1 Thinking as a Habit of Mind SESSION 1

2 Overview A learning resource for educators with six sessions: 1.Thinking as a Habit of Mind 2.Meaning Maker: Interacting with Text 3.Code User: Breaking the Code 4.Text User: Understanding Purpose and Form 5.Text Analyzer: Critically Thinking about Text 6.Putting It All Together: Integrating the Four Roles Thinking about Thinking: Setting the Stage for Independent Reading Overview

3 Key Messages Early primary students are capable of thinking about their own thinking.Early primary students are capable of thinking about their own thinking. The four roles of the literate learner model supports higher-order thinking in K– 2 classrooms.The four roles of the literate learner model supports higher-order thinking in K– 2 classrooms. The Guides to Effective Literacy Instruction, Grades 4 to 6 support all teachers in planning effective literacy instruction.The Guides to Effective Literacy Instruction, Grades 4 to 6 support all teachers in planning effective literacy instruction. Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of mind.Higher-order thinking is not about a series of events or lessons, but rather about developing a habit of mind. Overview Thinking about Thinking: Setting the Stage for Independent Reading

4 Learning Goals for Session 1 This session is intended to: define higher-order thinkingdefine higher-order thinking introduce the four roles of the literate learnerintroduce the four roles of the literate learner explore strategies and processes that promote metacognitionexplore strategies and processes that promote metacognition examine Guide to Effective Literacy Instruction – Volume Oneexamine Guide to Effective Literacy Instruction – Volume One Thinking about Thinking: Setting the Stage for Independent Reading

5 The Four Roles of the Literate Learner “Literacy in the twenty-first century involves not a single skill but a complex combination of skills and resources that the literate learner draws upon to make meaning from texts of many types. One approach to understanding this complex process is offered by Peter Freebody and Allan Luke in their ‘Four Resources Model’ (1990). The four resources are also referred to as ‘four roles’ or ‘four families of practice’.” Guide to Effective Literacy Instruction – Volume One, 2006, p. 28 Thinking about Thinking: Setting the Stage for Independent Reading

6 Uses prior knowledge and experience to construct and communicate meaning when reading, writing, and speaking Meaning Maker Recognizes and uses the features and structures of written, visual, and spoken texts, including the alphabet, sounds in words, spelling, conventions, sentence structure, text organization, graphics and other visuals Code User Understands that the purpose and audience help to determine the way a text is structured, the tone, the degree of formality, and the sequence of components, and uses this knowledge to read, write, and speak Text User Understands that texts are not neutral, that they represent particular views and perspectives, that other views and perspectives may be missing, and that the design and messages of texts can be critiqued and alternatives considered Text Analyzer The Literate Learner Found on page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. Four Roles of the Literate Learner Thinking about Thinking: Setting the Stage for Independent Reading

7 Evolving View: Four Roles of the Literate Learner Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the Collaborative Inquiry in Literacy 2008–09 and 2009–10. Thinking about Thinking: Setting the Stage for Independent Reading

8 Examine the principles of the Language Curriculum document (page 4).Examine the principles of the Language Curriculum document (page 4). How are these principles embedded in the four roles of the literate learner model?How are these principles embedded in the four roles of the literate learner model? How are these language principles captured in the introductory sections of the Kindergarten and Full Day Early Learning documents?How are these language principles captured in the introductory sections of the Kindergarten and Full Day Early Learning documents? Thinking about Thinking: Setting the Stage for Independent Reading

9 Graffiti Placemat HIGHER-ORDER THINKING METACOGNITION CRITICAL THINKING CRITICAL LITERACY Individually record your thoughts regarding each term on the corresponding portion of your chart. Thinking about Thinking: Setting the Stage for Independent Reading

10 Stepping Back: Think about Thinking 1.Read “Metacognition and Critical Literacy” pages 60–64 of A Guide to Effective Literacy Instruction – Volume One 2.Read Critical Thinking and Critical Literacy” pages 45–46 of The Full Day Early Learning Kindergarten Program All students are capable of critically analyzing and responding to texts. Thinking about Thinking: Setting the Stage for Independent Reading

11 Let’s talk about metacognitive thinking! Hand Up, Pair Up 1.Choose a quote. 2.Read it and think about its meaning. 3.Raise your hand when you are ready to share your thinking about the quote. 4.Find a partner and share your thoughts. 5.Exchange your quotes. 6.Move again and find a new partner. 7.Return to your table and share your thinking with the group. Thinking about Thinking: Setting the Stage for Independent Reading

12 “Metacognition is not something you plan into your schedule, but rather, something you do in your day-to-day teaching Guylaine Melançon, 2005 Teacher Responsibility Gradual Release of Responsibility Model Student Responsibility Source: From "Productive Work Group: How to Engage Students, Build Teamwork, and Promote Understanding" (p. 7), by Nancy Frey, Douglas Fisher & Sandy Everlove, Alexandria, VA: ASCS, © 2009 by ASCD, Reprinted and adapted with permission. Learn more about ASCD at Thinking about Thinking: Setting the Stage for Independent Reading

13 Making Thinking Visible “Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing or some other method.” – David Perkins, 2010 Harvard’s Project Zero Harvard’s Project Zero Harvard’s Project Zero Thinking about Thinking: Setting the Stage for Independent Reading

14 Creating a Thinking Environment Thinking about Thinking: Setting the Stage for Independent Reading View videos on the web: Routines Working Toward Independence (Kindergarten) Routines Working Toward Independence (Kindergarten) Reviewing Reading Strategies (Grade 1)

15 Develop a Language for Thinking What do I already know about this topic/author?What do I already know about this topic/author? Why am I reading this text?Why am I reading this text? How does this text work?How does this text work? How will I read this text?How will I read this text? What strategies can I use to read this text?What strategies can I use to read this text? What words are new to me?What words are new to me? What did I learn about my reading/writing today?What did I learn about my reading/writing today? I’m thinking that …I’m thinking that … Thinking about Thinking: Setting the Stage for Independent Reading

16 Visible Thinking Thinking about Thinking: Setting the Stage for Independent Reading View a video on the web: Learning Goals: Mind-mapping Reading Strategies (Grade 2)

17 Teach Thinking Routines A thinking routine: is goal oriented in that it targets specific types of thinkingis goal oriented in that it targets specific types of thinking gets used over and over again in the classroomgets used over and over again in the classroom consists of only a few stepsconsists of only a few steps is easy to learn and teachis easy to learn and teach can be used across a variety of contextscan be used across a variety of contexts can be used by the group or by the individualcan be used by the group or by the individual – David Perkins, 2010 Harvard’s Project Zero Harvard’s Project Zero Harvard’s Project Zero Think, Puzzle, Explore Connect, Extend, Challenge Think, Pair, Share See, Think, Wonder I used to think… now I think What makes you say that? Thinking about Thinking: Setting the Stage for Independent Reading

18 Creating a Thinking Environment Create an environment where… Students take increasing responsibility for planning and regulating their learning.Students take increasing responsibility for planning and regulating their learning. Students challenge their understanding of themselves as learners.Students challenge their understanding of themselves as learners. Students have clear learning goals so they learn to think and ask questions of themselves as learners.Students have clear learning goals so they learn to think and ask questions of themselves as learners. Learning looks different for different learners.Learning looks different for different learners. Thinking about Thinking: Setting the Stage for Independent Reading

19 Talking to Problem-Solve Thinking about Thinking: Setting the Stage for Independent Reading View a video on the web: Talking to Problem-Solve (Grade 1)

20 What opportunities do your students have to demonstrate their thinking?What opportunities do your students have to demonstrate their thinking? What do your students need to develop their thinking as a habit of mind?What do your students need to develop their thinking as a habit of mind? What will you focus on next in your classroom?What will you focus on next in your classroom? What will be your next step?What will be your next step? Inquiry Habit of Mind Thinking about Thinking: Setting the Stage for Independent Reading

21 Inquiry Habit of Mind What is the impact of __________________ (teacher practice) on ________________________ (change in student learning)? Thinking about Thinking: Setting the Stage for Independent Reading

22 Hand-outs and Reference Documents All resource and curriculum documents used in Thinking about Thinking sessions are available online in PDF. Please visit the following web page to download them: Thinking about Thinking: Setting the Stage for Independent Reading Resources