Setting the Stage and Providing the Tools · •Thanksgiving is my favorite holiday •Family comes first •Don’t let disagreements just sit there. •Brush your hair and teeth

Setting the Stage and Providing the Tools

Merritt Alden Booster

CAG Conference 2017

encourage GATE students – and all students – to higher levels of thinking?

encourage students to develop an ownership of their own learning?

help underachieving GATE students?

kindle the fire of learning and create thinkers?

create scholars … as opposed to “good students”?

BASIC CRITICAL

Identify Categorize Relate

Describe Compare Prove (with evidence)

Label Summarize Determine the

relevance (importance)

From: Paige McGinty McCord and Jennifer A. Krogh

Know your students…

Achi

evem

ent

Effort

+

+

-

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X Majority of

GATE students

X Goal for GATE

students

Achievement

+

Effort

+

-

-

Critical Thinking

Is Hard Work!

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=WEI46ErXXy90UM&tbnid=gTTnMTMFMUplSM:&ved=0CAUQjRw&url=http://hartlelearning.wordpress.com/2011/12/02/eltchat-summary-for-november-30th-2011-how-to-improve-speaking-skills-using-critical-thinking-ct-without-spoon-feeding/&ei=Ox0PUZ3jOMvwiQL7vIGoBQ&bvm=bv.41867550,d.cGE&psig=AFQjCNESZRc3xkjmpr0nNX7-qVDcW9Nmug&ust=1360031356829270http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=nVmB0oGvfvji3M&tbnid=J83tC8gvrlatvM:&ved=0CAUQjRw&url=http://ethiopia.limbo13.com/index.php/hurt_child/&ei=8h0PUZjpC4XxigKl-4Fw&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Z6uH2mWZJAGg6M&tbnid=hrrCZsqq1LVbwM:&ved=0CAUQjRw&url=http://www.preschoolnewtown.com/498026/2012/09/10/weekly-blog-article-by-a-childs-world-developmental-centers-vp-ron-seidman---how-do-you-eat-an-elephant.html&ei=WR4PUey1NKnOiwKl9ICABQ&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=UketbplfPvlZjM&tbnid=yVrIyEs7fMI3aM:&ved=0CAUQjRw&url=http://helpyourkeiki.com/common-problems/&ei=8B4PUd3JH6rgiALQqIGIDw&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=2lQTpOXHLP0ByM&tbnid=hjTplqN8U4ieVM:&ved=0CAUQjRw&url=http://auburnpub.com/columnists/katie_moran/how-to-relax-your-child-during-the-holiday-squeeze/article_7b12c190-90aa-5032-8b91-d6b5739d3bc4.html&ei=GB8PUf_8AePtiQKbxYC4Bw&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Z81X464L9mhpTM&tbnid=3OIWkSiEKR7K6M:&ved=0CAUQjRw&url=http://fashionablylolita.com/2012/10/01/think-less-and-live-more/&ei=Qh8PUcHQCcHViwKnxYGoCQ&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=LUl0snqPqfmLjM&tbnid=MZcvX38yYZsBYM:&ved=0CAUQjRw&url=http://www.haitisurf.com/tyroneedmond.shtml&ei=ZR8PUbqoDqP3igLRjoCQCg&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Xmh4pS_s2UrRaM&tbnid=gdF_TXf3kLgY0M:&ved=0CAUQjRw&url=http://indianapublicmedia.org/amomentofscience/what-its-like-to-be-three/&ei=uB8PUZGxFaj4igLAwIGoDQ&bvm=bv.41867550,d.cGE&psig=AFQjCNEf53OQ2gmRaDS3jrQly6Y5fSHgjA&ust=1360031591426121http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=UrfauqmscFlQ-M&tbnid=-LrsiF2BEuRaVM:&ved=0CAUQjRw&url=http://lucianaleo.blogspot.com/2011/02/for-parents-and-caregivers-of-child.html&ei=MSAPUdXGBMK6igL8vYCICw&psig=AFQjCNFJ8nr4B8s1hiOl72LUPkYCDN57AA&ust=1360032120729703http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=mPHpwDP_sQryxM&tbnid=K0EySoKo6hZwtM:&ved=0CAUQjRw&url=http://soulesistah.wordpress.com/2010/11/11/parents-who-are-afraid-to-put-their-foot-down-usually-have-children-who-step-on-their-toes/&ei=WyIPUeTjGK3ciQLwzYGoBA&psig=AFQjCNFJ8nr4B8s1hiOl72LUPkYCDN57AA&ust=1360032120729703

Give up easily when faced with difficult tasks?

