1. Adolescent literacy & The thinking matrix:
NTIP April, 2013
Adolescent literacy & The thinking matrix:
Introductions:
Amerina Ciuffreda (Student Success, South)
Michelle Hudon (Student Success, West)
Mary Srsan (Student Success, West)
Kelly Sweeting (Student Success, North)
Carolyn Venema (Secondary Programme Consultant)
Dave Weir (Student Success, South)
Laura White (Student Success, North)
Creating Conditions for Students to Think, Express and Reflect

2. What is The Thinking Matrix?
Laura

3. Why Use The Thinking Matrix?
Improves meta-cognitive skills
Promotes Critical Literacy
Common Language for staff and students
Aligns with the curriculum
Makes thinking visible: clear expectations for students
-Laura (5 minutes)

4. Using the Thinking Matrix

5. Retell/Summary Meta-Tag (clues): Student Starters:
Who, What Where, When, Why, How
Student Starters:
5W’s
In the beginning, middle, end
Michelle (10 minutes)

6. Relate/Reflect Meta-Tag (Clues): Student Starters Infer Interpret
Connect
Moral/Lesson
Big Idea
Extend Understanding
Student Starters
The big idea/moral/main message
It makes me think…
Marina (

7. Reflecting on Reading (Relate/Reflect)
Use the Reflecting on Reading Template
Write a brief summary
Reflect on what you have read: ideas, opinions, questions and wonderings
*Something I identify with is…
*What I found especially meaningful or significant was…
*The text relates to my life in the following ways…
*A question in my mind is…
Marina (10 minutes)

8. Point of View/Personal Opinion
Meta-Tag (Clues):
Personal opinion
Own ideas
Information from the text/Evidence
Extend Understanding
Student Starters:
I think….because…
Dave
(15 minutes total)

9. Four Corners (Point of View/Personal Opinion)
Question: Should cell phones be banned in class?
Go to one of the four corners that best represent your view
Strongly agree
Strongly disagree
Somewhat agree
Somewhat disagree
Dave
15 minutes

10. For or Against (Point of View/Personal Opinion)
In pairs read the article Florida School Allows Cell Phones in Class
Question: Should cell phones be banned in class?
Reasons for or against
Examples to support my opinion
Dave
Harvey Daniels & Nancy Steineke, 2011

11. Compass points (Point of View/Personal Opinion))
Helps students to explore a topic or idea before taking a stand on it.
Students are asked 4 questions, recording their responses as the directions on a compass
E: Excited. What excites you about this idea?
W: Worrisome. What do you find worrisome about this idea?
N: Need to know. What else do you need to know or find out about? What additional information would help you?
S: Stance, Steps, or Suggestions for moving forward. What is your current stance on the idea or proposition? What steps might you take to increase you understanding of the issue?
Source: Making Thinking Visible, Ron Ritchhart & David Perkins

12. Author’s Point of View Meta-Tags (clues): Student Starters: Identify
Explain
Author’s point of view
Intent
Author’s Purpose
Message, Lesson, Moral content
Student Starters:
The author wants me to know/think/feel
What is assumed?
What follows?
Michelle
What does the author want the reader to know or to think?

13. For or Against (Author’s Point of View)
Using the article: Florida School Allows Cell Phones in Class
What does the author want us to believe/know or do?
What is assumed?
Does the author try to persuade you in any way? How?
What are your thoughts about the author’s conclusions?
What is the author’s bias?
Michelle
10 minutes

14. Recognizing Perspectives
Meta-Tags (clues):
Analyze
Compare and contrast
Identify point of view
Missing voice
Alternative point of view
Multiple perspectives
Student Starters:
The points of view are…
Whose voice is missing? What would it say?
What is another/alternative point of view?
Mary
20 minutes (total)

15. Recognizing Perspectives
View video: Cell Phones in School: POD
What does the author want you to believe?
Who created this message? Who was it intended for?
What points of view are omitted from this message?
How might people understand this message differently from me?
Click video link
(back up of youtube video on memory stick)

16. Seeing Both Sides (Recognizing Perspectives)
Student A: My Opinion or Rational
Based on what he/she has read, the student states their opinion and supports it with evidence
Student B: My Supporting Argument
This student uses the opinion from Student A and thinks of more evidence/ support for the argument
Student C: Seeing Another Side (Counter Argument)
This student reviews student A & B’s argument and then writes a counter argument with evidence
Student D: My Two Cents
Student D reviews all of the information, and states how they feel about the topic
Has their thinking changed or do they have anything new to add
Mary (handout to each, explain organizer)
Time to complete and discuss/share
Handout

17. Critical Stance Meta-Tags (clues): Student Starters:
Support your opinion
Evaluate
Judge
Apply
Relate
Student Starters:
Now that I understand the author’s point of view and all of the missing perspectives, my opinion is…for the following reasons…
Now I really know…
This makes me want to…
Laura
(15 minutes total)

18. True for Who? (Critical Stance)
Claim
Viewpoint:
Stance:
Reasons:
Laura
Visible Thinking, Harvard Project Zero

19. The Republic of Cascadia (Critical Stance)
Is this text credible? Why or why not?
Who created this website? How do I know?
Is the information presented consistent with what I already know?
Where is this country? Can I find it on a map?
Is this website current and accurate?
Laura
Another great resource: This is That- CBC

20. Marina, Michelle, Mary, Kelly, Carolyn, Dave, Laura
Organizers can be found at: