1. ð CREATING A CULTURE OF MINDFULNESS

2. TO BEGIN OUR DISCUSSION: Which of the habits of mind will serve us as we work together today?

3. SELF-MONITORING ðHow will you monitor your own and others’ use of the Habits of Mind and their effects on our work?

4. ðAS YOU REFLECT ON YESTERDAY’S LEARNING WHAT INTRIGUES YOU? WHAT IDEAS WILL YOU APPLY? WHAT FRESH QUESTIONS ARE YOU RAISING?

5. √

7. STRESSORS: WIsolation/lack of feedback WTop-down mandates WRecipes of teaching WLack of a sense of efficacy WLack of institutionalizng of innovations WHaving to make a large number of decisions with serious consequences WEvaluation

8. EVALUATION OF PERFORMANCE, MERIT RATING OR ANNUAL REVIEW….. It leaves people bitter, crushed, bruised, desolate, despondent, dejected, feeling inferior, some even depressed, unfit for work for weeks after receipt of rating, unable to comprehend why they are inferior. It is unfair, as it ascribes to the people in a group differences that may be caused totally by the system that they work in. W. EDWARDS DEMING OUT OF CRISIS

9. WHAT DO YOU KNOW ABOUT THE EFFECTS OF STRESS ON: ý Thinking? ý Creativity? ý Intellectual development? ý Social interaction?

10. FROM: WDI STRESS TO: WEU STRESS

11. TEACHERS PROFESSIONAL COMMUNITY Five Keys to Success: Y Shared Norms and Values Y Collaboration Y Collective Focus on Student Work Y Deprivatized Practice Y Reflective Dialogue Louis, K., Marks, H., and Kruse, S. (1996). “Teacher’s Professional Community in Restructuring Schools.” American Educational Research Journal, 33, (4) 757- 798

12. 1. SHARED NORMS AND VALUES

13. SHARING THE VISION

14. Our current reality How we’d like it to be SHARED VISION DEVELOPS CREATIVE TENSION

15. SIGNALS IN THE SCHOOL ENVIRONMENT: MOTTOES RECOGNITIONS ACRONYMS ACTION RESEARCH

18. MOTTOES: “THE UNITED MIND WORKERS ” BLEYL MIDDLE SCHOOL STAFF Cypress-Fairbanks School District Houston,Texas

19. POSTERS

20. ACRONYMS: QUEEN ELIZABETH SCHOOL STUDENTS: Pose powerful Q uestions Try to U nderstand others E mpathize with others Are E ager learners N ever give up WHERE THINKING REIGNS SUPREME!

21. ACRONYMS: HAMPTON HIGH SCHOOL STUDENTS Have empathy for others Are accurate and precise Manage their impulsivity Pose powerful questions Take time to think O bserve Through All Senses Never give up

24. BRISBANE GRAMMAR SCHOOL STUDENTS: N EVER GIVE UP I MAGINE AND GENERATE NOVEL IDEAS L EARN CONTINUOUSLY S TRIVE FOR ACCURACY AND PRECISION I NQUIRE AND PROBLEM SOLVE N ETWORK WITH OTHERS E NGAGE ENTHUSIASTICLY IN LEARNING L ISTEN WITH UNDERSTANDING A RE AWARE OF THEIR OWN THINKING B RING FORTH AND APPLY PAST KNOWLEDGE O BSERVE THROUGH ALL SENSES R ESPOND WITH WONDERMENT AND AWE E MPATHIZE WITH OTHERS

28. SLOGANS LYNNWOOD LIONS “PAWS” TO THINK

29. SLOGANS “Thought is taught at Huntington Beach High School” Huntington Beach, California

30. SLOGANS “THINKING MAKES US WHITTIER” WHITTIER ELEMENTARY SCHOOL, WAUKESHA, WISCONSIN

31. RECOGNITIONS

32. Wasatch Elementary School Salt Lake City, Utah

33. THINK - PAIR - SHARE  DESCRIBE WAYS AND GENERATE ADDITIONAL WAYS THINKING AND THE HABITS OF MIND CAN BE SIGNALED AS GOALS AND VALUES OF YOUR SCHOOL. THINKING

34. 2. A COLLECTIVE FOCUS ON STUDENT LEARNING

35. A COLLECTIVE FOCUS ON STUDENT LEARNING ð Standards of learning ð Knowledge- based constructivism ð Effort-based learning ð Habits of mind Lauren B. Resnick, “Making America Smarter: The Real Goal of School Reform” in Developing Minds: A Resource Book for Teaching Thinking. ASCD 2001

36. ð STANDARDS OF LEARNING

37. THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING EFFECTIVE THINKING REQUIREMENTS: CONTENT THINKING SKILLS

38. STANDARDS BASED LEARNING 4On what standards are learnings based? 4What essential questions will be addressed? 4Upon what prior knowledge must students draw ? 4What understandings will students gain?

