Instructional Intelligence Thinking Systemically

What do we know about how kids learn, curriculum, instruction, assessment, change and systemic change … do we act on it?

Western Australia schools - year seven Western Australia schools - year seven York Region schools - year seven York Region schools - year seven Western Quebec - 40 schools - year five Western Quebec - 40 schools - year five North Vancouver - 40 schools - year four North Vancouver - 40 schools - year four Thames Valley schools - year four Thames Valley schools - year four Peel Board schools - year four Peel Board schools - year four PEI - 80 schools - year three PEI - 80 schools - year three Cowichan School District - year two Cowichan School District - year two Upper Canada School District - year three Upper Canada School District - year three Lakeland Catholic School District - year two Lakeland Catholic School District - year two Ireland - year one Ireland - year one Ten Districts Involved

must attend workshops in teams must attend workshops in teams school admin must be part of team school admin must be part of team central office must also attend - director/superintendent central office must also attend - director/superintendent follow-up sessions for sharing, problem solving etc. follow-up sessions for sharing, problem solving etc. demonstration lessons - taped, edited, shared demonstration lessons - taped, edited, shared sharing between districts sharing between districts build internal capacity build internal capacity research the impact internally research the impact internally connect with local university connect with local university build an advisory committee build an advisory committee write a book on systemic change write a book on systemic change Basic Conditions

Purpose of these projects Increase the life chances and learning chances of students

Integrate the knowledge of five key areas: how students learn how students learn what students are to learn (curriculum) what students are to learn (curriculum) assessing the learning assessing the learning instruction instruction educational change educational change systemic change systemic change Basic Components

Student Learning multiple intelligence multiple intelligence learning styles learning styles child development child development students at risk students at risk motivation motivation learning disabilities learning disabilities ethnicity ethnicity gender gender autism autism ESL ESL etc., etc., etc. etc., etc., etc.

Curriculum Regardless of what is learned, three things are critical… 1. Grasping the cognitive complexity or demand of the learning outcome 2. Grasping the type of thinking demanded 3. Matching that demand with an appropriate selection of instructional methods

Deconstructing an Objective Need to understand what is explicitly stated in the objective –What level the student will be assessed at Need to understand what is implicitly stated in the objective –What level one has to teach at –What type of thinking will be required

Provincial objective By the end of grade 6 students will demonstrate an understanding of different kinds of motion (linear, rotational, reciprocating, oscillating).

Levels and Types of Thinking Levels of Thinking KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation (Bloom’s Taxonomy) Types of Thinking InductiveDeductiveInquirySequencingRankingPredictingIdentifyingPrioritizing

Now the question… What instructional methods do you have that push the analysis level of thinking as well as thinking inductively? Not having the answer is what does teachers in re outcomes -- when you have several hundred it is overwhelming -- then you have a split grade.

You have the answer … Venn Diagrams Fish Bone Diagrams Mind Map Concept Maps Concept Attainment Concept Formation Picture Word Inductive Model

Now you have to ask … Should they work individually? Should they work in thoughtfully structured cooperative learning? Should it be a combination of the two? This leads to integrating the work of David and Roger Johnson, Spencer Kagan, Elizabeth Cohen, Jeanne Gibbs, Robert Slavin etc. … this is complex!

I do not know the best way to teach … every teacher in the world could teach the same unit … teach it differently … and be equally effective or ineffective. Key issue is to act systemically and integrate ideas based on how kids learn

Instructional Intelligence The ability of teachers (and at times students) to integrate the existing wisdom related to how we learn, what we are to learn, how we assess, how we instruct, how we go about change and how we go about systemic change. The ability of teachers (and at times students) to integrate the existing wisdom related to how we learn, what we are to learn, how we assess, how we instruct, how we go about change and how we go about systemic change. Ignoring anyone of these is unwise. Ignoring anyone of these is unwise.

Taba’s Inductive Thinking Strategy Phase One: Generate the data or collect the data Phase Two: Provide a focus statement and classify the data Phase Three: Apply/connect/look for relationships

Bruner’ Concept Attainment Phase 1: Share the focus statement and the data set Phase 2: Share their thinking and then their hypotheses Phase 3: Apply their thinking

Johnsons 5 Basic Elements Individual Accountability Face to Face Interaction Collaborative Skills Social, Communication, and Critical Thinking skills Processing the Collaborative and Academic Task Positive Interdependence (9 types)

Positive Interdependence Goal (like the objective or academic task Resource (shared) Sequence (beware - classroom management) Role -- only use if necessary Incentive Outside Force Environmental Identity Simulation (actually this is also a strategy)

Cooperative learning structures Numbered Heads Place Mat Round Robin Think Pair Share One Stray Rest Stay Jigsaw (around 300 small group structures)

Graphic Organizers Word Webs Time Lines Flow Charts Venn Diagrams Fish Bone Diagrams Mind Maps Concept Maps

Multiple Intelligences: Howard Gardner 2001 I have described human beings as those organisms who possess a basic set of seven, eight, or a dozen intelligences. Thanks to evolution, each of us is equipped with these intellectual potentials, which we can mobilize an connect according to our inclinations and our culture’s preferences. … Although we all receive these intelligences as part of out birthright, no two people have exactly the same intelligences in the same combination. (pages )

The Brain Instruction Interface Brain needs to feel safe Brain needs to experience talk for intellectual growth Brain is a pattern seeker Brain is about survival -- it attends to things that are meaningful, interesting, and authentic

Bloom’s Taxonomy Remembering Comprehension/Understanding Application Analysis Evaluation Synthesis

Instruction …classified Instructional concepts Instructional concepts that are skills Instructional concepts that are tactics Instructional concepts that are strategies Instructional concepts that are instructional organizers

