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To what must leaders attend in order to create substantive change in schools?
How can leaders leverage these areas of attention as they support their school’s movement toward a culture of thinking?
How do the principles and practices of a culture of thinking apply to us as leaders?
Championing Change:
Supporting the Development of
Cultures of Thinking
oc t Creatingofcultures
thinking
RON RITCHHARTAuthor of Making Thinking Visible and Intellectual Character
The Forces We Must Master to Truly Transform Our Schools
8
RonRitchhart.com
Drawing from Our Experience
What do you know about the process of change in schools?
How is it best facilitated over time?
What kind of support is needed for real transformation to happen?
RonRitchhart.com
PurposeWhat are we striving for?
FacilitationHow will we support our ongoing
efforts?
ToolsWhat practices will help us
get there?
GrowthWhat does progress look
like?
Constantly Changing
Superficial Implementation
Attention to Compliance vs. Risk
Taking
Silver-Bullet Mentality
Short vs. Long-term Focus
Evaluation vs. Celebration Th e
4 A reas of A t te ntion
in Shepherding Change
Focus on Training over Learning
Sloganeering vs. Animating Core
RonRitchhart.com
How do we define the vision of a culture of thinking?
Why is a culture of thinking important to the education of students?
What does a culture of thinking look and feel like?
PurposeWhat are we striving for?
What’s the vision?
RonRitchhart.com
thinkingcultures
ARE PLACES IN WHICH A GROUP’S
COLLECTIVE AS WELL AS THE INDIVIDUAL’S THINKING IS VALUED,
VISIBLE, AND ACTIVELY PROMOTED
AS PART OF THE REGULAR, DAY-TO-DAY
EXPERIENCE OF ALL GROUP MEMBERS
of
RonRitchhart.com
1. Where and when have you been a part of a thoughtful micro-culture?
2. What were some of the cultural practices, anchors, forces, or influences that held those cultures in place? What made them work?
Drawing from our experience
RonRitchhart.com
All group members contribute and feel valued
Feeling like you can take risks Time allowed to reflect, share thinking, discuss & implement Common vision and/or shared goal/values Leadership that models thinking Respect—equal value of all members Flexibility and open-mindedness Effective time management and follow through Open communication Group collaboration, had personal meaning (beyond the table) Group members are invested in task and each other Shared philosophy and commitment Personal as well as group ownership Collaborative planning
Shapers
RonRitchhart.com
1. Where and when have you been a part of a un-thoughtful micro-culture?
2. What were some of the cultural practices, anchors, forces, or influences that kept a culture of thinking from developing?
Drawing from our experience
RonRitchhart.com
Inhibitors
Anxiety —nervousNot feeling valued or that your ideas don’t countLack of motivation —lack of relevanceRushing, no timeJudgmental; no equality, power issuesInflexibleLack of vision/purpose: No clear directionLack of responsibility of group membersFeeling of wasted time: lack of leadership, lack of agendaValue placed on hierarchy of group membersTask lacked relevance to group membersMaximum effort for minimal gain = energy vampireNo leadership supportWorking in isolationA task to get through rather than enjoy
RonRitchhart.com
What are the principles guiding the creation of the tools?
How do the tools address the needs and challenges of
developing students as thinkers and learner?
How do we use frameworks to guide and tools to support learning and teaching rather than to standardize it?
ToolsWhat practices will help us
realize the vision?
RonRitchhart.com
1. Possessing thinking skills and abilities alone is insufficient for good thinking, one must also have the disposition to use those abilities.
2. The development of thinking and understanding is a fundamentally social endeavor.
3. The culture of the classroom not only sets a tone for learning but also determines what gets learned.
4. To better understand both what and how our students are making sense of new ideas, we must strive to make their thinking visible.
5. Good thinking utilizes a variety of resources and is facilitated by the use of external tools to “download” or “distribute” one’s thinking.
6. For classrooms to be cultures of thinking for students, schools must be cultures of thinking for teachers. 6
Key
Pri
ncip
les
of th
e CoT
Pro
ject
So what makes
these so challenging?RonRitchhart.com
1. Possessing thinking skills and abilities alone is insufficient for good thinking, one must also have the disposition to use those abilities.
