What is thinking? How do we infuse thinking into our teaching to enable all students to become more able thinkers?

1. Strong
Classrooms,
Strong
Schools
“Thinking,
Thinking,
Thinking”
Coquitlam
Monday,
November
15th,
2010
Faye
Brownlie

2. Learning
IntenGons
• I
have
a
personal
mental
model
of
thinking
in
the
classroom.
• I
have
added
to
my
repertoire,
strategies
to
support
and
develop
my
students’
thinking.
• I
have
a
plan
for
what
next.
• I
have
a
plan
to
collaborate
with
someone
else.

3. Teaching…
…making
decisions
based
on
your
knowledge
of
•
your
students
•
your
curriculum
•
instrucGon

4. Goal:
• To
develop
students
as
thinkers
who
use
their
knowledge
to
solve
problems
and
to
act
wisely
• To
develop
students
who
can
act
independently
and
interdependently
• To
develop
students
who
are
reflecGve
learners

5. What
is
thinking?

6. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

7. Universal Design for Learning
MulGple
means:
-­‐to
tap
into
background
knowledge,
to
acGvate
prior
knowledge,
to
increase
engagement
and
moGvaGon
-­‐to
acquire
the
informaGon
and
knowledge
to
process
new
ideas
and
informaGon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

8. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001

9. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

10. Connect: from pictures
“How is he feeling?”
“How can you tell?”

14. Little Beauty - Anthony Browne
Candlewick Press, 2008

15. Connect: from pictures
Read each picture. What
connections is your brain
making?
What do you know? What do
you wonder?

16. How can we best use our resource
time together? Can we
introduce writing in a playful
way to a diverse group of K
children?

17. Students need:
• To see themselves as writers
• To have fun
• To develop a sense of sound/
symbol relationships
• To find their stories
• To work with criteria
• Teacher’s Need: What’s Next for
This Beginning Writer? – Reid,
Schultz, Peterson (Pembroke Pub)

18. K-
1 Writing:
Model - pictures & print
Refer to criteria
Kids draw & write
Refer to criteria
Pearson
&
Gallagher
(1983)

19. Criteria – K/1
What’s
Next
for
This
Beginning
Writer?
–
Reid,
Schultz,
Petersen
Big,
Bold,
Bright
Make
a
picture
that
tells
a
story
Tell
some
le^ers
you
know
Try
some
sounds
you
know

28. Grade
2/3
WriGng
Criteria
• An
opening
sentence
with
a
hook
• Details
• DisGnguished
words

33. Autumn
Bear
Author-­‐Diane
Culling
Illustrator
-­‐
Cindy
Vincent
Snowberry
Books,
2007
ISBN
978-­‐0-­‐9736678-­‐2-­‐0

34. One
September
morning
•a
piece
of
fog
touched
me.
As
I
looked
out
my
window
the
gold
leaves
driged
out
of
the
tree
as
I
dragged
my
feet
down
the
stairs
to
breakfreast,
as
I
waited
for
the
school
bus
I
feel
puffs
of
wind
pick
up
my
hair
when
the
school
bus
came
I
slowley
walk
up
the
stairs
as
I
bundled
•
in
a
seat
as
I
went
down
the
steps
I
saw
birds
migraGng
south
as
if
leaves
followed
them
it
looked
like
they
were
air
dancing.•
-­‐Allyson,
gr.2

35. • As
the
cool
fall
leafs
fall
the
aniamails
hide
in
thir
hafertat
an
the
people
put
worm
fire
on
and
they
have
hot
chocolet
with
mashmao.
If
feel
couze
with
the
blaket
on
you.
You
feel
like
you
want
to
stay
home
forever.
The
wind
hits
your
face
it
feels
like
somebudys
teeching
except
it’s
the
breeze.
-­‐by
Jason,
gr.3

36. • When
the
Autumn
wind
blows
it
makes
me
shiver.
It
really
makes
me
quiver.
The
wind
is
cold
and
really
bold,
it
feels
refreshing
on
my
face.
I
get
to
keep
my
own
pace.
My
hair
would
blow
I
can
be
slow,
I
walk
on
the
ground
I
don’t
have
a
frown,
it
feels
so
good
and
it
keeps
me
in
a
joyful
mood
it
keeps
me
happy
for
the
rest
of
the
day
and
I
want
to
play
and
play.
Ager
the
Autumn
wind
blows
on
my
face
it
is
really
cool,
it
almost
feels
as
cold
as
my
pool.
By
Samantha,
gr.3
Autumn
Wind

38. Grade
1
WriGng
Criteria
•powerful
beginning
•detail

40. Pinduli
By
Janell
Cannon
Harcourt,
2004

45. Cinquain Poems
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
pa^ern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• NoGce
literacy
elements
used
• Brainstorm
for
a
list
of
potenGal
topics
• Alone
or
in
partners,
students
write
several
poems
• Read
each
poem
to
2
other
students,
check
the
syllables
and
the
word
choices,
then
check
with
a
teacher

46. Garnet’s
4/5s
Literary
Elements
• Simile
• Rhyme
• AlliteraGon
• assonance

47. Sun
Run
Jog
together
Heaving
panGng
pushing
The
cumbersome
mass
moves
along
10
K

48. Vicky
Shy
and
happy
The
only
child
at
home
Always
have
a
smile
on
her
face
my
cheerful

52. Candy
Choclate
bars
Tastes
like
a
gummy
drop
Lickrish
hard
like
gummys
Eat
Thomas

53. Vampires
Quenching
the
thirst
These
bloodthirsty
demons
Eyes
shine,
like
a
thousand
stars
Midnight
Hannah

54. Think
Aloud:
Students
need
• A
model
• Guided
pracGce
in
following
the
model
• An
opportunity
to
pracGce
the
strategy,
with
support
as
needed
• Choice
in
the
degree
of
complexity
they
use
to
complete
the
task

56. Sea
O^er
Pup
-­‐
Victoria
Miles
(Orca)
There
is
a
forest
of
seaweed
in
the
ocean.
It
is
a
forest
of
kelp.
At
the
bo^om
of
the
kelp
forest,
Mother
sea
o^er
searches
for
food.

57. High
above,
her
pup
is
waiGng.
He
is
wrapped
in
a
piece
of
kelp
so
he
can’t
drig
away
while
Mother
is
down
below.

58. He
bobs,
floaGng
on
his
back
in
the
cold
waves,
holding
his
front
paws
and
hind
flippers
above
the
water
to
keep
them
dry.

59. Online
literacy
videos
• www.sd72.bc.ca
Literacy
Videos
• Clustering
from
Text
• Squiggles
• It’s
All
in
the
Bag

60. Goals
Plan
Rationale
Planning
Goals: What do we want to develop/ explore/change/
refine to better connect social responsibility and our
curriculum teaching?
Rationale: Why are we
choosing this focus?
Plan: How will we do this?