1. 1 Week 7 The Dispositional Mind

2. 2 Announcements  Quick questions after class  Yasmin Kafai presents: "Hard Fun - Digital Games and Learning" on Tuesday, November 7, 2:30 - 4 pm in Longfellow 308.  Section meetings upcoming: Wednesday, November 15 at 11:30 AM / Thursday, November 16 at 2:00 PM

3. 3 Review & Preview

4. 4  Creating learning  Pandora questions  Avoiding ‘aboutitis’  Theory One  Teaching for Understanding  Whole game learning, big field of action around the knowledge base  Teaching and learning for transfer  Learning from others, distributed cognition  ‘Hot’ cognitive economy

5. 5  The positive contribution of critical thinking  Academic literacy  Critical literacy  The story of knowledge

6. 6 Preview The Dispositional Mind, the second session on “the challenge of better thinkers and learners” 1.Visible thinking 2.The explanation game: An example 3.Making thinking visible with routines 4.Making thinking visible with documentation 5.Making thinking visible with mental pictures 6.Design a routine 7.Rapid review and looking ahead

7. 7 Learning Goals  Understand how ‘making visible’ can be a force not only for cognitive but for dispositional development.  Understand something about the craft of designing ‘routines’

8. 8 Visible Thinking

9. 9 Mark Church Patricia Palmer David Perkins Ron Ritchhart Terri Turner Shari Tishman Project Zero Harvard Graduate School of Education

10. 10 Artful Thinking Website www.pz.harvard.edu/tc Visible Thinking Website www.pz.harvard.edu/vt / Resources

11. 11 Teaching and learning for understanding Cultivating alert and able thinkers Creating a positive culture of thinking and learning in schools and other institutions

12. Make thinking visible

13. 13 The Explanation Game Goal: Understand by example how alertness and commitment can be fostered

14. 14  Look for…  What’s done to make thinking visible?  What’s done to encourage engagement in thinking?  What’s done to encourage alertness to opportunity?..\..\My videos\Visible thinking DVD\VIDEO_TS\VTS_06_0.IFO

15. 15 Three ways of making thinking visible Goal: Learn about some ‘visibility tactics’ relevant to many kinds of learning

16. 16 1.Routines 2.Documentation 3.Mental pictures Three ways of making visible

17. 17 Making thinking visible with… Thinking Routines

18. 18 THINK / PUZZLE / EXPLORE A routine for questioning and inquiry Consider a topic or object: - What do you think you know about the topic or object? - What questions or puzzles do you have? - What does the topic or object make you want to explore? CLAIM / SUPPORT / QUESTION A Reasoning Routine - Make a claim about an object or topic. - Identify support for your claim. - Ask a question related to your claim. More routines…

19. 19 Concepts of Art: Traverse City I used to think…. Now I think… 2 groups (Artful thinking): 5 th & 6 th grade 9 th grade

20. 20 5 th & 6 th grade I used to think art wasn’t very complex or thoughtful. Now I think art is very complex and there are a lot of observations you can make and that there are a lot of view points in art and it is really interesting and fun to look at. I used to think art was just a lot of colors on a canvas. I now think that art has a story behind it and art has a meaning.

21. 21 9 th grade I used to look at just the obvious meaning of the picture or painting. I never thought deeply about it. I look for the hidden messages, or hidden figures inside of pictures or paintings. I think about what the creator wants to be received by the viewer. I think about how it relates to history or my life.

22. 22 CIRCLE OF VIEWPOINTS A perspective taking routine Consider a controversial topic: - Who (or what!) might have different viewpoints about this? – identify the roles. - Divide up and speak from the viewpoints - Reflect overall RED LIGHT, YELLOW LIGHT A critical noticing routine - Look for the ‘red lights’ and ‘yellow lights’ in something – points of serious doubt or uncertainty - Identify what tips you off More routines…

23. 23 Thinking Routines Design Characteristics  Work the first time  Very few steps  Widely applicable  Create engagement  Invoke high-level thinking  Can be made visible  Can be used individually or in groups

24. 24 Trying Out Routines Goal: Get a better sense of the quick utility of routines by trying one out

25. 25 HEADLINES A summing up routine Construct newspaper-like headlines for big conclusions RED LIGHT, YELLOW LIGHT A critical noticing routine - Look for the ‘red lights’ and ‘yellow lights’ in something – points of serious doubt or uncertainty - Identify what tips you off

26. 26 Mounting evidence suggests obesity is contagious, scientists said today. A human pathogen called the adenovirus Ad-37 causes obesity in chickens, according to a new study led by Leah Whigham of the departments of Medicine and Nutritional Sciences at the University of Wisconsin, Madison. Previous research found that two related adenoviruses, Ad-36 and Ad-5, cause obesity in animals. Adenoviruses typically cause respiratory infections. Importantly, Ad-36 has associated with human obesity in previous studies, and Ad-37 might be, too, but more research is needed, Whigham said. "It makes people feel more comfortable to think that obesity stems from lack of control," Whigham said. "It's a big mental leap to think you can catch obesity."

27. 27 Making thinking visible with… Documentation

28. 28 Think Puzzle Explore Naomi Arrow – Year 5 – Study of Arthropods  I plan to use this thinking routine a number of times through our Year 5 unit on arthropods to see how it influences the students’ learning.

29. We shared these routines and briefly discussed the difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.

30. 30 Documentation 

31. 

33. 33 Making thinking visible with… Mental Pictures

34. 34

35. 35

36. 36

37. 37

38. 38 Concept maps of Thinking Traverse City, Michigan

39. 39 Achievement

40. 40

41. 41 Achievement

42. 42

43. 43 Sparse

44. 44

45. 45 Talent

46. 46

47. 47 Design a Routine for Reading in the Subject Areas Goal: Get the feel of formulating routines through quick design

48. 48 Design a Routine for Reading in the Subject Areas  Work the first time  Very few steps  Widely applicable  Create engagement  Invoke high-level thinking  Can be made visible  Can be used individually or in groups

49. 49 Rapid Review and Looking Ahead Goal: Consolidation and mental preparation

50. 50 Learning Goals  Understand how ‘making visible’ can be a force not only for cognitive but for dispositional development.  Understand something about the craft of designing ‘routines’

51. 51 Beyond these walls  Look for ‘routines’ in your learning experiences  Notice how you organize your own learning with personal ‘routines’ – and maybe add to them!