6 K
ey P
rinc
iple
s of
the CoT
Pro
ject
The Challenge:
Approach in Practice:
Resistant to Direct Teaching “Of Course We Value Thinking”
Identifying the Thinking Dispositions We Want to Promote Enculturation: 8 Cultural Forces RonRitchhart.com
Showing a re-spect for and valu-
ing of one another’scontributions of ideas
and thinking in a spirit ofongoing collaborative inquiry.
Providing purposeful activi-ties that require students to
engage in thinking and thedevelopment of under-
standing as part oftheir ongoing
experience ofthe class-
room.
Making thinkingvisible by displayingthe process of thinkingand development of ideas.Arranging the space tofacilitate thoughtful interactions.
Setting anagenda of un-
derstanding andconveying clear ex-
pectations. Focusing onthe value for thinking and
learning as outcomes as opposedto mere completion of “work.”
Allocating time for thinkingby providing time forexploring topics morein depth as well astime to formulatethoughtful re-sponses. Modeling of who
we are as thinkersand learners so that the
process of our thinking is dis-cussed, shared, and made visible.
8Cultural Forces thatdefine our classrooms
Using language of thinking thatprovides students with the
vocabulary for describ-ing and reflecting
on thinking.
Scaffolding students’ thinking in themoment as well as providingtools and patterns of think-ing that can be usedindependently.
© Ron Ritchhart, 2012
What cultural force are you leaving the conference thinking more about or thinking about in a new way?
RonRitchhart.com
2. The development of thinking and understanding is a fundamentally social endeavor.
6 K
ey P
rinc
iple
s of
the CoT
Pro
ject
The Challenge:
Approach in Practice:
We tend to view learning as an individual endeavor. We focus on knowledge acquisition rather than development of understanding
Focus on understanding and leverage the power of group learningRonRitchhart.com
What kinds of thinking have been important to you in pushing your understanding of teaching and learning these past two days?
RonRitchhart.com
4. To better understand both what and how our students are making sense of new ideas, we must strive to make their thinking visible.
6 K
ey P
rinc
iple
s of
the CoT
Pro
ject The Challenge:
Approach in Practice:
A testing culture where short-term knowledge retention passes as learning
Use thinking routines & effective questioning to gain a glimpse into students’ thinking and assess learningRonRitchhart.com
What thinking routines are you excited about trying out with your students or your colleagues when you go back to your classroom?
How are you thinking about your questions and students’ questions in a new way.
Thinking Routines Questions 17RonRitchhart.com
5. Good thinking utilizes a variety of resources and is facilitated by the use of external tools to “download” or “distribute” one’s thinking.
6 K
ey P
rinc
iple
s of
the CoT
Pro
ject
The Challenge:
Approach in Practice:
Memory based strategies dominate in school, yielding superficial, short-term learning
Documentation of thinking to facilitate greater depth and long-term learningRonRitchhart.com
How do we encourage growth while avoiding superficial implementation and compliance?
How do we deprivatize teaching so that we can learn from and with one another? How do we encourage risk
taking and experimentation?
FacilitationHow will we support our ongoing efforts to learn
and go deeply?
RonRitchhart.com
6. For classrooms to be cultures of thinking for students, schools must be cultures of thinking for teachers.
6 K
ey P
rinc
iple
s of
the CoT
Pro
ject
The Challenge:
Approach in Practice:
Disconnect, short-term, one off PD that is more about implementing the next new thing than growth & learning
Establish professional learning communities that facilitate teachers’ learning and risk taking. As leaders look at how you are leveraging the cultural forcesRonRitchhart.com
Supporting the Ongoing Learning & Helping Teachers to Go Deeply
Facilitation
Focused Observa.on around Cultural Forces
Sharing of Documenta.on of Learning
Examina.on of Students’ Thinking (LAST)
Teacher Labs around disposi.onal development
Inquiry Ac.on Projects
CoT RoundsRonRitchhart.com
I B L E W I T ! I tried something new and innovative and it
didn’t work as well as I wanted.
THIS COUPON ENTITLE S ME TO BE FREE FROM CRITICISM.
