1. REIMAGINING LEARNING SPACES Allison Zmuda and Bena Kallick December 11, 2015 1

2. CAPTURING YOUR THINKING Today’s Meet: todaysmeet.com/casciac Text: 203-565-1123 Face-to-face: small group mutterings and reflection 2

3. BIG, HAIRY, AUDACIOUS GOAL To design space in current curriculum to create a student-centered learning experience 3

4. WHERE WE’VE BEEN Built a case for personalized learning Examined 4 C’s Focused on competencies Identification of a unit Developed draft of competencies Developed a learning experience where students have a more significant role in what they learn, how they learn, and how they demonstrate learning 4

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6. SHARING IDEAS 1 design at each round table Present a 1-2 minute summary of what the unit is about Provide opportunity for folks to ask questions, play with the link Rotate 6

7. REFLECTING What did you see? What did you learn? What inspired you? 7

8. WORKING THROUGH CHALLENGES Take a look at Personalized Learning Worries drafted in October What still resonates with you? What do you want to spend time on discussing in the room today? 8

9. REIMAGINING ROLES OF TEACHER AND STUDENT 9

10. HOM AND PERSONALIZED LEARNING Create a community of innovation and trust Honor the messiness of the work Grow self-directed learners who are more willing to pursue ideas, grow from feedback, and contribute to communities

11. DEFINITION OF HABITS OF MIND Characteristics of what intelligent people do when they are confronted with problems, the resolutions to which are not immediately apparent. — Costa and Kallick (2008) 11

12. 16 HABITS OF MIND Persisting Managing impulsivity Listening with understanding and empathy Thinking flexibly Thinking about thinking Striving for accuracy Questioning and posing problems Applying past knowledge to new situations Finding humor Thinking and communicating with clarity and precision Gathering data through all senses Creating, imagining, innovating Responding with wonderment and awe Taking responsible risks Thinking interdependently Remaining open to continuous learning 12

13. HABITS OF MIND DISCUSSION READ AND DEFINE IT IN YOUR OWN WORDS GIVE EXAMPLES: WHAT DO YOU HEAR PEOPLE SAYING OR SEE THEM DOING AS THEY USE THE HABIT OF MIND? DESCRIBE SITUATIONS WHEN IMPORTANT TO USE THE HABIT OF MIND POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS

14. DESIGNING ILLUSTRATIONS OF THE HABIT TITLE CREATE A SIMILE: “…. (name the habit of mind) IS LIKE A…..…. BECAUSE…….” CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND COMPOSE A BRIEF STATEMENT OR SLOGAN THAT SUMMARIZES THE HABIT OF MIND

15. On a poster paper list three or four Habits that would be manifestations of each: Critical Thinking Creative Thinking Collaboration Communication Self-direction IN GROUPS OF 3-4 :

16. 16 HABITS OF MIND Persisting Managing impulsivity Listening with understanding and empathy Thinking flexibly Thinking about thinking Striving for accuracy Questioning and posing problems Applying past knowledge to new situations Finding humor Thinking and communicating with clarity and precision Gathering data through all senses Creating, imagining, innovating Responding with wonderment and awe Taking responsible risks Thinking interdependently Remaining open to continuous learning 16

17. THINK – PAIR -SHARE As you observe the charts, what do you observe about the clustering of HOM? How might this activity alert you to other situations in which the HOM might be applied? How could you use this activity with groups you work with?

18. HOW do we build a culture that embraces innovation, feedback, & trust? Experience first-hand through: Listening Exercise

19. Listening with understanding and empathy Devoting mental energies to understanding others’ thoughts and feelings.

24. LISTENING SEQUENCE Pause Paraphrase Probe –Inquire –Clarify

25. PausE Using wait-time before responding to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making. 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.”

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

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

28. Practice your listening skills Listener: Use the Pause, Paraphrase, Probe sequence Speaker: Finish this sentence. Given what I know about personalized learning, I am concerned about….

29. Practice your listening skills Listener: Use the Pause, Paraphrase, Probe sequence Speaker: Finish this sentence. The next steps I intend to take are…

30. WHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN TO OTHERS SO INTENTLY?

31. “THE BEST WAY TO PREDICT THE FUTURE IS TO INVENT IT.” ALAN KAY APPLE COMPUTER CO.

32. THOUGHT-FULL DESIGN 1 st column: Delineates Personalized Learning elements 2 nd column: Articulates the role of students and teachers 3 rd column: Identifies related Habits of Mind for students and teachers 32

33. TASK: WHAT IS THE CHALLENGE? Roles Related Dispositions Student independently defines and articulates the problem, idea, design, or investigation. Teacher identifies a curriculum task, broader topic, or established inquiry. Design of experiences serve as a catalyst to spark student imagination, curiosity, and deeper learning. Students and teacher(s) demonstrate: Thinking flexibly Questioning and problem posing Creating, imagining and innovating Taking responsible risks Applying past knowledge to new situations Thinking about your thinking 33