Have difficulty working in groups and listening to the ideas of others?

Feel that it’s not OK to make mistakes?

Cheat rather than be wrong?

Answer impulsively with the first thing that comes to mind?

Balk at taking any risk? At trying something new?

Not want to be bothered explaining answers?

Have difficulty setting priorities, focusing, and organizing?

Common belief: High ability inspires self-confidence.

Reality: It does for a while - so long as the going is easy.

Many students are stuck in the idea that intelligence is fixed; if something is hard, it’s because they’re not smart enough.

This leads to the desire to look smart – as opposed to the desire to learn.

Learning Oriented

Accept Feedback more Readily

Work Harder

Cheat More

Growth Mindset Learners

Fixed Mindset Learners

Embrace Challenge

Grow More Academically

Persist Longer

Get angry w/ Feedback

Resist Challenge

Grow Less Academically

Give up Faster

Reject Hard Work

Rewards Oriented Carol Dweck

1. What do you think measured intelligence has to do with success?

2. To what degree do you believe the brain is malleable?

3. How does teacher Mindset impact who, where, what, & how we teach?

Actively teach about the mind and Mindset

Focus on process not product

Set expectations at a high level

Create an atmosphere where challenge and responsible risk-making are encouraged

Scholars see mistakes as learning opportunities.

Scholars are always ready to learn more. Scholars ponder ideas.

Scholars have questions and seek answers.

Scholars communicate ideas.

Scholars are ready with their tools.

Scholars use many resources.

Scholars set goals.

Scholars exercise their intellect.

Scholars think creatively.

Scholars look at the world through many perspectives.

Scholars are always ready to learn more.

Scholars ponder ideas.

Scholars have questions �and seek answers.

Scholars communicate ideas.

Scholars are ready �with their tools.

Scholars use many resources.

Scholars set goals.

Scholars exercise their intellect.

Scholars think creatively.

Scholars look at the world through many perspectives.

Scholars see mistakes as learning opportunities.

Teach &

Expect Scholarly Behavior

A. Booster, 2012

Biographies Characters Students’ scholarly behavior in class and activities

Holidays: Columbus, Martin Luther King, Presidents

M. Kortbein, 2012

Teach it. Expect it. The Rules:

1. Listen actively 2. No interrupting;

Respect each other’s right to speak 3. Prepare to agree or disagree with

evidence

I agree/disagree with ____________ because:

Building on what _____________ said…

I see your point, but have you considered….

“I am giving you this feedback because I believe in you.”

Results: The students who received the extra

sentence achieved at significantly higher levels a year later … even though the teachers did not know who received the sentence and there were no other differences between the groups.

Cohen & Garcia, 2014

BUT IT IS NOT ENOUGH!

… belief in students alone is not enough. Teachers must couple these beliefs with an academic environment that values open, growth [-oriented curriculum], mistakes , and high quality assessments.

Jo Boaler, Stanford Professor of Mathematics Education

The fact that students differ may be inconvenient, but it is inescapable.

Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids.

Theodore Sizer

Differentiation is a sequence of common sense decisions

made by teachers

with a student-first orientation Adam Hoppe, 2010

3 Areas of Student Variance

Readiness

Interest

Learning Profile

STRATEGIES FOR DIFFERENTIATION

Content Process Product

Know where you want your students to go…

Students are not in school

to LEARN the answers, but to

UNDERSTAND the answers.