I’ll continue to pursue ways to help my students be successful.
2015 School Year
RonRitchhart.com
Developed(by(R.(Ritchhart(2013(
Leading a Culture of Thinking at My School: Self-Assessment
Imagine(someone(were(to(shadow(you(in(your(role(on(a(random(day.((How(likely(would(this(visitor(
be(to(notice(each(of(the(following(actions(described(below.((For(each(statement(assign(a(rating(
between(5(and(1(using(the(following(scale:((
5(=(Hard(to(miss(it( ( ( (
4(=(Highly(likely(to(notice(
3(=(Hit(or(miss(depending(on(the(circumstances(
2(=(Not(very(likely(to(notice( (
1=(I(doubt(anyone(would(notice.(((
EXPECTATIONS+ Rating+1. (I(make(a(conscious(effort(to(communicate(to(the(people(I(interact(with((parents,(teaches,(students)(that(our(
school(is(a(place(in(which(thinking(is(valued(not(as(an(extra(or(aside,(but(as(a(foundation(of(learning.(
(
2. (I(establish(a(set(of(expectations(for(ongoing(professional(learning(and(risk(taking(with(the(people(I(supervise(in(
order(to(communicate(that(their(job(entails(more(than(just(getting(the(work(done(and(getting(good(test(results.(
(
3. (In(making(decisions(in(my(role,(whether(done(individually(or(in(a(group(setting,(I(consistently(frame(the(issue(in(
terms(of(how(any(particular(decision,(outcome,(or(practice(will(affect(and(impact(student(learning.((When(
decisions(and(issues(don’t(have(a(direct(impact(on(the(core(mission(of(the(school(to(enhance(students’(learning(
and(development,(I(do(my(best(to(minimize(my(own(and(others’(time(on(such(issues.(
(
4. (I(reward,(praise,(and(comment(on(the(development(of(our(students(as(thinkers(and(learners(rather(than(
effective(test(takers.((I(recognize(teachers(efforts(that(support(this(development,(and(I(let(it(be(known(that(
while(scores(matter;(tests(are(not(the(chief(measure(of(our(effectiveness(as(educators.(
(
+LANGUAGE+ Rating+1. (I(seldom(use(generic(praise(comments((good(job,(great,(brilliant,(well(done)(with(others(and(instead(give(
specific,(targeted,(actionPoriented(feedback(that(focuses(on(guiding(future(efforts(and(actions.(
(
2. I(invite(others(into(the(conversation(by(using((“conditional”(phrases(such(as(‘could(be’,(‘might(be’,(‘one(
possibility(is’,(‘some(people(think’(or(‘usually(it(is(that(way(but(not(always’.(
(
3. (When(discussing(or(commenting(on(classroom(observations,(I(try(to(notice(and(name(the(thinking(occurring(in(
the(classroom(and(not(just(the(activity,(saying(things(like,(“I(noticed(the(students(really(supporting(their(ideas(
with(evidence”,(or(“I(noticed(you(got(students(to(evaluate(the(effectiveness(of(their(strategies.”(
(
4. I(use(inclusive,(communityPbuilding(language,(talking(about(what(“we”(are(learning(or(“our”(inquiry.( (
+MODELING+ Rating+1. While(I(may(not(be(able(to(attend(everything(that(is(going(on(at(the(school,(I(know(my(presence((even(briefly)(
can(send(a(message(to(people(that(I(value(and(care(about(what(they(are(doing.(Consequently(I(make(sure(I(am(
present(at(and(participate(in(events,(meetings,(and(groups(in(order(to(show(others(that(I(value(their(efforts(and(
learning.((((
(
2. (I(demonstrate(my(own(curiosity,(passion,(and(willingness(to(consider(alternative(perspectives.((I(show(that(I(am(
interested(in(the(core(mission(of(the(school(to(develop(students(as(learners(and(thinkers(and(demonstrate(to(
others(that(I(look(beyond(just(my(specific(responsibilities.(
(
3. (I(know(that(teachers(at(the(school(are(watching(my(every(move(to(understand(what(I(value,(deem(worthwhile,(
and(consider(important.((Consequently,(I(model(the(behaviours(and(interactions(I(want(to(reinforce(in(others.(
(
