to

construct paper based on criteria.•Children design selection process for co-opting other groups of children.•Design and promote classroom competitions for newspaper submissions.

•Put paper together.•Liaise and work with co-opted groups when needed.•Enter paper into competition.

•Children evaluate what they have done.•Children make recommendations for 2009.

•Health and PE (all Key areas covered)•Social Studies – Social Organisation, Culture & Heritage & Time, Continuity and Change.

•Visual Language – Media Mania•Art - Visual

•Technology & Society•Social Studies – Place & Environment•Health & PE – Strand A/B/C & D•Oral Language – Speeches

•Visual Language•Oral Language – Speeches•Science – Living World & Planet Earth & Beyond.•Social Studies•Technology

Bloom’s Reading Contracts

• Establishes foundation knowledge• Guided and independent• Links to home learning• Differentiated – caters for students with

special abilities• Guides teachers to ask challenging

questions• Provides opportunities for students to

use and apply, analyse, evaluate and create….in context

• Example 1 and 2

Maps, Maths & Student Questions

• Provides children with a tool to look in-depth at this habit from range of perspectives.

• Linked in the big picture of the habits of mind.

Examples from Corinne Walsh’s Yr 3 Class College Street Normal School Palmerston North New Zealand

Habits of Mind – Children’s Comments:

• They help us prepare for the future

• It helps you encourage yourself

• Helps us care for others and learn manners

• Helps us make choices without being told

• Makes it easy to think

Using the Thinking Hats

Cause: “I was sitting next to Brendon (who I am really tempted to talk to) and I started chattering. Effect: When we went to do our work we didn’t know what to do so had to disrupt others from learning to ask”.Example from Corinne Walsh’s Yr 3 Class College Street Normal School Palmerston North New Zealand

Using the Thinking Maps with the Habits of Mind

Integration Matrix: Data Collection Showing Shifts in Learning

Deep Understanding: Beginning of UnitDate:End of UnitDate:

Novice Apprentice Practitioner Expert Notes:

Knowledge

Habits of Mind

Taking Action

Teacher Evaluation:

© Trudy Francis & Corinne Walsh

Any Questions?