Scaffolding Student Thinking Choosing Strategies to Improve Student Thinking Robert V. Jervis Consultant for the Council of Chief Staff School Officers

Scaffolding Student Scaffolding Student ThinkingThinking

Choosing Strategies to Choosing Strategies to Improve Student ThinkingImprove Student Thinking

Robert V. Jervis Consultant for the Council of Chief Staff School Officers

Comprehensive Social Studies Assessment Project

Hitting the Target by 2014 - Hitting the Target by 2014 - NCLBNCLB

Cheating on the Test (Cheating on the Test (Collateral Damage, Collateral Damage, David Berliner)David Berliner)

Make the State Tests Easier (Comparisons Make the State Tests Easier (Comparisons to to Assessment of Educational Progress, Assessment of Educational Progress, Time, June 4, 2007Time, June 4, 2007))

Further Reduce the Time for Science, Further Reduce the Time for Science, Social Studies, and the Arts (3hrs – Social Studies, and the Arts (3hrs – Literacy, 1 ½ hrs – math out of a 6 ½ hr Literacy, 1 ½ hrs – math out of a 6 ½ hr day – Arizona Desert Elementary Schoolday – Arizona Desert Elementary School

Teach for UnderstandingTeach for Understanding

BRAIN RESEARCHBRAIN RESEARCH

•Know the place of detailed facts, figures and data as part of a greater context, concept or application.

•Understand that learners need time to process, reflect, sort, form patterns, discover or develop meaning.

•Engage learners in structures for processing beyond the level of recall and recitation of data. It calls for context, motion, personal meaning, and/or application.

•View learning as a process based on the richness of personal experiences each student brings to the situation.

TEACH TO THE BIG IDEAS IN TEACH TO THE BIG IDEAS IN ALL CONTENT AREASALL CONTENT AREAS

Important to Important to Know and DoKnow and Do

Big Ideas Worth Big Ideas Worth UnderstandingUnderstanding

Nice to KnowNice to Know

How Do We Get to Big How Do We Get to Big Ideas??Ideas??

THINKING MODELSTHINKING MODELS

Blooms Blooms TaxonomyTaxonomy

Dimensions of Dimensions of LearningLearning

Three Story Three Story IntellectIntellect

SCAFFOLDING STUDING SCAFFOLDING STUDING THINKINGTHINKING

Dimensions of LearningDimensions of Learning Attitudes and PerceptionsAttitudes and Perceptions Acquiring and Acquiring and

Integrating Integrating KnowledgeKnowledge

Extending and Extending and Refining KnowledgeRefining Knowledge

Using Knowledge Using Knowledge MeaningfullyMeaningfully

Productive Habits of MindProductive Habits of Mind

Robert MarzanoRobert Marzano

Levels of ThinkingLevels of Thinking

LEVEL I: Factual Information

LEVEL II: Extend and Refine

LEVEL IV: Application

Levels of QuestioningLevels of Questioning

STANDARDSTANDARD– Essential QuestionEssential Question

Unit QuestionsUnit Questions–Level I Questions: Factual Level I Questions: Factual InformationInformation

–Level II Questions: Extending Level II Questions: Extending and Refiningand Refining

–Level III Questions: ApplicationLevel III Questions: Application

Essential Question: How does humankind progress Essential Question: How does humankind progress

from one stage to another?from one stage to another? Unit Questions:Unit Questions:Level I: Gathering Level I: Gathering

InformationInformation What are the What are the

characteristics of hunter-characteristics of hunter-gatherer societies?gatherer societies?

What events moved What events moved people closer to being a people closer to being a civilized community?civilized community?

Who were the first people Who were the first people to establish what we to establish what we consider to be a consider to be a civilization?civilization?

Where were the major Where were the major human communities human communities located?located?

Why were the use of tools Why were the use of tools and fire important and fire important developments during this developments during this period?period?

Level II: Extending and Level II: Extending and Refining KnowledgeRefining Knowledge

How would you compare How would you compare hunter-gather societies to hunter-gather societies to move advanced move advanced civilizations?civilizations?

How would you classify a How would you classify a human community as a human community as a civilization?civilization?

How did climatic changes How did climatic changes impact plant life and the impact plant life and the domestication of animals?domestication of animals?

Level III: Using Knowledge Level III: Using Knowledge MeaningfullyMeaningfully

How might these How might these experiences help us plan experiences help us plan future communities in future communities in space?space?

UNDERSTANDING BY DESIGNUNDERSTANDING BY DESIGN-Focusing on Instructional -Focusing on Instructional

PrioritiesPrioritiesTARGETINGTARGETINGASSESSINGASSESSINGTEACHINGTEACHING



Level One Assessment Level One Assessment ItemsItems

RequiresRequires students to students to recall factsrecall facts [who, [who, what, when, and where], what, when, and where], termsterms, , specific specific informationinformation concepts, trends, concepts, trends, generalizations, and theoriesgeneralizations, and theories or to or to recognizerecognize or or identifyidentify contained in maps, contained in maps, charts, tables, graphs, or drawings.charts, tables, graphs, or drawings.

Examples:Examples: Recall or recognize an event, map, or Recall or recognize an event, map, or

documentdocument Describe the features of a place or peopleDescribe the features of a place or people Identify key figures in a particular contextIdentify key figures in a particular context

Level Two Assessment Level Two Assessment ItemsItems

RequiresRequires students to students to contrast or comparecontrast or compare people, places, events, and concepts; people, places, events, and concepts; give give examples, classify or sortexamples, classify or sort items into meaningful items into meaningful categories; categories; describe, interpret or explaindescribe, interpret or explain issues issues and problems, patterns, reasons, causes, effects, and problems, patterns, reasons, causes, effects, significance or impact, relationships, and points of significance or impact, relationships, and points of view or processes.view or processes.

Examples:Examples: Describe the causes/effects of particular eventsDescribe the causes/effects of particular events Identify patterns in events or behaviorIdentify patterns in events or behavior Categorize events or figures into meaningful Categorize events or figures into meaningful

groupingsgroupings

Level Three Assessment Level Three Assessment ItemsItems

RequiresRequires students to students to draw conclusions, cite draw conclusions, cite evidence, apply conceptsevidence, apply concepts to new situations; to new situations; use use conceptsconcepts to solve problems, to solve problems, analyzeanalyze similarities similarities and differences in issues and problems; and differences in issues and problems; propose propose and evaluateand evaluate solutions; recognize and explain solutions; recognize and explain misconceptionsmisconceptions; make predictions; make predictions; ; make make connectionsconnections and and explain main conceptsexplain main concepts..

Examples:Examples: Analyze how changes have affected people or Analyze how changes have affected people or

placesplaces Apply concept in other contextsApply concept in other contexts Form alternate conclusions or solutionsForm alternate conclusions or solutions

Teaching for UnderstandingTeaching for Understanding



Scaffolding Student Scaffolding Student ActivitiesActivities

Attitudes and PerceptionsAttitudes and Perceptions Acquiring and Acquiring and

Integrating Integrating KnowledgeKnowledge

Extending and Extending and Refining KnowledgeRefining Knowledge

Using Knowledge Using Knowledge MeaningfullyMeaningfully

Productive Habits of MindProductive Habits of Mind

Robert MarzanoRobert Marzano

InstructionInstructionLearning ExperiencesLearning Experiences

InstructionInstruction

– Concrete to Concrete to the Abstractthe Abstract

Three Story IntellectThree Story IntellectGathering Gathering KnowledgeKnowledgeLevel ILevel IDescribeDescribeRecallRecallTellTellListListIdentifyIdentifyTime sequenceTime sequenceDefine Define vocabulary and vocabulary and conceptsconceptsRecognizeRecognize

events andevents and

episodesepisodes

Extending and Extending and RefiningRefiningLevel IILevel IICompareCompareContrastContrastInterpretInterpretExplain How/WhyExplain How/WhyClassifyClassifyCause/AffectCause/AffectInferInferDistinguishDistinguishInductive reasoningInductive reasoningAnalyzing Analyzing perspectiveperspective

