BILL MARTIN Designing a Comprehensive Thinking Program: Blending - - PowerPoint PPT Presentation

BILL MARTIN

Designing a Comprehensive Thinking Program: Blending Thinking Skills and Dispositions

CONFERENCE ON THINKING NORDIC FOLLOW-UP SWEDEN - OCTOBER 2008

DO YOU KNOW A THINKING SCHOOL?

WHY NOT? The “thinker” has left! Star-Struck. We don’t have time for anything else! Let’s form a committee. Playing at thinking. YOU do it! IT TAKES YEARS OF HARD, UNIFIED WORK!

SHARING THE VISION

BLEYL JUNIOR HIGH SCHOOL VISION STATEMENT

Our school is a co Our school is a community continually mmunity continually striv striving to ng to maximize indiv maximize individual grow th dual grow th for our student population. for our student population. A A professional, enthusia professional, enthusiastic, and energ stic, and energetic staff etic staff challenges students to become the challenges students to become the best th best they can be intellectually, socially ey can be intellectually, socially, , and behaviorally. and behaviorally. A A strong w ork ethic perm strong w ork ethic permeates the learni eates the learning environment. ng environment. Working hard in a w a Working hard in a w arm, caring atmosphere rm, caring atmosphere motivates each student

motivates each student to pursue l to pursue learni earning by conti ng by continuall nually thinking productively y thinking productively at the highest levels. at the highest levels. Our hard w ork is

Our hard w ork is characteriz characterized by the values ed by the values

• f persistence, s
• f persistence, sacrifice, and self-dis

acrifice, and self-discipline

• cipline. Critical thinking skills

Critical thinking skills are l are learned in a cli earned in a climate th ate that constantly articulates at constantly articulates high expectati high expectations for all

• ns for all participants.
• participants. The entire school

The entire school community practices community practices decency decency w ith encompasses w ith encompasses fa fairness, generosity, and irness, generosity, and tolerance tow ards each other. tolerance tow ards each other. Positive individual re Positive individual responsibility sponsibility is is learned learned through immediate, sensit through immediate, sensitive, and ive, and consistent interact consistent interactions about conduct. ions about conduct. O Our ur pursuit pursuit of the goal of

• f the goal of excellence is

excellence is fueled by fueled by cooperation, communication, cooperation, communication, and teamw ork. All members and teamw ork. All members of

• f the Bleyl

the Bleyl communi community ty support one another in support one another in pursuit of maximum grow th w ith pride, pursuit of maximum grow th w ith pride, loyalty loyalty, and and enthusias

• enthusiasm. Success in

. Success in attai attaini ning our goals ng our goals w ill be measured by w ill be measured by the degree of self-esteem possessed the degree of self-esteem possessed by each community member by each community member, the quality of engagem , the quality of engagement that ent that occurs on a daily

• ccurs on a daily

basis basis, and the successes of , and the successes of our student population liv

• ur student population living in an unpredictable,

ng in an unpredictable, ever-changing w orld. ever-changing w orld.

THE BLEYL PLAN THE BLEYL PLAN YEAR 1 YEAR 1

Task 1 Shared Vision

Make the teaching and learning of thinking skills an implicit value in our shared vision.

Task 2 Development of a Thinking Skills Program Plan

Become knowledgeable of the components of a thinking skills and thinking dispositions

• program. Create a program that includes task identification and delegation of

responsibilities.

Task 3 Create a Climate that Nurtures Thinking Skills and Dispositions

Identify the thinking skills and dispositions our students need to be successful in life. Create a climate that promotes these skills and dispositions in all school community members.

Task 4 Common Thinking Operations Taught In Existing Curriculum

Identify the common thinking operations already taught in our curriculum.

PROFESSIONAL LEARNING PROFESSIONAL LEARNING STRANDS STRANDS

Year 1 – Building a Climate for Thinking

Questioning Strategies 2 hours Issues of Teaching Thinking 2 hours Test Construction Workshop 2 hours Bloom’s Taxonomy Workshop 2 hours Teaching a Thinking Skill 2 hours Metacognition Workshop 2 hours Nature of Thinking Workshop 3 hours Habits of Mind 3 hours Expectation Articulation Workshop 3 hours TOTAL 23 HOURS

BILL MARTIN’S MODEL TO DEVELOP A THINKING PROGRAM Select the Thinking Skills and Dispositions to be taught. Describe the Thinking Skills and Dispositions to be taught. Design Professional Development Program to train staff. Construct Lessons to teach Thinking Skills and Dispositions directly. Create Time to teach Thinking Skills and Dispositions. Scope and Sequence Thinking Program. Assess Thinking Skills and Dispositions

THINKING SKILLS

Strategies that allow us to live successful lives by making decisions and solving problems each day. Examples : De Bono’s Lateral and Parallel Thinking Strategies. Lipman’s Philosophy for Children. Bloom’s Taxonomy of Thinking. Marzano’s Dimensions of Learning.