Concept Attainment Concepts (only) Safe Accountable Novelty Authentic Motivation Active Participation Skills Framing questions Applying wait time Suspending judgment Discussing the purpose of the lesson Responding to a ‘no’ response

Concept Attainment Tactics Think Pair Share Brainstorming Venn Diagram Flow Chart Round Robin 3 Step Interview PMI Six Thinking Hats Strategies Concept Attainment 5 Basic Elements Mind Mapping Concept Mapping Jigsaw Academic Controversy Group Investigation Reading Recovery

Concept Attainment Organizers Multiple Intelligence Gender Ethnicity Culture Brain Child Development Learning Difficulties At Risk Environment Others Fish Bone Diagram Word Web Enthusiasm TRIBES PWIM Community Circle Lesson Design Cooperative Learning Critical Thinking

CBAM (Concerns Based Adoption Model) Levels of Use Non-User Orientation Preparation Mechanical Routine Refined Integrative Levels of Concern No Concerns Awareness Information Personal Impact on Students Collaborative

Perkins (Outsmarting IQ) IQ is a poor predictor of intelligent behaviour … four areas predict intelligent behaviour: Experience -- to develop patterns Reflection -- to identify, create and connect patterns Strategies -- to respond to the patterns Enough neurons -- to function normally …intelligence is ‘learnable’

Charles Darwin …studied the differences in humanity and maintained that “except for fools, men did not differ much in intelligence, only in zeal and hard work.”

Sternberg 2003 (Models of Intelligence) A set of abilities assessed by conventional tests measure only a small portion of the kinds of expertise relevant for life’s success …they predict about 10 percent. Intelligence theorist agree on one thing “…that intelligence means the ability to adapt flexibly to the environment.”

David Perkins (1994) It is an everyday observation that often people do not develop robust intelligent behaviours in areas where they have a great deal of experience. We do not automatically learn from experience, even extended experiences. For instance, people play chess or bridge for years without ever getting better at it. (p. 109) It is an everyday observation that often people do not develop robust intelligent behaviours in areas where they have a great deal of experience. We do not automatically learn from experience, even extended experiences. For instance, people play chess or bridge for years without ever getting better at it. (p. 109)

Implementation dip (drop, ditch, blip) Initiate, Implement, Sustain Change Skill Training Model Concerns Based Adoption Model School Culture Educational Change

That is enough of the boring stuff for now.

Curriculum This also implies understanding the relationship between critical thinking, inductive thinking, deductive thinking, inquiry, questioning, effective group work, levels of thinking, creative thinking etc.

And if that is about student learning Then how does classroom management and teacher personality connect to curriculum, assessment, instruction, and what we know about how students learn?

Change change, who needs change? Things are bad enough the way they are! Lord Salisbury. Why Change

Assessing Learning Assessing how we teach -- why not employ Venn Diagrams, Fishbone Diagrams, Concept Mapping, Ranking Ladders, Concept Attainment, Role Playing, etc., in the assessment process? Assessing how we teach -- why not employ Venn Diagrams, Fishbone Diagrams, Concept Mapping, Ranking Ladders, Concept Attainment, Role Playing, etc., in the assessment process?

Instruction Do we understand how instructional methods play off each other … do we understand the difference between an instructional concept, skill, tactic, strategy and organizer; do we understand how they interact?

Factors Complexity of Thinking Academic Engaged Time Use of Wait Time Responding to Student Responses Knowledge of Results Shifting from Covert to Overt Fear of Failure Public vs Private Failure Distribution of Responses Accountability and Level of Concern

Critical issue … The ability and willingness to collectively act - - with wisdom -- on the existing information related to improving classrooms, schools, and school districts The ability and willingness to collectively act - - with wisdom -- on the existing information related to improving classrooms, schools, and school districts Remember, it is far easier to research and write about change -- than to be a player in the process of change -- to be the ones who do it. Remember, it is far easier to research and write about change -- than to be a player in the process of change -- to be the ones who do it.

Two Dimensions of Classroom Management What we do to prevent misbehaviour or to encourage appropriate behaviour What we do to respond to students when they make the decision (intentionally or unintentionally) to misbehave

The Principal Principle  The more the principal and assistant principal understand the innovations being implemented the greater the chances they will support those innovations being implemented; the further they are away from it … the less likely it is they will provide the needed resources. Oh, and one more thing … if those at central office do not understand and show their support, the less likely the principal will show support. Organizational efficacy begets teacher efficacy.

Observing Teachers … What lenses do you employ when you go in to observe a teacher … whether it is for sixty seconds or sixty minutes?

Everything a teacher does can be classified into four areas …  Information provided  Activities assigned or selected  Questions asked  Responses to students efforts

Day One  Play with how classroom management, connects to the idea of Instructional Intelligence -- explore what effective/experienced teachers do to encourage appropriate behaviour and how they respond to students when students choose to misbehave…with a ‘side bar’ of effective group work.

Day Two  Play with the process of effective group work and how that connects to the idea of instructional intelligence. This implies paying attention to cooperative learning and how it relates to effective groups work …with a ‘side bar’ connection to classroom management.

Day Two Play with Jerome Bruner’s Concept Attainment Strategy and from that grasp out framing questions and some of the simple cooperative learning structures such as Think Pair Share and Place Mat One can also sense how the Johnsons’ 5 basic elements of effective group work play out.

The First Two Days  Instructional concepts and skills associated with framing questions -- this will also include information related to effective group work and small group structures -- we also weave in Venn Diagrams  Connect the above to Bruner’s Concept Attainment strategy

Systemic Change Involve all stakeholders so that if you lose key people or funding you do not lose your momentum … sustainability Prince Edward Island - 70 schools Tasmania schools Western Australia schools Durham Board of Education schools