Using Using KnowledgeKnowledgeLevel IIILevel IIIImagineImaginePredict/SpeculatePredict/SpeculateEvaluateEvaluateConstructing Constructing supportsupportHypothesizeHypothesizeAbstractAbstractAnalyzeAnalyzeJudgeJudgeDeductive Deductive reasoningreasoning

Extended TransferExtended TransferDecision makingDecision makingProblem solveProblem solveIssue investigationIssue investigation

Three Story IntellectThree Story IntellectGathering Gathering KnowledgeKnowledgeLevel ILevel IDescribeDescribeRecallRecallTellTellListListIdentifyIdentifyTime sequenceTime sequenceDefine vocabulary Define vocabulary and concepts and conceptsRecognizeRecognize


episodesepisodes



Extended TransferExtended TransferDecision makingDecision makingProblem solveProblem solveIssue investigationIssue investigation

Three Story IntellectThree Story IntellectGathering Gathering KnowledgeKnowledgeLevel ILevel IDescribeDescribeRecallRecallTellTellListListIdentifyIdentifyTime sequenceTime sequenceDefine vocabulary Define vocabulary and concepts and conceptsRecognizeRecognize


episodesepisodes



Extended Transfer Extended Transfer TaskTaskDecision makingDecision makingProblem solvingProblem solvingIssue investigationIssue investigation

Scaffolding Instructional Scaffolding Instructional StrategiesStrategies

Direct InstructionDirect Instruction Indirect InstructionIndirect Instruction

– ConstructivismConstructivism– Hands-onHands-on

Experiential LearningExperiential Learning– Real Life SituationsReal Life Situations

Independent StudyIndependent Study– ProjectsProjects

Scaffolding Teaching Scaffolding Teaching StrategiesStrategies

Essential Question: Why is the Bill of Rights so Essential Question: Why is the Bill of Rights so important in the lives of all Americans?important in the lives of all Americans?– Gathering information (individual research)Gathering information (individual research)

• Handout a list of guide questions concerning the Bill of Rights. Handout a list of guide questions concerning the Bill of Rights. • Have the students go on online to research the answers to the Have the students go on online to research the answers to the

questions. questions. • Ask a summarizing questions at the end of their research: What Ask a summarizing questions at the end of their research: What

rights are protected by the Bill of Rights?rights are protected by the Bill of Rights?– Extending and Refining Knowledge (working in groups)Extending and Refining Knowledge (working in groups)

• Have the students classify the rights you have researched in terms Have the students classify the rights you have researched in terms of personal rights and rights which apply to the total community. of personal rights and rights which apply to the total community.

• Use a Venn Diagram to compare and contrast the rightsUse a Venn Diagram to compare and contrast the rights– Application: Using Knowledge Meaningfully (presentation to the group)Application: Using Knowledge Meaningfully (presentation to the group)

• Have the students write a brief paragraph:Have the students write a brief paragraph:– Which one of the rights protected by the Bill of Rights do you Which one of the rights protected by the Bill of Rights do you

think is the most important to you as a student in school? think is the most important to you as a student in school? Provide details to support your answerProvide details to support your answer


Level I: Gathering InformationLevel I: Gathering Information Essential Question: How do consumers acquire goods and services?Essential Question: How do consumers acquire goods and services?

Take the class on a tour of the school. Have them identify Take the class on a tour of the school. Have them identify community workers in our school. As workers are identified community workers in our school. As workers are identified (e.g., teacher, nurse, principal, janitor, cafeteria worker, grounds (e.g., teacher, nurse, principal, janitor, cafeteria worker, grounds person) stop the workers and ask them questions about their person) stop the workers and ask them questions about their jobs and the tools they use. Note the important details about jobs and the tools they use. Note the important details about what each worker does.what each worker does.

Back in the classroom, generate a list of the workers the students Back in the classroom, generate a list of the workers the students met on their tour of the school. Write this information on the met on their tour of the school. Write this information on the board in the form of a chart. Include a description of what the board in the form of a chart. Include a description of what the students learned about the jobs.students learned about the jobs.