Purpose (Relevance)

◦What do you want students to Know facts, vocabulary, definitions

◦What do you want them to Understand Principles/generalizations Big ideas of the discipline

◦ What do you want them to be able to Do Processes Skills

Humans are born asking a question, And die asking the same question. The disciplines were created to answer that question:

What is life and who am I in it?” Realms of Meaning Phil Phenix

Essential Questions –

The So what? / Who cares?

of why we study a subject

A question that piques student interest by:

Giving purpose to study

Involving the student personally

Relating to the real world

Examples:

What does it mean to be a good friend?

What does history have to do with your life?

What is similar between Roman gladiator games and modern football?

Why is painful love so often intertwined with good literature?

How is addition related to subtraction?

E D U C A T I O N

U n i v e r s a l C o n c e p t s

Understandings = Principles

“Knows” = Facts “Be able to do” = Skills

EDUCATION

Universal Concepts

Understandings = Principles

“Knows” = Facts

“Be able to do” = Skills

Doubet/Williams

1. Change

2. Conflict

3. Exploration

4. Force or Influence

5. Order vs. Chaos

6. Patterns

7. Power

8. Structure

9. Systems

10.Relationships

1. Define and find examples

2. Generalizations ◦ Systems have parts that work to complete a task

◦ Systems are composed of sub-systems

◦ Systems interact

◦ Systems follow rules

3. Students will begin recognizing systems in all subject areas.

A. Booster, 2012

•Connect •Are Cross-curricular

K. Alexander: 2011-12 Systems

Give your students tools to dig deeper and make connections…

Thinking Keys for Depth of Learning

Dimensions of Depth and Complexity

summarized and including

relevant thinking skills

Depth

Language of the Discipline

Academic language, vocabulary, using correct terms, language

and tools used by the discipline studied

Depth

Details Facts, attributes, traits, noting

evidence, observation, description, comparison

Depth

Patterns Noting repetition, observation,

relevance vs. irrelevance, prediction, order

Depth

Rules Understanding structure and

cause, generalizing, judging with criteria, “…because…”

Depth

Trends Noting influences, forces, direction, course of action,

determine cause and effect, predict

Depth

Unanswered Questions Missing parts, unclear or

incomplete ideas, discrepancies, noting ambiguity,

fact/fiction/opinion, unresolved issues

Depth

Ethics Differing opinions, values,

morals, discrimination, argumentation, judging with criteria, determining bias,

controversy

Depth

Big Idea Generalizations, identifying main

ideas, how do ideas relate to overarching concepts or themes, principles, theories, summarize

Complexity

Relate over time Relationship between past,

present, and future, sequence, order, prediction, connecting, comparing and contrasting

Complexity

View from different perspectives

Opposing viewpoints, multiple perspectives, differing roles and

knowledge, determining bias, classifying, arguing

Complexity

Across disciplines Relationships within and

between subjects or disciplines, common elements,

Making connections & associations, integration

The elements of depth encourage deeper, focused study. The elements of complexity make connections and relate the subject to other studies and help clarify the relevance of what is studied – to the student, to the discipline, and to the larger world.

Dimensions of Depth and Complexity

summarized and including relevant thinking skills

Depth


Academic language, vocabulary, using correct terms, language and tools used by the discipline studied

Depth

Details

Facts, attributes, traits, noting evidence, observation, description, comparison

Depth

Patterns

Noting repetition, observation, relevance vs. irrelevance, prediction, order

Depth

Rules

Understanding structure and cause, generalizing, judging with criteria, “…because…”

Depth

Trends

Noting influences, forces, direction, course of action, determine cause and effect, predict

Depth

Unanswered Questions

Missing parts, unclear or incomplete ideas, discrepancies, noting ambiguity, fact/fiction/opinion, unresolved issues

Depth

Ethics

Differing opinions, values, morals, discrimination, argumentation, judging with criteria, determining bias, controversy

Depth

Big Idea

Generalizations, identifying main ideas, how do ideas relate to overarching concepts or themes, principles, theories, summarize

Complexity

Relate over time

Relationship between past, present, and future, sequence, order, prediction, connecting, comparing and contrasting

Complexity

View from different perspectives

Opposing viewpoints, multiple perspectives, differing roles and knowledge, determining bias, classifying, arguing

Complexity

Across disciplines

Relationships within and between subjects or disciplines, common elements,

Making connections & associations, integration

Thinking Keys for Depth of Learning

The elements of depth encourage deeper, focused study. The elements of complexity make connections and relate the subject to other studies and help clarify the relevance of what is studied – to the student, to the discipline, and to the larger world.

