2. Teacher Induction, Mentoring and Renewal Supporting Instructionally Intelligent Teaching

3. Agenda Tacitly Skilled Explicitly Skilled A simple question A rubric for how we ask questions The System and Systemic Change Instructional Intelligence Thinking Evolving Experience it Tacitly Skilled Explicitly Skilled A simple question A rubric for how we ask questions The System and Systemic Change Instructional Intelligence Thinking Evolving Experience it

4. A simple question Side A EnthusiasmEnthusiasm HumourHumour OrganizedOrganized CaringCaring FairFair EmpathyEmpathy Side A EnthusiasmEnthusiasm HumourHumour OrganizedOrganized CaringCaring FairFair EmpathyEmpathy Side B Classroom ManagementClassroom Management Assessment-RubricsAssessment-Rubrics Instructional MethodsInstructional Methods Mind Maps, Framing Questions, Wait TimeMind Maps, Framing Questions, Wait Time How kids learn - MIHow kids learn - MI

5. A rubric designed by a teacher

6. Five areas to consider …(quickly) Systems and Systemic Change (boring) Instructional Intelligence (really boring) Instruction (not quite as boring) Thinking (interesting to me and boring) Evolving (important and still boring)

8. Tasmania (Australia) - 220 schools - year 7 (14) Tasmania (Australia) - 220 schools - year 7 (14) Western Australia - 858 schools - year six Western Australia - 858 schools - year six York Region - 190 schools - year six York Region - 190 schools - year six Western Quebec - 40 schools - year four Western Quebec - 40 schools - year four North Vancouver - 40 schools - year three North Vancouver - 40 schools - year three Thames Valley - 190 schools - year three Thames Valley - 190 schools - year three Peel Board - 210 schools - year three Peel Board - 210 schools - year three PEI - 80 schools - year two PEI - 80 schools - year two Upper Canada School District - year three Upper Canada School District - year three Cowichan School District - year two Cowichan School District - year two Lakeland School District - year two Northern Lights School District - year one Ireland - year one Ten Districts Involved

9. must attend workshops in teams must attend workshops in teams school admin must be part of team school admin must be part of team central office must also attend - director/superintendent central office must also attend - director/superintendent follow-up sessions for sharing, problem solving etc. follow-up sessions for sharing, problem solving etc. demonstration lessons - taped, edited, shared demonstration lessons - taped, edited, shared sharing between districts sharing between districts build internal capacity build internal capacity research the impact internally research the impact internally connect with local university connect with local university build an advisory committee build an advisory committee write a book on systemic change write a book on systemic change Basic Conditions

10. Instructional Intelligence … integrates six components Provincial Curriculum Assessment Instruction Guided by how kids learn Change Systemic Change

11. The instructional component can be classified… Concepts: Concepts: accountability, safety, meaning Skills: Skills: framing questions, wait time Tactics: Tactics: Place Mat, Numbered Heads, Round Robin, Fish Bone, One Stray Rest Stay Strategies: Strategies: Concept Formation, Johnsons’ 5 Basic Elements Organizers: Organizers: Multiple Intelligence, Brain Research, Gender (Women’s Ways of Knowing)

13. Explore the complexity of questioning Merging a constructivist and behaviorist approach to the teaching and learning process. So … playing with Instructional Philosophy. Go to Chapter 12 in Beyond Monet.

14. Everything a teacher does can be classified into four areas … Information provided Activities assigned or selected Questions asked Responses to students efforts Madeline Hunter

15. So what will we do? First … look at history Next, be involved in a lesson that involves these key ideas … Next … explore your ideas Then, compare them to what the research says Last, look at some lessons

16. What do you know about questions and questioning?

17. What does history have to say about framing questions?

18. John Millar, 1897 Generally the best way of asking a question is to address the whole class.Each pupil should understand that he may be expected to reply. In stating the question no sign should be shown that would indicate who is to answer. The main thing is to secure that every student is held on the alert. Each question should be given to that student, who, with due regards to the interests of the class stands in most need of receiving it. This method has the great advantage of the teacher to apply a proper distribution of tests. P. 232 in the book: School Management and the Principles of Practice and Teaching.

19. Let’s find out what you know.

20. Playing with Instruction Tinkering with Taba’s Inductive Thinking Strategy to explore our understanding of questioning.

21. What will be integrated in this lesson? Johnsons’ 5 Basic Elements Cooperative Learning Structures Graphic Organizers Bloom’s Taxonomy Concept Formation (Taba’s strategy)

22. Johnsons’ 5 Basic Elements Individual Accountability Face to Face Interaction Collaborative Skills Social, Communication, and Critical Thinking skills Processing the Collaborative and Academic Task Positive Interdependence (9 types)

23. Cooperative learning structures Numbered Heads Place Mat Round Robin Think Pair Share One Stray Rest Stay Jigsaw (around 300 small group structures)

24. Graphic Organizers Word Webs Time Lines Flow Charts Venn Diagrams Fish Bone Diagrams Mind Maps Concept Maps

25. Bloom’s Taxonomy Knowledge/Recall Comprehension/Understanding Application Analysis Synthesis Evaluation

26. Inductive Thinking Hilda Taba’s Concept Formation Strategy

27. Inductive Thinking Drives or is the cognitive power behind graphic organizers such as Fish Bone Diagrams, Venn Diagrams, Mind Mapping, Concept Mapping

28. One research based instructional strategy that pushes inductive thinking is … Taba’s Concept Formation strategy

29. Has three phases: Phase I: Present the data to the students or collect it from them Phase II: Present a focus statement and have the students classify the data based on common attributes Phase III: Apply the concepts that emerge; explore relationships between them; make predictions etc.