Summarize the lesson by visiting the following website to review Summarize the lesson by visiting the following website to review other community worker jobs.other community worker jobs.

http://teacher.scholastic.com/commclub/http://teacher.scholastic.com/commclub/ http://bensguide.gpo.gov/k-2/neighborhood/index.htmlhttp://bensguide.gpo.gov/k-2/neighborhood/index.html

Have the students describe what each worker is doing on the Have the students describe what each worker is doing on the website. Add these workers to your website. Add these workers to your Community Workers Chart Community Workers Chart on the board.on the board.


Level II: Extendng and RefiningLevel II: Extendng and Refining Essential Question: How do consumers acquire goods and services?Essential Question: How do consumers acquire goods and services?

Read to the class: Read to the class: If you give a Mouse a Cookie If you give a Mouse a Cookie by Laurie Joffee by Laurie Joffee Numeroff. Talk about the goods and services the mouse Numeroff. Talk about the goods and services the mouse wanted. Use a chart on the board to categorize the goods and wanted. Use a chart on the board to categorize the goods and services talked about in the story. services talked about in the story.

Continue the discussion by asking what goods and services the Continue the discussion by asking what goods and services the students wanted. Add these to the chart in the proper column. students wanted. Add these to the chart in the proper column. Be sure you have them explain why they think it is a good or a Be sure you have them explain why they think it is a good or a service. service.

Use the following website for additional information about the Use the following website for additional information about the difference between a good and a service:difference between a good and a service:

http://teacher.scholastic.com/commclub/http://teacher.scholastic.com/commclub/ http://www.econedlink.org/lessons/em197/flash/activity1.htmlhttp://www.econedlink.org/lessons/em197/flash/activity1.html http://mcwdn.org/ECONOMICS/GoodService.htmlhttp://mcwdn.org/ECONOMICS/GoodService.html

Help the students summarize the lesson by selecting one of the Help the students summarize the lesson by selecting one of the goods and/or services and illustrating it and then presenting it to goods and/or services and illustrating it and then presenting it to the class with a n explanation of why it is a good or service. the class with a n explanation of why it is a good or service.


Level III: ApplicationLevel III: Application Essential Question: How do consumers acquire goods and Essential Question: How do consumers acquire goods and

services?services?

Use the following website to see actual people working in a Use the following website to see actual people working in a community:community:

http://www.econedlink.org/lessons/EM195/dogpics/slideshow.htmhttp://www.econedlink.org/lessons/EM195/dogpics/slideshow.htm

This slideshow contains pictures and captions describing the daily This slideshow contains pictures and captions describing the daily activities at a kennel.activities at a kennel.

Have the students work in pairs to generate a list of kennel goods and a Have the students work in pairs to generate a list of kennel goods and a list of kennel services. Have them share their lists with the class. list of kennel services. Have them share their lists with the class.

Have the students predict what would happen in the following situations:Have the students predict what would happen in the following situations: What would happen to the kennel if there were no dogs in the community?What would happen to the kennel if there were no dogs in the community? What might the kennel do if everyone in the community had a cat instead What might the kennel do if everyone in the community had a cat instead

of a dog? What goods and services would the kennel then provide?of a dog? What goods and services would the kennel then provide?

Best Practices in Social Best Practices in Social Studies/StrategiesStudies/Strategies

LectureLecture Advanced OrganizersAdvanced Organizers Technology/Use of Technology/Use of

ComputersComputers Teaching for Problem Teaching for Problem

SolvingSolving Role Play/SimulationsRole Play/Simulations Graphic OrganizersGraphic Organizers Writing Across the Writing Across the

CurriculumCurriculum Cooperative LearningCooperative Learning Use of Primary SourcesUse of Primary Sources

Thinking SkillsThinking Skills– Extending and RefiningExtending and Refining– Application to Real LifeApplication to Real Life– Testing hypothesesTesting hypotheses– Inquiry/Questioning SkillsInquiry/Questioning Skills– Concept DevelopmentConcept Development– Constructivist Constructivist

Approaches to LearningApproaches to Learning Nonlinguistic Nonlinguistic

RepresentationsRepresentations– VisualsVisuals– CartoonsCartoons– PicturesPictures– MapsMaps