Dr. Sandra Kaplan

Tools to be used by both students and teachers

Must be explicitly taught

Can be used to easily differentiate assignments

Provide a framework to structure knowledge

Provide focus for deeper investigation (Depth)

Provide tools to link broader knowledge and establish relevance (Complexity)

Vocabulary Academic language Using correct terms Language and tools

used by the discipline studied

Facts Attributes Traits Noting evidence Observation Description Comparison

Noting repetition Observation Relevance vs.

irrelevance Prediction Order

Understanding structure and cause

Generalizing Judging with criteria “…because…”

Noting influences Forces Direction Course of action Determine cause

and effect Predict

Missing parts Unclear or

incomplete ideas Discrepancies Noting ambiguity Fact/fiction/opinion Unresolved issues

Differing opinions Values Morals Discrimination Argumentation Judging with criteria Determining bias Controversy

Generalizations Identifying main ideas How do ideas relate

to overarching concepts or themes

Principles Theories Summarize

Relationship between past, present, and future

Sequence Order Prediction Connecting Comparing and

contrasting

Opposing viewpoints Multiple perspectives Differing roles and

knowledge Determining bias Classifying Arguing

Relationships within and between subjects or disciplines

Common elements Making

connections & associations

Integration

Contribution

Results, effects, consequences, achievement

Convergence

The coming together of events or ideas The meeting point

Origins

The beginning or cause, the roots or catalyst

Paradox

An idea that seems to say two opposite things

The fallacy or incongruities of something

Parallel

Ideas or events that are comparable or similar

(ParallelIdeas or events that are comparable or similar) (ParadoxAn idea that seems to say two opposite thingsThe fallacy or incongruities of something) (ConvergenceThe coming together of events or ideasThe meeting point) (OriginsThe beginning or cause, the roots or catalyst) (ContributionResults, effects, consequences, achievement)

Are Avenues to Deep Command…


Details

Patterns

Multiple Points of View

Unanswered Questions

Rules

Ethics

(Vocabulary of the story) Romp Porridge Peeped Snug

(Language of Literature)

Fairytale Rhythm Character Plot Conflict Resolution Setting Artist Author Anthropomorphic

(Language of a Sociologist) Indifference Family unit Discipline Self-reliance Cultural Supervision / unsupervised Morals Justice Society Social services Parents

(Language of a Naturalist) Natural environment Habitat Food supply Forest

Played in forest Found empty house Went in uninvited Found porridge Tasted all three Biggest: too hot Middle: too cold Ate all the smallest Found chairs Tried all three Biggest: too hard Middle: too soft Broke the smallest Found beds

Biggest: too high Middle: too low Slept in smallest Bears come back Discovered porridge tasted

and smallest all gone Discovered chairs used and

smallest broken Discovered beds used and

smallest had a girl in it Goldilocks woke up Goldilocks fled Goldilocks never seen again

by bears

Great Big Bear Middle-sized Bear Wee Little Bear Great big bowl Middle-sized bowl Wee little bowl Great big chair Middle-sized chair Wee little chair

Great big bed Middle-sized bed Wee little bed

Great big voice Middle-sized voice Wee little voice

Language pattern of discovery: Great Big Bear growled Middle-sized Bear said Wee little Bear cried

Tried everything biggest to

smallest

Extreme/middle ground/extreme

Smallest always best

Within story: Goldilocks: hungry, tired,

curious, inquisitive, innocent Great Big Bear: Father-like,

gruff, justice-oriented, leader

Middle-sized Bear: motherly, gentle, enabler, peace-maker

Wee Little Bear: babyish, whiner, victim, innocent, “cried”

Outside story: Narrator Sheriff Social Worker Council of Animals Environmentalist Biologist Parent

Where were Goldilocks‘ parents?

Didn’t she know it’s illegal and unsafe to enter into a strange house uninvited?

Why hadn’t she eaten?