4. (I(make(sure(that(I(am(present(and(available(so(that(people(don’t(associate(me(only(with(being(in(my(office.( (
+TIME+ Rating+1. (In(the(meetings(and(conversations(I(lead,(I(make(time(for(people(to(think(through(ideas,(ensuring(that(both(
others(and(I(come(prepared(to(do(so.(
+
2. (I(respect(that(everyone’s(time(is(valuable(and(consequently(plan(meetings(to(have(a(clear(focus(and(purpose(
while(ensuring(that(they(start(and(end(on(time.(
+
3. (I(avoid(disseminating(an(abundance(of(ideas(without(the(time(to(process(them.( +
4. I(monitor(the(amount(of(time(I(talk(so(as(not(to(dominate(the(conversation.( +Lead
ing
a
Cultu
re of
thin
king
@ M
y Sc
hool
Self-
Asse
ssm
ent
RonRitchhart.com
Developed(by(R.(Ritchhart(2013(
Leading a Culture of Thinking at My School: Self-Assessment
Imagine(someone(were(to(shadow(you(in(your(role(on(a(random(day.((How(likely(would(this(visitor(
be(to(notice(each(of(the(following(actions(described(below.((For(each(statement(assign(a(rating(
between(5(and(1(using(the(following(scale:((
5(=(Hard(to(miss(it( ( ( (
4(=(Highly(likely(to(notice(
3(=(Hit(or(miss(depending(on(the(circumstances(
2(=(Not(very(likely(to(notice( (
1=(I(doubt(anyone(would(notice.(((
EXPECTATIONS+ Rating+1. (I(make(a(conscious(effort(to(communicate(to(the(people(I(interact(with((parents,(teaches,(students)(that(our(
school(is(a(place(in(which(thinking(is(valued(not(as(an(extra(or(aside,(but(as(a(foundation(of(learning.(
(
2. (I(establish(a(set(of(expectations(for(ongoing(professional(learning(and(risk(taking(with(the(people(I(supervise(in(
order(to(communicate(that(their(job(entails(more(than(just(getting(the(work(done(and(getting(good(test(results.(
(
3. (In(making(decisions(in(my(role,(whether(done(individually(or(in(a(group(setting,(I(consistently(frame(the(issue(in(
terms(of(how(any(particular(decision,(outcome,(or(practice(will(affect(and(impact(student(learning.((When(
decisions(and(issues(don’t(have(a(direct(impact(on(the(core(mission(of(the(school(to(enhance(students’(learning(
and(development,(I(do(my(best(to(minimize(my(own(and(others’(time(on(such(issues.(
(
4. (I(reward,(praise,(and(comment(on(the(development(of(our(students(as(thinkers(and(learners(rather(than(
effective(test(takers.((I(recognize(teachers(efforts(that(support(this(development,(and(I(let(it(be(known(that(
while(scores(matter;(tests(are(not(the(chief(measure(of(our(effectiveness(as(educators.(
(
+LANGUAGE+ Rating+1. (I(seldom(use(generic(praise(comments((good(job,(great,(brilliant,(well(done)(with(others(and(instead(give(
specific,(targeted,(actionPoriented(feedback(that(focuses(on(guiding(future(efforts(and(actions.(
(
2. I(invite(others(into(the(conversation(by(using((“conditional”(phrases(such(as(‘could(be’,(‘might(be’,(‘one(
possibility(is’,(‘some(people(think’(or(‘usually(it(is(that(way(but(not(always’.(
(
3. (When(discussing(or(commenting(on(classroom(observations,(I(try(to(notice(and(name(the(thinking(occurring(in(
the(classroom(and(not(just(the(activity,(saying(things(like,(“I(noticed(the(students(really(supporting(their(ideas(
with(evidence”,(or(“I(noticed(you(got(students(to(evaluate(the(effectiveness(of(their(strategies.”(
(
4. I(use(inclusive,(communityPbuilding(language,(talking(about(what(“we”(are(learning(or(“our”(inquiry.( (
+MODELING+ Rating+1. While(I(may(not(be(able(to(attend(everything(that(is(going(on(at(the(school,(I(know(my(presence((even(briefly)(
can(send(a(message(to(people(that(I(value(and(care(about(what(they(are(doing.(Consequently(I(make(sure(I(am(
present(at(and(participate(in(events,(meetings,(and(groups(in(order(to(show(others(that(I(value(their(efforts(and(
learning.((((
(
