1. Sherry Crofut TIE, Learning Specialist

2. 9:00 – 12:00 Overview Introductory Activity: A-B Pyramid Article – Defend HOT Skill Review of Formative/Summative Assessment 12:00 – 1:00 LUNCH 1:00 – 3:30 Socratic Seminar Assessment of Socratic Seminar Closing

3.  I will use a variety of strategies to help my students explicitly learn the HOT skills.  I understand and can use the Higher Order Thinking Skills to improve student thinking in my classroom.  I am able to create Webb-leveled questions to reach higher order thinking skills.  I have created higher order thinking assessments.

4.  Understand key components/vocabulary  Understand the HOTS “Explain”  Understand Socratic Seminar  Understand the gradual release of responsibility for teaching higher order thinking skills: I Do, We Do, You Do  Learn how to create Webb Level Questions  Learn how to create higher-order thinking assessments

5. Gradual Release of Responsibility:  I do  We do  You do - Collaboratively  You do - Independently

6.  Listen with Engagement  Honor Each Other’s Thinking  Honor Private Think Time  Everyone has a Voice  Be Respectful of all Comments  Participation is Expected  Limit Side Conversation  Take Care of Your Needs  Turn Cell Phones Off or to Vibrate

8.  How to Teach Thinking Skills Within the CCSS  James A. Bellanca, Robin J. Fogarty and Brian M. Pete  7 Key Student Proficiencies of the New National Standards  21 Thinking Skills with the Thinking Proficiencies  Instructional Strategies to explicitly teach the thinking skills

9.  Critical Thinking – Analysis Evaluation Problem Solving  Creative Thinking – Generate Associate Hypothesize  Complex Thinking – Clarify Interpret Determine  Comprehensive Thinking – Understand Infer Compare/  Collaborative Thinking – Explain Develop Decide  Communicative Thinking – Reason Connect Represent  Cognitive Transfer – Synthesize Generalize Apply

10.  Learning two languages before the age of five alters the brain structure.  While awake, your brain generates between 10 and 23 watts of power–or enough energy to power a light bulb.  A study of one million students in New York showed that students who ate lunches that did not include artificial flavors, preservatives, and dyes did 14% better on IQ tests than students who ate lunches with these additives.

11.  Every time you recall a memory or have a new thought, you are creating a new connection in your brain.  The average number of thoughts that humans are believed to experience each day is 70,000.  A living brain is so soft you could cut it with a table knife.  There are about 100,000 miles of blood vessels in the brain.

12.  Our brain often fools us. It often perceives things differently from the reality. Look at the picture on the right.  Squares A and B are actually the same shade of gray

13. AB Pyramid

14.  Decide Partner A/B  Get chairs in position  A – face front of room  B – face back of room  A – Describes the words on the next slide without saying the word or any form of the word  B – Guesses what the word is  A – Moves to next word  Continue until all words are guessed Stand up and cheer! A B

15. Explain Define Demonstrate Standards

16. Learning Clarify Relationships Interpret

17. Research Synthesize Rigor Compare

18. Analyze Develop Understand Depth of Knowledge

19. Dan Meyers Ted.com http://youtu.be/BlvKWEvKSi8

21.  What are instructional strategies?  Share at your table  Did you have similar definitions?  Handout Gradual Release – three-phase teaching model (Pages 3 and 4 in the booklet)  Highlight 5-6 key words  Write a summary of the gradual release model  Relate your summary to the strategies on the next slide

22. http://olc.spsd.sk.ca/DE/PD/instr/indepen.html

24. Assessment Strategies Formative and Summative What is the difference? Turn & Talk

25. It isn’t the method that determines whether the assessment is summative or formative… …it is how the results are used.

27.  Dropbox ranking article 1 2 1.Critical Thinking 2.Transfer Thinking 3.Problem-solving Thinking Highlight/circle important information Rank in order of importance Rank #1 is the most important thinking

28. Motivational Mindset

29. 1. Keep your Thinking Skill article handout 2. Take your chair and make a large circle around the room 3. Share out…  Thinking with most tallies?  Rated #1-2-3 – raise your hand.  Why did you choose…as the #1 thinking?

30. A key component of Socratic Seminar is to include the reflection in the seminar.  How could you use ranking to spark or engage students in a discussion?  How could this conversation and structure be transferred into the classroom?

31.  What you just experienced was an introduction to a Socratic Seminar.  We started to develop the communication skills and trust in our groups needed for a Socratic Seminar.

32. https://www.teachingchannel.org/videos/ improving-teacher-practice https://www.teachingchannel.org/videos/ improving-teacher-practice Sarah Brown Wessling 2010 Teacher of the Year English Language Arts Teacher Johnston, Iowa SD Systems Change 2012

33. How might the model, "I do it, We do it, You do it together, You do it alone," change the way you plan your lessons?

34. This will be our format for teaching the HOT skills. It is important to note that there is teacher and student involvement in every step.