Best Practices in Social StudiesBest Practices in Social StudiesRobert MarzanoRobert Marzano

Identifying Similarities and DifferencesIdentifying Similarities and Differences Summarizing and Note TakingSummarizing and Note Taking Reinforcing Effort and Providing RecognitionReinforcing Effort and Providing Recognition Homework and PracticeHomework and Practice Cooperative LearningCooperative Learning Providing Feedback Based on Stated Providing Feedback Based on Stated

ObjectivesObjectives Generating and Testing HypothesesGenerating and Testing Hypotheses Cues, Questions, and Advance OrganizersCues, Questions, and Advance Organizers

DIMENSIONS OF LEARNING (DOL 3)DIMENSIONS OF LEARNING (DOL 3)Level II Thinking SkillsLevel II Thinking Skills

COMPARINGCOMPARING CLASSIFYINGCLASSIFYING SUPPORTED SUPPORTED

INDUCTIONINDUCTION SUPPORTED SUPPORTED

DEDUCTIONDEDUCTION

ANALYZING ANALYZING ERRORSERRORS

CONSTRUCTING CONSTRUCTING SUPPORTSUPPORT

ABSTRACTINGABSTRACTING ANALYZING ANALYZING

PERSPECTIVESPERSPECTIVES QUESTIONINGQUESTIONING

DIMENSIONS OF LEARNING (DOL 4)DIMENSIONS OF LEARNING (DOL 4)Level III Thinking SkillsLevel III Thinking Skills

Problem SolvingProblem Solving

Decision-MakingDecision-Making

InquiryInquiry

Issues AnalysisIssues Analysis

““TO KNOW ME IS TO LOVE TO KNOW ME IS TO LOVE ME”ME”

BUT DO YOU UNDERSTAND ME?

EVIDENCE OF EVIDENCE OF UNDERSTANDINGUNDERSTANDING

FACETS OF FACETS OF UNDERSTANDINGUNDERSTANDING

EXPLAINEXPLAIN

APPLYAPPLY

HAVE HAVE PERSPECTIVEPERSPECTIVE

SELF-KNOWLEDGESELF-KNOWLEDGE

EMPATHYEMPATHY

INTERPRETATIONINTERPRETATION

EXPLAINEXPLAIN HowHow do things do things

work?work? What do they imply?What do they imply? What is the impact What is the impact

or significance?or significance? WhyWhy does this does this

happen?happen? What are the What are the

connections to other connections to other events, ideas or events, ideas or understandings?understandings?

EXPLAIN- EXPLAIN- How do I know it when I see it?How do I know it when I see it?

ˠ Goes beyond a right or wrong answer to a warranted opinion.

ˠ Is elicited from students by such verbs as explain, justify, generalize, support, verify, prove, and substantiate.

ˠ The student shows his/her work. Explains why it is right or wrong.

ˠ The student provides evidence to support their response.

ˠ The student is able to defend his/her view against the views of others.

ˠ Goes beyond naïve explanations to the more subtle and in-depth explanations of who, what, where, when, and why.

INTERPRETATIONINTERPRETATION What is the What is the

meaning?meaning? Why does it matter?Why does it matter? What of it?What of it? What does it tell us What does it tell us

about the human about the human experience?experience?

How does it relate to How does it relate to me?me?

What makes sense What makes sense to me?to me?

INTERPRET - INTERPRET - How do I know it when I see it?How do I know it when I see it?

ˠA student tells a story to illustrate the importance of an event, idea, or understanding.

ˠ A student is able to use information to show the significance of an idea or to show the importance an of idea.

ˠ A student is able to see the importance of point of view in interpreting an event, idea, or understanding.

ˠ The student shows understanding of the language of the content. He/She is able to interpret the language, symbols, and clues of the discipline.

ˠ The students understands that explanations may stay the same, but interpretations may differ.

APPLICATIONAPPLICATION How can I apply this How can I apply this

knowledge in new knowledge in new situations and diverse situations and diverse contexts?contexts?

