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How to Support the Teaching of
Thinking Skills Within the
Common CoreRobin Fogarty &
Associates
Brian PeteMarch 18, 2015
Robin Fogarty & Associates
Brian Pete
For Professional Development that teachers will transfer from the staff room to the classroom . . .
Websitewww.robinfogarty.com
www.robinfogarty.expertBlog
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Who’s Here?
How to Teach
ThinkingSkillsWithin the
Common Core
7 Key Student Proficiencies of the New National Standards
School Leaders GuideTo the Common CoreAchieving Results Through Rigor and Relevance
Meet &
Greet
Share 2 things you know for sure about Teaching the Adult Learner.
Rank in order of importance, the things you know about Teaching the Adult Learner.
The Three-Story
Intellect
BloomsDOK
Three Story
Evaluation:Interpret, Justify, Decide,Criticize, Judge, Solve, Rate, Assess, Appraise
Synthesis:Hypothesize, Predict,Create, Invent, Produce, Extend, Design, Develop,
Analysis:Study, Combine, Inspect, Categorize, Examine, Apart, Generalize
Comprehension:Summarize, Relate, SimpleComparisons, Reword,Discuss, Experiment,
Knowledge:Tell, Uncover, Show, List, Repeat, Name, Recall, Define
Level One (Recall)Arrange, Draw, List, Report,Label, Memorize, Recite,Quote, State
Level Two (Skill/Concept)Infer, Graph, Organize, Modify, Predict, Estimate,Make Observations
Level Three (Strategic Thinking)Construct, Draw Conclusions,Develop Logical Argument, Investigate, Compare, Formulate, Cite Evidence,
Level Four (Extended Thinking)Connect, Design, Synthesize,Apply Concepts, Create, AnalyzeProve, Critique,
Gather:Complete, Define, Describe,Scan, List, Match,Select, Identify, Count
Process:Compare, Classify, Explain,Sequence, SynthesizeAnalogies, Reason, Infer
Apply:Evaluate, Judge, Predict,Speculate, Hypothesize, Forecast, Idealize, Generalize
Aha!Collaboration, Enterprise, Communication, InnovationTechno-Savvy, Synergy,
BLOOM’S DOK Three Story
TheLake Placid Version
Gather
Process
Apply
Apply
Process
Gather
MediatedJournal Coaching
ThinkingStrategies
NameDate
Take Away Window
BackCover ofMediatedJournal
Agree / Disagree
AMetaphor
“My error would be that I confused
ingredients for dinner with dinner itself.”
StandardsCurriculum
Instruction
Discuss Food vs. Standards Metaphor . . .
Serve and
Volley
A PartnersB
What was once
educationally
significant, but
difficult to measure,
has been replaced by
what is insignificant
and easy to measure.
So, now we test how
well we have taught
what we do not value.
Art Costa
What is educationally significant?
A PartnersB
SERVE & Volley
Who needs to hear this message? Explain
Partner # A
Agree or Disagree – Give at least 1 reason
Partner #B
Summarize both comments into one sentence.
Partner #A
Synthesize the entire conversation into three words or less.
Partner #B
Higher Order Thinking Skills
Preview the whole situation.Assess the individual parts.Reorganize by similarities & differences.Turn the analysis into a summary or synthesis.
AnalyzeAccount for literal similarities and differences.Look again; don’t miss the obvious.Investigate the hidden details of likeness & difference.Know the categories.Express in alternating or dual descriptions.
CompareContrast
Begin with the big picture.Look at the elements.Extract the essence.Name the nuggets.Design a seamless image.
Synthesize
High Tech High TouchHigh Thought
21st Century Classroom
Thinking at Grade Level
Agree Disagree
1. For adults, learning is its own reward.2. Adults prefer survey courses to single concept classes.3. Adults want to use new materials.4.Adults prefer to “sit and git”.5. Adults carry reservoirs of experiences.6. Course work takes 2nd seat to jobs/family for adults.7. Adults transfer ideas/skills easily into work settings.8. Adults are self-directed learners.9. Adults expect their class time to be well spent.10. Adults are pragmatic learners.
The Adult Learner - A/D
Agree/Disagree
Agree DisagreeDiscuss . . .