Why was she so destructive?

Why were three bears living in a house?

What would they have done with Goldilocks had they caught her?

Do society’s laws apply in the forest?

Whose laws do bears abide by?

What were bears doing eating porridge anyway?

Rule of three: 3 bears 3 bowls 3 beds 3chairs 3 syllables to bears’

names (also recurrence of

patterns of three in other fairy tales (e.g. three wishes, 3 Billy goats))

Rules of language in fairy tales: “Once upon a time” and “The end”

Large to small order consistent through story

Moral of story - lesson learned

Societal rules Safety rules Natural laws about what

bears do Parental rules

Is it against the law to break into someone’s house? Whose law? (man’s law, natural law?) Is it ever OK? What if Goldilocks were an orphan and was lost,

scared, and hungry? What if the bears were starving? Should Goldilocks be punished for breaking and

entering? Should she have to pay for the chair? Should her parents be taken to court? Should the bears be always wary and lock their doors? What does that say about society?

•Brown long hair, green eyes •Love books, cooking, hiking, and gardening, dancing, and music •Thanksgiving is my favorite holiday •Family comes first

•Don’t let disagreements just sit there. •Brush your hair and teeth before bed

•Will I ever get to Australia? •Will I write that book? •Will I ever memorize those lyrics?!

I’m a thoughtful person who loves books, music, nature, and fun with family and close friends.

V. Pressler, 2012

•Main characters: the Quimby family •Mom goes to hospital, Ramona can’t see baby. Ramona is upset •Then Ramona meets new baby sister Roberta

•Ramona feels worried and sad. Then she liked being a big sister •Family of 4 to 5 •Dad learned that Ramona needed attention too.

Sibling, stethoscope, quarrel, bicker, irritable, siblingitis, blunderful, bargain, glanced, interrupted

Growing up isn’t easy. When changes happen don’t be upset, everything will be alright. Don’t make it a problem.

Ramona Forever by Beverly Cleary

Social Studies: California Missions

Systems have parts that interrelate or

work together

Science: Plant/Animal Life Cycle

Mathematics: Equations

Language Arts: Paragraph

Generalization /Topic Sentence Su

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ting

deta

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evid

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Supp

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tail

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iden

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Supp

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tail

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Supp

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Mindset / Scholarly Behaviors

Universal Concepts & Essential Questions

Depth and Complexity

Integrate their use

Not all the time and not all at once.

Just begin.

Starting Differentiation:How do we…Move into the �Common Core Thinking StandardsStep One: Setting the StageSlide Number 5Slide Number 6Do some of your students…Slide Number 8Dueck’s MindsetMindset -- Consider the Differences The Mindset Questions What can teachers do to encourage a Growth Mindset?Slide Number 13Slide Number 14Individuals as ScholarsMore than just “on the board”Scholarly ArgumentationSlide Number 18Study – high school English Mindset is important…Slide Number 21Why Differentiate?Slide Number 23Slide Number 24Slide Number 25Step Two:Slide Number 27Have Clarity About LearningSlide Number 29Slide Number 30Essential Question:Slide Number 32Slide Number 33Universal ConceptsExample: SystemsUniversal Concepts:Slide Number 37POWERStep Three:Slide Number 40Depth and Complexity – �a structured place to beginSlide Number 42Depth: �Language of the DisciplineDepth: DetailsDepth: PatternsDepth: RulesDepth: TrendsDepth: Unanswered QuestionsDepth: EthicsDepth: Big IdeaComplexity: Change over TimeComplexity: �View from Different PerspectivesComplexity: Across DisciplinesSlide Number 54Slide Number 55Content �ImperativesNew Prompts and �Content ImperativesThe Three BearsYou are looking for:Language of the DisciplineDetailsPATTERNSMultiple Points of ViewUnanswered QuestionsRulesEthicsSlide Number 67Slide Number 68Slide Number 69Slide Number 70Slide Number 71Use as Graphic OrganizerTo begin…

Documents

Setting the Stage and Providing the Tools · •Thanksgiving is my favorite holiday •Family comes first •Don’t let disagreements just sit there. •Brush your hair and teeth