2. (I(demonstrate(my(own(curiosity,(passion,(and(willingness(to(consider(alternative(perspectives.((I(show(that(I(am(
interested(in(the(core(mission(of(the(school(to(develop(students(as(learners(and(thinkers(and(demonstrate(to(
others(that(I(look(beyond(just(my(specific(responsibilities.(
(
3. (I(know(that(teachers(at(the(school(are(watching(my(every(move(to(understand(what(I(value,(deem(worthwhile,(
and(consider(important.((Consequently,(I(model(the(behaviours(and(interactions(I(want(to(reinforce(in(others.(
(
4. (I(make(sure(that(I(am(present(and(available(so(that(people(don’t(associate(me(only(with(being(in(my(office.( (
+TIME+ Rating+1. (In(the(meetings(and(conversations(I(lead,(I(make(time(for(people(to(think(through(ideas,(ensuring(that(both(
others(and(I(come(prepared(to(do(so.(
+
2. (I(respect(that(everyone’s(time(is(valuable(and(consequently(plan(meetings(to(have(a(clear(focus(and(purpose(
while(ensuring(that(they(start(and(end(on(time.(
+
3. (I(avoid(disseminating(an(abundance(of(ideas(without(the(time(to(process(them.( +
4. I(monitor(the(amount(of(time(I(talk(so(as(not(to(dominate(the(conversation.( +
Leading a
Culture of thinking @ My SchoolSelf-AssessmentRo
nRitchhart.com
How can we “see” and “hear” the development of thinking?
What does thinking look like as it develops and deepens?
How do we as teachers & leaders nurture that development and help it along?
GrowthWhat does progress look
like?
RonRitchhart.com
Who are our students becoming as thinkers and learners as a result of their
time with us?
Student Lead Conferences
RonRitchhart.com
Preparation for the Conferences Students choose 8 examples of activities (artifacts) from across their different subjects
The artifacts represent activities which help them to develop different kinds of thinking
The kinds of thinking focused upon include reasoning with evidence, making connections, capturing the heart, describing carefully, and building explanations
Students create an abstract representation of themselves as thinkers for the cover of their Student Led Conference boxRo
nRitchhart.com
What are the important sub-moves within this kind of thinking?
What are some of the various forms that these sub-moves can take?
What questions might be useful in prompting these thinking moves?
What routines & practices can be useful in supporting these thinking moves?
What should we look for as markers of a quality response?PE
RSP
ECT
IVE T
AK
ING
REA
SON
ING
WIT
H E
VID
ENC
E
MA
KIN
G C
ON
NEC
TIO
NS
RonRitchhart.com
What is my prior experience & knowledge of this topic?
What is this like or comparable to? How can I create a metaphor that connects key features?
How do my connections help me understand? Are my connections too broad, general or limited?
How does this knowledge, skill, approach apply to other contexts or disciplines?
Triggering Schema
Creating Metaphors
Considering Quality, Scope & Limits
Transferring to New ContextsM
AK
ING
CO
NN
ECT
ION
SActivating
Mapping
Assessing
ApplyingRonRitchhart.com
Championing Change:
Supporting the Development of
Cultures of Thinking
oc t To what must leaders attend in order to create substantive change in schools?
How can leaders leverage these areas of attention as they support their school’s movement toward a culture of thinking?
How do the principles and practices of a culture of thinking apply to us as leaders?
RonRitchhart.com
INTELLECTUALCHARACTER thinkingofcultures
ARE PLACES IN WHICH A GROUP’S
COLLECTIVE, AS WELL AS INDIVIDUAL,
THINKING IS VALUED, VISIBLE, AND ACTIVELY
PROMOTED AS PART OF THE REGULAR,
DAY-TO-DAY EXPERIENCE OF ALL
GROUP MEMBERS.RonRitchhart.com