Bookmark
Bookmark
The Adult Learner
is . . .
1 -
2 -
3 -wants . . .4 -5 -6 -prefers . . .7 –8 –9 -brings . . .
10 -
Implications
The Adult Learner is…
1…a pragmatic learner Wants purposeful learning…2…a self-directed learner
Sets the bar…3…a goal-oriented learner
Has eye on the prize…
The Adult Learner wants…
4. …step by step learningWants scaffolding…5. …feedback on progress Wants to know how she’s doing6. …results on the jobWants to use it, NOW!
The Adult Learner prefers…
7. …collaborationsPrefers a buddy to
work with…8….integrated, eclectic models Prefers it all…online, face to face9.…in-depth learningPrefers to go deep…”less is more”
The Adult Learner brings…
10. A wealth of resources and knowledge to the sceneKnows “stuff”; lots of stuff
ImplicationsLogic . the relation that holds between two propositions, or classes of propositions, in virtue of which one is logically deducible from the other.
The one key thing I will remember when teaching adult learners is . . .
Adult Learners
Cast of Characters...
From Staff Room to Classroom
1. Care Taker2. Know-it-all3. Hitchhiker4. Blocker (Devil’s Advocate)5. Omnivore6. Inquisitor7. Negotiator8. Over-Achiever9. Parliamentarian10. Sage11. The Clown12. The Story Teller
Break
Change
ChangeTheory
Change is what teachers do and think…
It’s as simple and as complex as that.
Sarasan in Fullan
Change
https://www.youtube.com/watch?v=47rQkTPWW2I
Escalator Video
Elevator/Escalator
The times they are
“achanging”!
Evolutionaryor
Revolutionary
Escalator Video
Change is what teachers do and think…
It’s as simpleand as complex as that.Sarasan in Fullan
Change
•Let’s visit some schools that are successfully riding dead horses.•Let’s try a more experienced rider.
•What about implementing an Individual Equestrian Plan (IEP)?•The basic problem is the horse’s parents-poor breeding!
•I think we should raise the standards for riding dead horses.•I think testing the horse would help.
ChangeTheory
Change is what teachers do and think…
It’s as simple and as complex as that.
Sarasan in Fullan
Change
Elevator/Escalator
The times they are
“achanging”!
The Change Game
Professional Developme
nt
Change in
Practice
Change in
Beliefs
Change in
Student Achievement
Four Cards to Move Around
The Change Game
Professional Development
Change in
Practice Change in
Beliefs
Change in
Student Achievement
Research says...
Other Examples
Keys to SuccessWho you
Know TalentLuckEffort
Classroom ObservationsPre PostObservation
Reading Listening
SpeakingWriting
Literacy
From Staff Room to Classroom
The goal of all staff development is . . .
The Training Model
Joyce and ShowersStudent Achievement Through Staff Development
Theory 1_2_3_4_5_6_7_8_9_10
Demonstration 1_2_3_4_5_6_7_8_9_10
Practice 1_2_3_4_5_6_7_8_9_10 Coaching 1_2_3_4_5_6_7_8_9_10
THE TRAINING MODEL
On a scale of 1-10… IMPACT of each element…
Percent of teachers that will transfer learning to classroom…
THE TRAINING MODEL Joyce and Showers
THEORY 0%
DEMONSTRATION 0%
PRACTICE 5%
COACHING 95%
THEORY 10 5 0%
DEMONSTRATION 30 20 0%
PRACTICE 60 60 5%
COACHING 95 95 95%
THE TRAINING MODELPercent of teachers that will transfer learning to classroom…
Knowledge Skill Transfer
•Practice more frequently/develop
greater skill
•Use new strategies more appropriately
•Exhibit greater retention of
knowledge/skills
•More likely to explain new strategies
to students
•Greater cognition/think with new
strategies
Joyce and Showers’ FindingsCoached adults…
Student Achievement Through Staff Development - ASCD 2002
Laughing and Learning
Retention up 50%
Even an attempt at humor is effective
Grace Dearborn - Conscious Teaching
Robin Fogarty & Associates
Brian Pete
For Professional Development that teachers will transfer from the staff room to the classroom . . .
End of
Day
