1. The Thinking Symposium
Thinking About Our Work

2. Thinking about Thinking
Thinking involves discriminating between beliefs that rest upon tested evidence and those that do not

3. Thinking and Inquiry
Inquiry is suspension of beliefs (judgements) to make space for learning
Such suspense is likely to be painful

4. Reflection and Thinking
Reflective thinking requires us to overcome inertia that inclines us to accept suggestions at their face value. It demands a willingness to endure a condition of mental unrest and disturbance - Dewey
“Not done on Google”
“Not a retelling but going deeper”

5. Teaching Thinking
What is at the very heart of teaching that develops the capacity of students to think deeply, reflectively, critically, creatively and objectively?
How do we cultivate habits of discriminating tested beliefs from mere assertions, guesses or opinion; of developing in students a sincere and open minded preference for conclusions that are properly grounded?

6. Teaching Thinking
What vital behaviours are engrained in the practice of every powerfully effective teacher?
Teaching is NOT a fad – we are seeking the essence, the truth of it – the VITAL CORE

7. Beliefs and Thinking Beliefs that impact on teaching
Beliefs about intelligence
Beliefs about learning
Beliefs about content areas
Beliefs about what knowledge is
Beliefs about purpose of school
Beliefs about our role as teacher
Which of my (our) beliefs are a constraint to student or my own thinking? How can constraints provoke innovative thinking?

8. Thinking Made Visible
Discourse and metacognition are vital behaviours…What would it be like (look like) to slow down and make room for discourse and metacognition?
When is the last time you had a good conversation with the back of someone’s head?

9. Thinking in the Curriculum
What if the goal was to teach students how to think and not to cover the curriculum? How would your teaching change?
What is our belief about curriculum – a tool or a rule?

11. Student Work

12. Thinking Initiatives at the School

13. From the Thinking Symposium......
We came away excited about the value of academic discourse in the classroom, and committed to making it a significant part of our classroom communities
As we talked with each other, and with our principal, we decided to make this a school focus and an important component of our school improvement plan

14. Our first steps involved.....
Sharing with our whole staff at our first staff meeting – the focus on “small steps” to gain progress toward our overall goals of valuing student talk, increasing student discourse and decreasing teacher-dominated classrooms
Used Lucy West clips and quotes from the symposium to affirm the value of discourse in our classrooms

15. September – December Focus
Explicit teaching of classroom conversation skills
“wait time” – honour thinking, slow down
Accept all answers, discuss/explore for further understanding
Create classroom talk walls (what does it look like/sound like)

16. Specific Inquiry Question for Grade 3 and 6 classrooms
Does engaging in frequent classroom discourse around our understanding of numbers improve our individual reasoning and communication?

17. Initial Plan Grade 3 and 6 teachers collaborate around this goal
Use iPads to record partner conversations in math
Share these recordings as we consolidate lessons
Focus on how we use manipulatives
Use EQAO questions to provide information around student thinking, reasoning and communication

18. Renfrew County DSB’s BIP

19. One Small Step See – Think – Wonder Stop and Jot Before I thought…
What do you see?
What do you think about that?
What do you wonder?
Stop and Jot
Before I thought…
Now I am thinking…

20. One Small Step Talk Moves
Ask students to explain the thinking behind their answers (whether they’re right or wrong)
Ask students to explain why they agree or disagree with a student answer
Asks students to comment or add on to a students response or idea
Use Wait Time –thinking takes time
Give time for students to struggle to articulate their thinking

21. EOSDN and Thinking What is EOSDN? Why a Thinking Symposium?
An event or a continuum?
Preparation – as a team decide on the focus of your work; pre-viewing/reading available
Attend as a team – Lucy West facilitation applying thinking to the work
Follow up opportunities
Spring “Going Deeper”

22. Work on the development of SIMplementation.
Within Teams
Work on the development of SIMplementation.
Refering to your learning pass (left hand graphic), what might be in support of your SIM focus/inquiry 22