Adolescent literacy & The thinking matrix: NTIP April, 2013 Adolescent literacy & The thinking matrix: Introductions: Amerina Ciuffreda (Student Success, South) Michelle Hudon (Student Success, West) Mary Srsan (Student Success, West) Kelly Sweeting (Student Success, North) Carolyn Venema (Secondary Programme Consultant) Dave Weir (Student Success, South) Laura White (Student Success, North) Creating Conditions for Students to Think, Express and Reflect

What is The Thinking Matrix? Laura

Why Use The Thinking Matrix? Improves meta-cognitive skills Promotes Critical Literacy Common Language for staff and students Aligns with the curriculum Makes thinking visible: clear expectations for students -Laura (5 minutes)

Using the Thinking Matrix

Retell/Summary Meta-Tag (clues): Student Starters: Who, What Where, When, Why, How Student Starters: 5W’s In the beginning, middle, end Michelle (10 minutes)

Relate/Reflect Meta-Tag (Clues): Student Starters Infer Interpret Connect Moral/Lesson Big Idea Extend Understanding Student Starters The big idea/moral/main message It makes me think… Marina (

Reflecting on Reading (Relate/Reflect) Use the Reflecting on Reading Template Write a brief summary Reflect on what you have read: ideas, opinions, questions and wonderings *Something I identify with is… *What I found especially meaningful or significant was… *The text relates to my life in the following ways… *A question in my mind is… Marina (10 minutes)

Point of View/Personal Opinion Meta-Tag (Clues): Personal opinion Own ideas Information from the text/Evidence Extend Understanding Student Starters: I think….because… Dave (15 minutes total)

Four Corners (Point of View/Personal Opinion) Question: Should cell phones be banned in class? Go to one of the four corners that best represent your view Strongly agree Strongly disagree Somewhat agree Somewhat disagree Dave 15 minutes

For or Against (Point of View/Personal Opinion) In pairs read the article Florida School Allows Cell Phones in Class Question: Should cell phones be banned in class? Reasons for or against Examples to support my opinion Dave Harvey Daniels & Nancy Steineke, 2011

Compass points (Point of View/Personal Opinion)) Helps students to explore a topic or idea before taking a stand on it. Students are asked 4 questions, recording their responses as the directions on a compass E: Excited. What excites you about this idea? W: Worrisome. What do you find worrisome about this idea? N: Need to know. What else do you need to know or find out about? What additional information would help you? S: Stance, Steps, or Suggestions for moving forward. What is your current stance on the idea or proposition? What steps might you take to increase you understanding of the issue? Source: Making Thinking Visible, Ron Ritchhart & David Perkins

Author’s Point of View Meta-Tags (clues): Student Starters: Identify Explain Author’s point of view Intent Author’s Purpose Message, Lesson, Moral content Student Starters: The author wants me to know/think/feel What is assumed? What follows? Michelle What does the author want the reader to know or to think?

For or Against (Author’s Point of View) Using the article: Florida School Allows Cell Phones in Class What does the author want us to believe/know or do? What is assumed? Does the author try to persuade you in any way? How? What are your thoughts about the author’s conclusions? What is the author’s bias? Michelle 10 minutes

Recognizing Perspectives Meta-Tags (clues): Analyze Compare and contrast Identify point of view Missing voice Alternative point of view Multiple perspectives Student Starters: The points of view are… Whose voice is missing? What would it say? What is another/alternative point of view? Mary 20 minutes (total)

Recognizing Perspectives View video: Cell Phones in School: POD What does the author want you to believe? Who created this message? Who was it intended for? What points of view are omitted from this message? How might people understand this message differently from me? Click video link (back up of youtube video on memory stick)

Seeing Both Sides (Recognizing Perspectives) Student A: My Opinion or Rational Based on what he/she has read, the student states their opinion and supports it with evidence Student B: My Supporting Argument This student uses the opinion from Student A and thinks of more evidence/ support for the argument Student C: Seeing Another Side (Counter Argument) This student reviews student A & B’s argument and then writes a counter argument with evidence Student D: My Two Cents Student D reviews all of the information, and states how they feel about the topic Has their thinking changed or do they have anything new to add Mary (handout to each, explain organizer) Time to complete and discuss/share Handout

Critical Stance Meta-Tags (clues): Student Starters: Support your opinion Evaluate Judge Apply Relate Student Starters: Now that I understand the author’s point of view and all of the missing perspectives, my opinion is…for the following reasons… Now I really know… This makes me want to… Laura (15 minutes total)

True for Who? (Critical Stance) Claim Viewpoint: Stance: Reasons: Laura Visible Thinking, Harvard Project Zero

The Republic of Cascadia (Critical Stance) http://zapatopi.net/cascadia/ Is this text credible? Why or why not? Who created this website? How do I know? Is the information presented consistent with what I already know? Where is this country? Can I find it on a map? Is this website current and accurate? Laura Another great resource: This is That- CBC

Marina, Michelle, Mary, Kelly, Carolyn, Dave, Laura Organizers can be found at: http://goo.gl/UjXbg