35. You Do You Do …Your Class/Grade Level

36. SKILL Explain

37.  Student Proficiency Collaborative Thinking  Motivational Mindset – Cartoon 1 st Amendment  HOT Skill – Explain  Recipe – T-E-L-L  Instructional Strategy – Window Pane

38.  A scale of cognitive demand (thinking) to align standards with assessments  Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

45.  DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)  DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)  DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

46. Why is the question a level 1-2-3 or 4? Level 1: Explain what a spider is. Level 2: Explain the evidence you found about how a spider makes a web. Level 3: Explain the function of the spider’s web in relation to the life cycle. Level 4: Explain what would happen if spiders were eliminated.

47. A. Explain how understanding the First Amendment makes the cartoon funny. B. Explain how this mocks students. First Amendment of the US Constitution Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

49. RECIPE TELL – Recipe for Explaining  Tell the big idea  Express supporting statements  Look for more details  Listen for questions and respond Why should listening be part of explaining?

50. Instructional Strategy – Window Pane

51. Students are literal creatures and often misinterpret abstract concepts. “the right to bear arms”; students are shown to think that it means the right to SHOW their arms when students make connections to pop culture like thinking the First Amendment is a popular singing group or a new name for a breath mint I learned that the comic is also mocking students showing not only their naiveté, but also their stupidity at times.

52. Learning Targets: (Student Friendly Language) I can ask and answer questions about details in a text. I can tell the main idea(central message) and moral of the story. I can respectfully listen to others and join their conversations. I can ask questions to the speaker to find out more information.

53. We Do: (Window Pane)

54. 1.Individually, complete the first 3 panes. 2.Find someone from a different table you haven’t worked with. 3.Explain using the window pane, switch and share. 4.After both have shared, fill in fourth pane. WE DO

55. Helpful stems The main idea is… One supporting detail is… Another supporting detail is… By listening to my peer I learned …. Others? Helpful stems The main idea is… One supporting detail is… Another supporting detail is… By listening to my peer I learned …. Others? TELLTELL We Do - Writing

56.  This is where independent practice for the students takes place  In order to do this you will need to:  Create or find a piece of text for the particular grade/content that allow students to explain using the recipe TELL.  Include a instructional strategy structure similar to the Window Pane.  Look at the unit or lesson you have  How could you incorporate Explain into the lesson?  How would you assess student mastery?

57.  Assessment:  You just created an Explain activity using TELL and Window Pane.  How might you assess what the students know and understand?  How could we assess the work we worked on together previously?

59. Where would the assessment fit on Webb Leveling? Determine the level and plug it into the determined assessment level cell. Write 2 questions/prompts for each Level of questions/prompts. Students integrate the information from “Catching Bugs” to support their explanation of why Billy left the butterfly in spider’s web. What did Billy decide to do about the butterfly in the web? Explain why he didn’t take the butterfly out of the web. What kind of bugs did Billy like? What was Billy looking for “today?” Describe what Billy found. What is happening to the butterfly that Billy found? What is the spider going to do with the butterfly?

60. Turning a process, the RECIPE TELL, into a checklist assessment tool: ___Tell the big idea—student has written the main idea into a complete sentence. ___Express supporting statements—student has written one example that supports the main idea in a complete sentence. ___Look for more details—student has written one additional example that supports the main idea, in a complete sentence. ___Listen for questions and respond—student has written what they learned from at least one other peer, in a complete sentence.

61. Three Ways to use a Checklist 1.To record observed performance. While students work in small groups, you might note whether or not individuals demonstrate ability or knowledge in some predetermined categories aligned to course content and objectives. 2.For self-assessment. Students can use the above checklist to evaluate their own progress. The statements could be changed to "can do" statements. 3.To keep track of progress over time, e.g., as an inventory of skills at the beginning and end of a course. This type of checklist might form part of a portfolio.

62. Thinking about our thinking

63. KNOWING HOW TO LEARN, and knowing which strategies work best, are valuable skills that differentiate expert learners from novice learners. Metacognition, or awareness of the process of learning, is a critical ingredient to successful learning. What Is Metacognition? Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously: monitoring your progress as you learn, and making changes and adapting your strategies if you perceive you are not doing so well. (Winn, W. & Snyder, D., 1998) (Winn, W. & Snyder, D., 1998) It's about self-reflection, self-responsibility and initiative, as well as goal setting and time management.

64. 1. Use Multimedia 2. Encourage student intuition 3. Ask the shortest question you can 4. Let students build the problem 5. Be less helpful Which one of these is most imperative for a thinking paradigm shift in the classroom? Write your thoughts in your notes

65. 1. High Five Walk – During the music 2. Take your notes with you 3. Form a group of 3 4. Assign each a letter: A, B, or C

66. From your notes A. Share your idea on what needs to take place for a paradigm shift & explain its importance.

67. B. Share your idea…. Explain how others might challenge the concepts shared.

68. C. Share your idea... Give yourself 30 seconds to think about what the other two partners have said – synthesize it into one sentence to share with your team.