39. UNDERSTANDING: WHAT DO WE MEAN? “He understands me”. “She understands French”. “Students understand the concept”. “She understands the laws of physics”. “We have an agreement of understanding”. “This is my understanding of the matter.”

40. THINK - PAIR - SHARE ð WHAT DO YOU MEAN BY “UNDERSTANDING”? ð WHAT WOULD YOU SEE/HEAR STUDENTS DOING IF THEY “UNDERSTAND?” ð ADD YOUR OWN THOUGHTS

41. EVIDENCE OF UNDERSTANDING: CAN STUDENTS: 4EXPLAIN IT ACCURATELY? 4GIVE THEIR INTERPRETATION? 4TAKE ANOTHER’S PERSPECTIVE? 4EMPATHIZE? 4ASK FURTHER QUESTIONS?

42. “THINKING IS THE HARDEST WORK THERE IS. THAT IS WHY SO FEW PEOPLE ENGAGE IN IT.” HENRY FORD

43. THINKING VERBS FOUND IN STANDARDS ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DISCUSS ELABORATE EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY SOLVE SUMMARIZE SIMPLIFY

44. DIRECT INSTRUCTION IN THINKING SKILLS ? DO STUDENTS KNOW HOW TO PERFORM THE THINKING SKILL? ? CAN STUDENTS DESCRIBE THE STEPS? ? CAN THEY CORRECTLY LABEL THE SKILLWHEN THEY USE IT? ? DO THEY APPLY THE SKILL SPONTANIOUSLY WHEN SOLVING PROBLEMS?

45. LABELING THINKING SKILLS AND PROCESSES: E.g. T "Let's look at these two pictures” "Lets COMPARE these two pictures.” T "What do you think will happen when…?” "What do you PREDICT will happen when…?” T "Lets work this problem." "Let's ANALYZE this problem.”

46. LABELING THINKING SKILLS AND PROCESSES: E.g. T "How do you know that's true?” "What EVIDENCE do you have to support..?” T "How else could you use this…?” ”In what situations might you APPLY this…?” T “Do you think that is the best alternative? “As you EVALUATE these alternatives….”

47. LABELING THINKING SKILLS AND PROCESSES: E.g. T "What do you think would happen if…” "What do you SPECULATE might happen if…” T "What did you think of this story?” "What CONCLUSIONS might you draw... T "How can you explain…?" ”How does your HYPOTHESIS explain…?

48. ð KNOWLEDGE-BASED CONSTRUCTIVISM

49. “LEARNING IS AN ENGAGEMENT OF THE MIND THAT TRANSFORMS THE MIND” MARTIN HEIDDEGAR

50. HMeaning is not a spectator sport. HKnowledge is a constructive process rather than a finding. HIt is not the content that gets stored in memory but the activity of constructing it that gets stored.  Humans don’t get ideas; they make ideas. HMemories are enveloped in emotions. LEARNINGS FROM BRAIN RESEARCH :

51. Instructional Strategies áTeaching for transfer áScaffolding áProviding feedback for self- assessment áCooperative Learning áSocratic Dialogue áModeling

52. KNOWLEDGE-BASED CONSTRUCTIVISM IN WHAT WAYS DO YOU: 3show that you value students’ points of view? 3cause students to question their own and other’s assumptions? 3challenge students with relevant problems? 3structure standards, units, and lessons around big ideas and enduring concepts? 3engage students in assessing their own learnings?

53. THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING EFFECTIVE THINKING REQUIREMENTS: CONTENT THINKING SKILLS

55. ANALYSIS OF VIDEO TAPE ? What math concepts were being learned in this lesson? ? In which thinking skills were students engaging? ? What was the nature of the task the students were performing? ? Which of the habits of mind were students experiencing?

56. ð EFFORT BASED LEARNING

57. Students who are held to low expectations and have not been taught to think and problem solve...accept the judgment that inborn aptitude matters most and that they have not inherited enough of that capacity…..their performance remains low.

