ð ENHANCING THOUGHT-FULL CLASSROOM DIALOGUE

THINKING VERBS IN STANDARDS ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DISCUSS ELABORATE EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY SOLVE SUMMARIZE SIMPLIFY

LABELING THINKING SKILLS AND PROCESSES: E.g. T "Let's look at these two pictures” "Lets COMPARE these two pictures.” T "What do you think will happen when…?” "What do you PREDICT will happen when…?” T "Lets work this problem." "Let's ANALYZE this problem.”

LABELING THINKING SKILLS AND PROCESSES: E.g. T "How do you know that's true?” "What EVIDENCE do you have to support..?” T "How else could you use this…?” ”In what situations might you APPLY this…?” T “Do you think that is the best alternative? “As you EVALUATE these alternatives….”

LABELING THINKING SKILLS AND PROCESSES: E.g. T "What do you think would happen if…” "What do you SPECULATE might happen if…” T "What did you think of this story?” "What CONCLUSIONS might you draw... T "How can you explain…?" ”How does your HYPOTHESIS explain…?

2. MANAGING IMPULSIVITY Take your time! Acting with forethought and deliberation.

MANAGING IMPULSIVITY “DON’T CALL OUT IN ASSEMBLY IF YOU LOOSE A TOOTH. YOU WAIT UNTIL ASSEMBLY IS OVER.” GAGE, GRADE 1

Managing Impulsivity WAIT TIME Ü“After having asked a question, the average teacher waits 1 second before either calling on a student, asking another question or answering the question him/herself.” Rowe, M. B. "Wait Time and Rewards as Instructional Variables: Their Influence on Language, Logic and Fate Control. "Journal of Research, in Science Teaching 11, 2: 81 ‑ 84. (Spring 1974).

3. LISTENING WITH UNDERSTANDING AND EMPATHY Understand others! Devoting mental energies to understanding others’ thoughts and feelings.

THE WAY OF BEING WITH ANOTHER PERSON WHICH IS TERMED EMPATHIC…MEANS TEMPORARILY LIVING IN THER LIFE, MOVING ABOUT IN IT DELICATELY WITHOUT MAKING JUDGMENTS……TO BE WITH ANOTHER IN THIS WAY MEANS THAT FOR THE TIME BEING YOU LAY ASIDE THE VIEWS AND VALUES YOU HOLD FOR YOURSELF IN ORDER TO ENTER THE OTHER’S WORLD WITHOUT PREJUDICE…A COMPLEX, DEMANDING, STRONG YET SUBLTLE AND GENTLE WAY OF BEING. CARL R. ROGERS

COMMUNICATING MEANING

Paraphrasing: Lets others know that you are listening, that you understand or are trying to understand them and that you care.

Probing: Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

THINKING AND COMMUNICATING WITH CLARITY AND PRECISION GENERALIZATIONS DELETIONS DISTORTIONS DEEP STRUCTURE LANGUAGE “SURFACE LANGUAGE”

Paying attention to self and others: Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.

Speaker: Finish this sentence: “AS I REFLECT ON THIS SCHOOL YEAR SO FAR, I AM MOST PROUD OF………” Listener: Use the Pause, Paraphrase Probe sequence

? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

Speaker: Finish this sentence: “AS I ANTICIPATE THE REMAINDER OF THIS SCHOOL YEAR, I’M MOST EXCITED ABOUT…….” Listener: Use the Pause, Paraphrase Probe sequence

? What values are you expressing when you listen to one another so intently?

Think about your thinking! 5. METACOGNITION Being aware of your own thoughts, feelings, and actions and their effects of on others

Metacognition: à T hink à A loud à P roblem à S olving

T HINK A LOUD P ROBLEM S OLVING Pose challenging problems then: 4 BEFORE: Invite students to describe their plans and strategies for solving the problem/making decisions. 4 DURING: Share their thinking as they are implementing their plan. 4 AFTER: Reflect on/evaluate the effectiveness of their strategy.

Sustaining and Engaging Metacognition 1. Check for Accuracy 2. Clarify 3. Provide data not answers 4. Resist making judgments 5. Stay focused on thinking 6. Encourage Persistence

METACOGNITIVE PROBLEM: COMBINE THE FOLLOWING FOUR SENTENCES: 4The horse jumped over the fence. 4The horse was gray. 4The jump was done gracefully. 4The fence was low and made of brick.