30. Taba’s Concept Formation strategy applied to questioning Form groups of 3 or 4; letter off ABC(D) Form groups of 3 or 4; letter off ABC(D) Create a Place Mat (page 172-174) Create a Place Mat (page 172-174) Brainstorm all factors that impact questioning in the classroom Brainstorm all factors that impact questioning in the classroom Classify those factors based on the role they play in questioning Classify those factors based on the role they play in questioning Read about Fish Bone Diagrams Read about Fish Bone Diagrams Create Fish Bone Diagram Create Fish Bone Diagram One Stray Rest Stay One Stray Rest Stay Mini Jigsaw with research (page 61) Mini Jigsaw with research (page 61)

31. FISHBONE

32. How to Draw / Construct a Fishbone….

33. Blue, please draw the fishbone and record all the information. Each group, place the steps in Chronological or Importance Order. Each group should use your placemat as a reference… You have 15 minutes GO!

34. How to Fill it in… MAIN TOPIC ORQUESTION Sub-Categories Details

35. Connecting Concept Formation to Effective Group Work Individual Accountability Promoting Face to Face Interaction Inserting an appropriate collaborative skill Processing/Reflecting on the academic and the collaborative objective Employ one or more of the nine types of positive interdependence (Goal is compulsory -- the rest optional)

36. Factors page: Complexity of Thinking Academic Engaged Time Use of Wait Time Responding to Student Responses Knowledge of Results Shifting from Covert to Overt Fear of Failure Public vs Private Failure Distribution of Responses Accountability and Level of Concern

37. Framing Questions/Requests Share with your partner please. What are endorphins? Be prepared to share your thinking. Who can tell me who is the better friend -- the tree or the boy? No hands please, I’ll pick several of you to respond. What are two explanations as to why boomerangs return? (After a 10 second wait time, Marco was selected to respond).

38. Framing Questions/Requests…continued Yesterday we talked about the use of wait time in asking questions. Could person B in each group please share why we use it. Take 5 seconds and think of the difference between an instructional skill and an instructional strategy. One of you will be asked to share with your group. Hands up please … does anyone know how to solve this equation?

39. Framing Questions/Requests…continued No call outs please. After the question I will give you 20 seconds; then I will count to three, on ‘three’ put your thumb up if you agree; down if you disagree; and sideways if you are not sure. Is this equation balanced correctly? What could you predict would happen if we flew a paper airplane in the space shuttle, remembering that the shuttle has air pressure but no gravity?

40. Framing Questions/requests…Testers With your partner, think of what you have to remember in order to bump the volleyball effectively. Be prepared to share that information as your ticket out of the gym. Imagine you’re on a survival trek and an unexpected snow storm occurs. Brainstorm in your group how you might react to this situation. Imagine you’re on a survival trek and an unexpected snow storm occurs. Brainstorm in your group how you might react to this situation.

41. Let’s watch a few videos

42. What are all the factors to consider if you want TPS to work? Odd or even number of students Student no one wants to work with Will the boys sit with the girls Holding them accountable to share Do they have the communication skills of actively listening and paraphrasing Giving enough wait time to think Controlling a taxonomy of thinking Responding to students’ responses Framing questions effectively

43. The Brain Instruction Interface Brain needs to feel safe Brain needs to experience talk for intellectual growth Brain is a pattern seeker Brain is about survival -- it attends to things that are meaningful, interesting, and authentic

44. Multiple Intelligences: Howard Gardner 2001 I have described human beings as those organisms who possess a basic set of seven, eight, or a dozen intelligences. Thanks to evolution, each of us is equipped with these intellectual potentials, which we can mobilize and connect according to our inclinations and our culture’s preferences. … Although we all receive these intelligences as part of our birthright, no two people have exactly the same intelligences in the same combination. (pages 44 - 45)

45. Instruction …classified Instructional concepts Instructional concepts that are skills Instructional concepts that are tactics Instructional concepts that are strategies Instructional concepts that are instructional organizers

46. De Bono’s Six Thinking Hats & Questioning Red Hat: Why does it make you feel that way? I wonder why I feel sad? How does it make me laugh? Can you understand why he is hurt? Is there another emotion I should be experiencing?

47. De Bono’s Six Thinking Hats & Questioning Black Hat: Are those reasons adequate? Is that good evidence for believing that? Is there reason to doubt that evidence? What would convince you otherwise? Can you see why that won’t work? Would you want to see a better way?

48. De Bono’s Six Thinking Hats & Questioning Blue Hat: How could we go about finding out if that is true? What do you think the cause is? How does that relate to this discussion? What are your reasons for saying that? Is it possible you seem to be approaching it from this position?

49. De Bono’s Six Thinking Hats & Questioning Green Hat: Can someone else give evidence to support that cause? What is another alternative? Can we identify other approaches? Could you explain that further? But if that happened, what else would happen?

50. De Bono’s Six Thinking Hats & Questioning White Hat: What is your main point? Could you give me an example? What research supports your idea? What difference did that make? How does that apply in this case? In what ways is this similar to the other situation?

51. De Bono’s Six Thinking Hats & Questioning Yellow Hat (focus is on encouraging) In what ways was that such a wise move? Why did that motivate him to continue? Could your actions be what caused him to make the right decision? So what are all the things you did that caused the group to function so effectively?

52. Taba’s Inductive Thinking Strategy Academic Task: apply Taba’s strategy Collaborative Task: Equal Participation Directions:  1. Groups of 3 - letter off A, B, C  2. Distribute a section of the paper  3. Tear out all articles related to change  4. Classify those articles (Round Table)  5. Find those free of conflict  6. Discuss the relationship between conflict and change  7. Create a Concept Map on Change  8. One Stray Rest Stay