1 Week 7 The Dispositional Mind

2 Announcements  Quick questions after class  Yasmin Kafai presents: "Hard Fun - Digital Games and Learning" on Tuesday, November 7, 2: pm in Longfellow 308.  Section meetings upcoming: Wednesday, November 15 at 11:30 AM / Thursday, November 16 at 2:00 PM

3 Review & Preview

4  Creating learning  Pandora questions  Avoiding ‘aboutitis’  Theory One  Teaching for Understanding  Whole game learning, big field of action around the knowledge base  Teaching and learning for transfer  Learning from others, distributed cognition  ‘Hot’ cognitive economy

5  The positive contribution of critical thinking  Academic literacy  Critical literacy  The story of knowledge

6 Preview The Dispositional Mind, the second session on “the challenge of better thinkers and learners” 1.Visible thinking 2.The explanation game: An example 3.Making thinking visible with routines 4.Making thinking visible with documentation 5.Making thinking visible with mental pictures 6.Design a routine 7.Rapid review and looking ahead

7 Learning Goals  Understand how ‘making visible’ can be a force not only for cognitive but for dispositional development.  Understand something about the craft of designing ‘routines’

8 Visible Thinking

9 Mark Church Patricia Palmer David Perkins Ron Ritchhart Terri Turner Shari Tishman Project Zero Harvard Graduate School of Education

10 Artful Thinking Website Visible Thinking Website / Resources

11 Teaching and learning for understanding Cultivating alert and able thinkers Creating a positive culture of thinking and learning in schools and other institutions

Make thinking visible

13 The Explanation Game Goal: Understand by example how alertness and commitment can be fostered

14  Look for…  What’s done to make thinking visible?  What’s done to encourage engagement in thinking?  What’s done to encourage alertness to opportunity?..\..\My videos\Visible thinking DVD\VIDEO_TS\VTS_06_0.IFO

15 Three ways of making thinking visible Goal: Learn about some ‘visibility tactics’ relevant to many kinds of learning

16 1.Routines 2.Documentation 3.Mental pictures Three ways of making visible

17 Making thinking visible with… Thinking Routines

18 THINK / PUZZLE / EXPLORE A routine for questioning and inquiry Consider a topic or object: - What do you think you know about the topic or object? - What questions or puzzles do you have? - What does the topic or object make you want to explore? CLAIM / SUPPORT / QUESTION A Reasoning Routine - Make a claim about an object or topic. - Identify support for your claim. - Ask a question related to your claim. More routines…

19 Concepts of Art: Traverse City I used to think…. Now I think… 2 groups (Artful thinking): 5 th & 6 th grade 9 th grade

20 5 th & 6 th grade I used to think art wasn’t very complex or thoughtful. Now I think art is very complex and there are a lot of observations you can make and that there are a lot of view points in art and it is really interesting and fun to look at. I used to think art was just a lot of colors on a canvas. I now think that art has a story behind it and art has a meaning.

21 9 th grade I used to look at just the obvious meaning of the picture or painting. I never thought deeply about it. I look for the hidden messages, or hidden figures inside of pictures or paintings. I think about what the creator wants to be received by the viewer. I think about how it relates to history or my life.

22 CIRCLE OF VIEWPOINTS A perspective taking routine Consider a controversial topic: - Who (or what!) might have different viewpoints about this? – identify the roles. - Divide up and speak from the viewpoints - Reflect overall RED LIGHT, YELLOW LIGHT A critical noticing routine - Look for the ‘red lights’ and ‘yellow lights’ in something – points of serious doubt or uncertainty - Identify what tips you off More routines…

23 Thinking Routines Design Characteristics  Work the first time  Very few steps  Widely applicable  Create engagement  Invoke high-level thinking  Can be made visible  Can be used individually or in groups

24 Trying Out Routines Goal: Get a better sense of the quick utility of routines by trying one out

25 HEADLINES A summing up routine Construct newspaper-like headlines for big conclusions RED LIGHT, YELLOW LIGHT A critical noticing routine - Look for the ‘red lights’ and ‘yellow lights’ in something – points of serious doubt or uncertainty - Identify what tips you off

26 Mounting evidence suggests obesity is contagious, scientists said today. A human pathogen called the adenovirus Ad-37 causes obesity in chickens, according to a new study led by Leah Whigham of the departments of Medicine and Nutritional Sciences at the University of Wisconsin, Madison. Previous research found that two related adenoviruses, Ad-36 and Ad-5, cause obesity in animals. Adenoviruses typically cause respiratory infections. Importantly, Ad-36 has associated with human obesity in previous studies, and Ad-37 might be, too, but more research is needed, Whigham said. "It makes people feel more comfortable to think that obesity stems from lack of control," Whigham said. "It's a big mental leap to think you can catch obesity."

27 Making thinking visible with… Documentation

28 Think Puzzle Explore Naomi Arrow – Year 5 – Study of Arthropods  I plan to use this thinking routine a number of times through our Year 5 unit on arthropods to see how it influences the students’ learning.

We shared these routines and briefly discussed the difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.

30 Documentation 

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33 Making thinking visible with… Mental Pictures

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38 Concept maps of Thinking Traverse City, Michigan

39 Achievement

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41 Achievement

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43 Sparse

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45 Talent

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47 Design a Routine for Reading in the Subject Areas Goal: Get the feel of formulating routines through quick design

48 Design a Routine for Reading in the Subject Areas  Work the first time  Very few steps  Widely applicable  Create engagement  Invoke high-level thinking  Can be made visible  Can be used individually or in groups

49 Rapid Review and Looking Ahead Goal: Consolidation and mental preparation

50 Learning Goals  Understand how ‘making visible’ can be a force not only for cognitive but for dispositional development.  Understand something about the craft of designing ‘routines’

51 Beyond these walls  Look for ‘routines’ in your learning experiences  Notice how you organize your own learning with personal ‘routines’ – and maybe add to them!