IF THE SECOND LETTER IN THE WORD: WEST COMES AFTER THE FOURTH LETTER IN THE ALPHABET, CIRCLE THE LETTER A BELOW. IF IT DOES NOT, CIRCLE THE LETTER B. A B METACOGNITIVE PROBLEM:

IF THE CIRCLE IS TALLER THAN THE SQUARE AND THE CROSS IS SHORTER THAN THE SQUARE, PUT A K IN THE CIRCLE. HOWEVER, IF THIS IS NOT THE CASE, PUT A T IN THE SECOND TALLER FIGURE.

THERE ARE 3 SEPARATE, EQUAL-SIZE BOXES AND INSIDE EACH BOX THERE ARE 2 SEPARATE SMALL BOXES. INSIDE EACH OF THE SMALL BOXES, THERE ARE 4 EVEN SMALLER BOXES. HOW MANY BOXES ARE THERE ALL TOGETHER? METACOGNITIVE PROBLEM:

6. STRIVING FOR ACCURACY Check it again! Desiring exactness, fidelity and craftsmanship.

7. QUESTIONING AND POSING PROBLEMS How do you know? Having a questioning attitude. Developing strategies to produce needed data. Finding problems to solve.

QUESTIONING WITH INTENTION  UNPRODUCTIVE QUESTIONS: 1. Verification questions the answers to that are already known to you or to the student: “What is the name of ?” “How many times did you ?”

QUESTIONING WITH INTENTION  UNPRODUCTIVE QUESTIONS: 2. Closed questions that can be answered "yes", "no", or "I can". “Can you recite the poem?” “Can you tell us the name of.....?” “Who can remember.....?”

QUESTIONING WITH INTENTION  UNPRODUCTIVE QUESTIONS: 3. Rhetorical questions in which the answer is given within the question: 4"In what year was the War of 1812?" 4"Since when has Mikhail Gorbachev had his birth mark?" 4 "So how much is 3 x 4: twelve. OK?" 4 "Who can name the three basic parts of a plant? Root, stems and leaves, right?" z

QUESTIONING WITH INTENTION  UNPRODUCTIVE QUESTIONS: 4. Defensive questions that cause justification, resistance and self-protection: 4"Why didn't you complete your homework?" 4"Why would you do a thing like that?" 4"Are you misbehaving again?"

QUESTIONING WITH INTENTION  UNPRODUCTIVE QUESTIONS: 5. Agreement questions the intent of which is to seek agreement with your opinion or answer 4"This is really the best solution, isn't it? 4"Let's do it my way, O. K.?” 4"We really should get started now, shouldn't we?”

Questioning with Intention: 1. Are invitational: Approachable voice, Plurals, Tentativeness, Invitational stems 2. Positive presuppositions 3. Complex levels

A Credible Voice An Approachable Voice

PLURALS "What are some of your goals?” "What ideas do you have?" "What outcomes do you seek?" "What alternatives are you considering?

TENTATIVENESS “What might be some factors that would cause……?” “In what other ways could you solve this problem?” "What hunches do you have that may explain this situation?”

Invitational Stems: 4“As you recall….” 4“As you anticipate…….” 4“As you envision……” 4“Given what you know about…….”

 LIMITING PRESUPPOSITIONS 4“DO YOU HAVE AN OBJECTIVE?” 4“WHY WERE YOU UNSUCCESSFUL?” 4“IF ONLY YOU HAD LISTENED.”

EMPOWERING PRESUPPOSITIONS “WHAT ARE SOME OF THE GOALS THAT YOU HAVE IN MIND FOR THIS MEETING?”

EMPOWERING PRESUPPOSITIONS “AS YOU CONSIDER YOUR ALTERNATIVES WHAT SEEMS MOST PROMISING?”

EMPOWERING PRESUPPOSITIONS “WHAT PERSONAL LEARNINGS OR INSIGHTS WILL YOU CARRY FORWARD TO FUTURE SITUATIONS?”

Compose a question intended to invite one or more of the habits of mind. Use the criteria: 4Invitational Stems 4Plurals 4Tentative Language 4Positive Presuppositions