PROBLEM SOLVING

1. Identifies and states the problem 2. Gathers and organizes relevant information 3. States hypothesis 4. Lists various strategies for the solution 5. Selects and implements appropriate strategy 6. Compares results with hypothesis 7. Determines reasonableness of solution 8. Exhibits curiosity by posing questions

THINKING DISPOSITIONS

The habits and inclination to know when and where to use a thinking skill and when and where not to use it. It is having the “wit’ to know when to apply the thinking skill. It is habituating the willingness and motivation to use it. Examples: Costa’s Habits of Mind Beyer’s Thinking Dispositions Other Resources: Perkins and Tishman (Harvard University)

FLEXIBILITY OF THINKING

• 1. Brainstorms options
• 2. Responds with receptive facial and body

expressions

• 3. Acknowledges positively another’s ideas
• 4. States one or more possible solutions
• 5. Resolves conflict of ideas through

compromise

Thinking skills matrix

SUBJECT AREA SKILLS E M SS Sc H 1 X X X 2 X X X 3 X X X X 4 X X X 5 X X X X 6 X X X

THINKING VERBS FOUND IN STANDARDS

ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DISCUSS ELABORATE EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY SOLVE SUMMARIZE SIMPLIFY

THE BLEYL PLAN YEAR 2

Task 5 Identify and Teach Mental Models

Begin to teach the mental models (values and beliefs) staff must have to

teach the thinking skills and dispositions.

Task 6 Describe Thinking Skills and Dispositions To Be Taught.

Create descriptions of thinking skills and dispositions that includes what we observe people doing as they demonstrate the skill in an expert way.

Task 7 Scope and Sequence Chart for Thinking Skills and Dispositions Describe the scope and sequence of thinking skills and dispositions to be taught by grade level, subject areas and form.

LEVELS OF PERSPECTIVE

L E V E R A G E

Systemic Structures Vision Patterns of behaviour Events Mental Models

TEACHING THINKING - MENTAL MODELS

We are already teaching thinking skills and dispositions in our school, but we must teach them explicitly. We construct our own meanings. Our learning is socially constructed. Teaching thinking demands choosing depth

• ver quantity.

We will get worse before we get better.

MENTAL MODEL - CONSTRUCTIVISM

F I L T E R

WHAT I ALREADY KNOW MEANING MAKER MENTAL MODELS

M’ M” M

SOCIAL CONSTRUCTIVISM SOCIAL CONSTRUCTIVISM

r R

PERSONAL

SOCIAL

ACTION LEARNING - Revans

ACT REFLECT GATHER DATA DESIGN ACT GATHER DATA DESIGN REFLECT ACT

STUCTURE DECISIONS

CHOOSE DEPTH OVER COVERAGE MAKE TIME TO TEACH THINKING

HERCULEAN TASK

NEEDS TO KNOW NICE TO KNOW WHO CARES

LISTENING WITH UNDERSTANDING AND EMPATHY

1. Focuses attentively on the speaker 2. Summarizes or paraphrases 3. Elaborates 4. Clarifies 5. Asks relevant questions 6. Maintains eye contact 7. Demonstrates positive facial expressions/body language 8. Makes non-judgmental comments 9. Takes notes when appropriate

THE BLEYL PLAN THE BLEYL PLAN YEAR 3 YEAR 3

Task 8 Restructure Lesson Plans

Create lesson plans for teaching thinking skills and dispositions.

Task 9 Develop Authentic Assessment Tools for Thinking Skills and Dispositions Program

Develop the assessment tools that will evaluate student and program progress.

Task 10 Select Instructional Materials

Create and/or purchase the instructional materials needed to implement the strategies and lesson plans.

LESSON DESIGN

Art Costa’s 4-step lesson design Bob Swartz’s infusion design Richard Paul’s critical thinking design

DREYFUS MODEL DREYFUS MODEL

Basis For Action

Novice

Rule Governed Behaviour PPK Read the Context

Beginner Proficient Competent Expert

TRANSFORMATIONAL LEARNING

time

L +

clear understood flows confusion frustration angst

L -

THE PIT

SAMPLE RUBRIC FOR SAMPLE RUBRIC FOR PERSISTING PERSISTING

EX EXPERT: : Stay Stays on t s on task no m sk no matter how tter how di difficult cult to find the answ

• find the answ ers to sol

ers to solutions tions. . Eval valuates uates the use of a v the use of a variety of riety of strategies trategies to s to solv lve the problem. e the problem. Draw Draw s on w i s on w ide range of resourc de range of resources. s. PR PRACTI TITI TIONER ER: Stay Stays on t s on task w hen trying to fi sk w hen trying to find nd ans answ ers w ers or s

• r soluti

lutions t

• ns to problem

problems. s. Draw Draw s on avai s on availabl lable res e resources

• urces

AP APPREN PRENTICE CE: : Tries Tries to co to complete tasks w lete tasks w hen the hen the ans answ ers w ers or s

• r soluti

lutions are not rea

• ns are not readily

ily available, but available, but giv gives up w s up w hen task is hen task is too difficult. Gets too difficult. Gets off tas

• ff task eas

easily ily. . Draw Draw s on limi s on limited range of res ed range of resour

• urces.

ces. NOVICE NOVICE: : Gives up eas Gives up easily ily and qui and quickly ckly on

• n

diffi difficult tasks. Is unaw cult tasks. Is unaw are of are of resources. resources.

STUDENT DEVELOPED RUBRIC FOR STUDENT DEVELOPED RUBRIC FOR CLASSROOM BEHAVIOR CLASSROOM BEHAVIOR

• 1. Don't talk. Sits on chair and lissens to
• teacher. Works hard. Good.

2. Talks a little. Sits on chair and mostly lissens to teacher. Works. Pretty good.

• 3. Talks a lot. Sits on knees and maybe
• lissens. Works a little bit. Bad.
• 4. They talk loud and never lissens. Walk all
• around. Don't write a thang.

Bad to the bone!

SUCCESS STORY

BLEYL OTHER SCHOOLS CREDITS 93% 84% SAT 1023 947 GPA 3.21 2.86 TESTS 91% 84% A “National Blue Ribbon School” Ranked one of top 150 schools out of 36,000 in USA