How or where can I How or where can I use this information?use this information?

In what ways is this In what ways is this information applied information applied outside of school?outside of school?

Does this information Does this information have have application application to my to my life?life?

APPLY - APPLY - How do I know it when I see it?How do I know it when I see it?

ˠ A student uses the information to solve a problem, make a decision, or to further investigate an issue or an event.

ˠ A student demonstrates an understanding that this information has meaning to his/her own life.

ˠ A student uses real world situations as opportunities to apply their knowledge.

ˠ The student adapts the information. He/She demonstrates the ability to “reinvent”the information to fit the situation.

PERSPECTIVEPERSPECTIVE

From whose point of From whose point of view are we viewing view are we viewing this event, idea or this event, idea or understanding?understanding?

Is the view Is the view reasonable? Is it reasonable? Is it justified?justified?

Is there adequate Is there adequate evidence to support evidence to support the view?the view?

PERSPECTIVE - PERSPECTIVE - How do I know it when I see it?How do I know it when I see it?

ˠ A student sees the fallacy in a argument.

ˠ A student explains both sides of an issue without giving their own opinion.

ˠ A student understands that any response to an issue involves a point of view.

ˠ The student views textbook information as only one source of information, recognizing that there may be a different point of view in a different source of information.

EMPATHYEMPATHY

Do I really know how Do I really know how this person feels?this person feels?

How is this person How is this person trying to make me trying to make me feel?feel?

What is this person What is this person seeing that I am not seeing that I am not seeing?seeing?

What’s it like to walk in What’s it like to walk in this person’s shoes? this person’s shoes? What’s it like to be this What’s it like to be this person?person?

EMPATHY - EMPATHY - How do I know it when I see it?How do I know it when I see it?

ˠ A student lets go of his own emotional reaction to try to see how someone else feels about the situation.

ˠ A student describe another person’s viewpoint, including their emotional responses.

ˠ A student tries to imagine or experience the ideas they are studying.

ˠ A student tries to understand why a decision was made or a point a view was taken before labeling it as misguided or foolish.

ˠ A student demonstrates respect for the opinions and ideas of others.

SELF-KNOWLEDGESELF-KNOWLEDGE What don’t I know What don’t I know

about this?about this? What are the limits What are the limits

of my of my understanding?understanding?

How do my How do my prejudices or habits prejudices or habits interfere with my interfere with my thinking?thinking?

Is what I understand Is what I understand confused with what I confused with what I believe?believe?

SELF-KNOWLEDGE - SELF-KNOWLEDGE - How do I know it when I see it?How do I know it when I see it?

ˠ A student understands that what he sees is a result of “lazy thinking” not a consideration of the facts as they are.

ˠ A student continually reflects and questions his/her own beliefs.

ˠ A student is able to use metacognition to process his/her own thinking.

ˠ A student recognizes his/her own prejudices and understands how they may impede thinking

ˠ A student demonstrates self reflection.

TASKSTASKS

Require students to demonstrate Require students to demonstrate understanding: understanding: – Solve a problemSolve a problem– Make a decisionMake a decision– Analyze an issueAnalyze an issue– Do further inquiryDo further inquiry

Archimedes Task- MSPAP

SUMMARYSUMMARY Strategies Based on Essential/SequencedUnit QuestionsStrategies Based on Essential/SequencedUnit Questions

Strategies Which Scaffold Student ThinkingStrategies Which Scaffold Student Thinking– Level I activities- factual informationLevel I activities- factual information– Level II activities – extending and refiningLevel II activities – extending and refining– Level III activities – applicationLevel III activities – application

Strategies Which Go From the Concrete to the AbstractStrategies Which Go From the Concrete to the Abstract– Direct InstructionDirect Instruction– Indirect InstructionIndirect Instruction

ConstructivismConstructivism Hands-onHands-on

– Experiential LearningExperiential Learning Real Life SituationsReal Life Situations

– Independent StudyIndependent Study ProjectsProjects

Documents

Scaffolding Student Thinking Choosing Strategies to Improve Student Thinking Robert V. Jervis Consultant for the Council of Chief Staff School Officers