58. “...students who …are treated as if they are intelligent, actually become so. If they are taught demanding content and are expected to explain and find connections …they learn more and learn more quickly. They think of themselves as continual/powerful learners. Lauren B. Resnick Making America Smarter: The Real Goal of School Reform 2001

59. EFFORT-BASED LEARNING

60. ð HABITS OF MIND

61. “One’s intelligence is the sum of one’s habits of mind.” Lauren B. Resnick Making America Smarter: The Real Goal of School Reform 2001

62. WHY HABITS OF MIND?  TRANSDISCIPLINARY  AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS  FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

63. 3. COLLABORATION

64. THREE VERSIONS OF GROUP WORK

65. CONGENIAL: HAVING THE SAME TASTES AND TEMPERAMENT; FRIENDLY. SUITED TO ONE’S NEEDS OR DISPOSITION; AGREEABLE COLLEGIAL: SHARING OF AUTHORITY OR POWER AMONG COLLEAGUES. COLLABORATIVE: WORKING TOGETHER FOR A COMMON PURPOSE: TO COMBINE SO AS TO PRODUCE AN EFFECT

66. 4.DEPRIVATIZED PRACTICE Teaching is a lonely profession

67. INTELLECTUAL GROWTH "Every function in...cultural development appears twice: first, on the social level, and later on the individual level; first between people (interpsychological), and then inside (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." Lev Vygotsky (1978)

68. COACHING AS CONVEYANCE TO CONVEY A VALUED COLLEAGUE FROM WHERE HE OR SHE IS TO WHERE HE OR SHE WANTS TO BE.

69. A Paradigm for Coaching Existing State Tentative plan Superficial reflection Low state of efficacy Problem bound Desired State Clear plan Deep reflection for learning High state of efficacy Resourceful Inner Thought Processes Mental Models The path of coaching conversations

70. COGNITIVE COACHING IS UNIQUE ……

71. Cognitive Coaching SM Process Coach’s Strategies Internal Thinking Processes Observable Behaviors Enhanced Performance

72. The Mission of Cognitive Coaching SM, The mission of Cognitive Coaching SM is to produce self- directed persons with the cognitive capacity for high performance both independently and as members of a community.

73. SELF-MANAGING:  Approaching tasks with clear outcomes, a strategic plan, and necessary data.  Knowing one has the capacity (Competence) to make a difference and being willing and able to do so. (Confidence)

74. SELF-MONITORING: ð Consciously evaluating the quality of our own thinking, strategies and behaviors and their effects on others and on the environment.

75. SELF-MODIFYING: 4Reflecting on, evaluating, analyzing, and constructing meaning from experiences and making a commitment to apply the learning to future activities, tasks, and challenges.

76. Self-Directedness  Self-managing  Self-monitoring  Self-modifying Talk at your tables about how these terms compare to what you know about self- directed individuals.

77. 5. REFLECTIVE DIALOGUE

78. Your organization functions and grows through conversations…… The quality of those conversations determines how smart your organization is. David Perkins, King Arthur’s Round Table 2002 N.Y. Wiley

79. DISCUSSION LATIN: DISCUTERE To smash to pieces PERCUSSION: To beat upon. CONCUSSION: To shake up.

80. DIALOGUE GREEK (DIA) - through each other (LOGOS) - the word “meaning flowing through”

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

82. Paraphrasing: Lets others know that you are listening, that you understand or are trying to understand them and that you care.

83. Probing: Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

84. THINKING AND COMMUNICATING WITH CLARITY AND PRECISION GENERALIZATIONS DELETIONS DISTORTIONS DEEP STRUCTURE LANGUAGE “SURFACE LANGUAGE”

85. Paying attention to self and others: Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.

86. P ause P araphrase P robe Inquire Clarify LISTENING SEQUENCE :

87. Speaker: Finish this sentence: “AS I REFLECT ON THIS CONFERENCE YEAR SO FAR, I AM MOST INTRIGUED WITH………” Listener: Use the Pause, Paraphrase Probe sequence

88. ? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

89. Speaker: Finish this sentence: “AS I ANTICIPATE APPLYING THE LEARNINGS FROM THIS CONFERENCE, I’M MOST EXCITED ABOUT…….” Listener: Use the Pause, Paraphrase Probe sequence

90. ? What values are you expressing when you listen to one another so intently?

91. ð PARAPHRASE WHAT YOU’VE LEARNED ABOUT THE IMPORTANCE, EFFECTS AND MENTAL PROCESSES OF LISTENING WITH UNDERSTANDING AND EMPATHY

92. TAKE AWAYS: What intrigues you about: Y Shared Norms and Values Y Collaboration Y Collective Focus on Student Work Y Deprivatized Practice Y Reflective Dialogue What will you you continue to ponder and/or employ:

93. WE HAVE NOT SUCCEEDED IN ANSWERING ALL OF YOUR PROBLEMS. THE ANSWERS WE HAVE FOUND ONLY SERVE TO RAISE A WHOLE SET OF NEW QUESTIONS. IN SOME WAYS, WE FEEL WE ARE AS CONFUSED AS EVER, BUT WE BELIEVE WE ARE CONFUSED ON A HIGHER LEVEL AND ABOUT MORE IMPORTANT THINGS. Omni Magazine March, 1992