70. Student Proficiency: Collaborative Thinking 1 st time around:  Skill: Explain  Recipe: T-E-L-L  Instructional Strategy: Window Pane 2 nd time around:  Skill: Explain  Recipe: T-E-L-L  Instructional Strategy: Socratic Seminar You may use a variety of instructional strategies to explicitly teach a Higher Order Thinking Skill.

71. Motivational Mindset:  Look at the PHOTO  Turn to your partner and discuss observations – but in QUESTIONS only.  Do you see…?  What is…?  Go back & forth

72. Motivational Mindset:  Because Socratic Seminar questioning takes practice, we are going to do another set of questioning called SERIALIZED QUESTIONING.

73. The purpose of serialized questions is to help your partner explore his/her own thoughts about the issue and build a response, not to ELICIT a "right" answer. Motivational Mindset :

74. Read over the following excerpt.

75.  Choose three quotes that you were drawn to.  Participants pair up and complete:  1 st person tells a quote they picked but not why. blue  2 nd person – chooses a “blue” word(s) within the quote to prompt the 1 st question (serialized questions)  After Discussion: Reflect on how the questioner did in asking questions Blue words Blue words – words that help you formulate questions virtues, vices Example – virtues, vices  blue words.

76. I Do Instructional Strategy—Serialized Questioning (type of Socratic Seminar) TELL – Recipe for explaining  Tell the big idea  Express supporting statements  Look for more details  Listen for questions and respond

77. We Do: Fable

78. We Do Directions: Everyone needs to take time to read the selection (Bear and Crow). Use the highlighters and a pen to mark the text for: 3 Questions 3 Key details 1 Inference 1 Connection 1 Overall message

79. Motivational Mindset

80. We Do: Fable 1. Divide into groups of 7 - 8. 2. Bring your questions and the story to the group. 3. One person asks one question. 4. Begin a seminar by someone responding to the question with evidence from the reading. Text creates the common experience 5. Continue the conversation through questions and responses to questions. 6. You will have 6 minutes and 2 minutes for reflection.

81. Serialized Questioning OR Socratic Seminar 1. Select content from your lessons or unit that:  Could be turned into opinion statements to discuss  Could be used for a discussion  Could have several ways to solve a problem 2. Write down the directions for the Socratic exercise.  If it’s the Serialized Questioning, write down the opinion statements.  If it’s the Socratic Seminar, write down 5 questions minimum to ask students. Use Webb Leveling documents to help.  If it’s a story problem, write/draw the problem, and have questions ready to ask students.

82. 3. Assessment: Consider using the Socratic Seminar for an assessment. The assessment is the TELL responses from the students and may be assessed using one of the rubrics provided.

85. Rubistar Kathy Schrock

86. Identify the Webb Level of the Socratic Seminar Thinking about Socratic Seminar, where does this type of assessment fit on Webb leveling?

91. Answer

100. 1. How might the story have ended differently if Elisa had not put her wool coat on the ice? Explain why. ____________________________________________________ ____________________________________________________ ________________________________________ 2. The main problem Cory faced was A) convincing Elisa to keep her coat on B) finding a good hiding place from Minnie C) getting across the ice with Elisa before dark D) pulling Minnie out of the icy waters

101. 1. Level 3. This item requires comprehending the text, reasoning, and supporting thinking. 2.Level 2. This item requires comprehension of the text in order to identify a main point.

102. 3. In paragraph 3, Cory hoped that Minnie had not… A) fallen in the river B) gotten lost in the forest C) gone off to chase a deer D) returned to the house 4. Which of the following statements would the author be most likely to agree with? A) He who fears something gives it power over him. B) Two minds are better than one. C) Older means wiser. D) Great minds think alike.

103. 3. Level 1. This item asks students to refer to a particular detail in the text. 4.Level 3. Students must connect ideas and make an inference about the author’s position.

104. 5. In paragraph 19, Cory became upset at the thought that A) Minnie had run away B) his parents would be upset with him for not going straight home C) Elisa was in danger D) Minnie could drown

105. 5) Level 1. This item asks the reader to recall a detail from a specific paragraph.

106.  Gradual Release of Responsibility HOT Skill (Explain) Recipe: T-E-L-L Instructional Strategies Window Pane Socratic Seminar (Intro) Serialized Questioning Assessment Strategies Rubrics & Checklist Summative Formative

107.  Understand key components/vocabulary  Understand Socratic Seminar  Understand the gradual release for teaching higher order thinking skills: I Do, We Do, You Do  Learn how to create Webb Level Questions  Learn how to create higher-order thinking assessments

108. Choose one of the following statements: Under Construction – still making sense of it Rocky Road – moving along but bumps in the road Yellow-brick road – feeling confident Highway to Heaven – smooth ride all the way HOT skills The Gradual Release of Responsibility structure Socratic Seminar

109. Turn to the folks next to you and answer the following two questions:  My comfort level with HOT is…  One question I still have is…

110.  Please bring with you some of your upcoming lessons and assessments. You will be looking at where you can make a few changes in what you have to raise the level of questioning.