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Thoughtful Education

Thoughtful Education. Dr. Harvey Silver Joyce Jackson Green River Educational Cooperative May 2, 2006. Thoughtful Questions. What is a strategy? What are strategies good for? How do you acquire them?

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Thoughtful Education

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  1. Thoughtful Education Dr. Harvey Silver Joyce Jackson Green River Educational Cooperative May 2, 2006

  2. Thoughtful Questions • What is a strategy? • What are strategies good for? • How do you acquire them? • What strategy has produced the greatest gain in students’ academic performance on state assessments? • How can I put the strategy to work in my classroom and throughout my school?

  3. What is something you learned to do and do it well? How did you learn this?

  4. Long Term Memory Short Term Memory Working Memory Multiple exposure Variety of strategies Intensity of thought Is this important? Will I use this? Is it worth the risk?

  5. Classroom Instruction that Works Marzano, Classroom Instruction that Works

  6. What is a strategy? • What are some strategies you have used in your life? • What is a synonym for the word strategy? • How do you make strategies work? • So what is a strategy?

  7. What Can Style Teach Us About a Strategy? Is it a recipe? Is it a set of principles? Is it a relationship with people? Is it a process? A strategy is a decision making device for carrying out a plan of action.

  8. How can teaching with strategies be a double edge sword?

  9. Why do we need Teaching Strategies? Strategies…… • teach content; • increase Depth of Knowledge; • help manage instruction; • teaches independence; • address diversity; • help students develop life-long learning skills; and • shift the focus from planning a lesson to planning for learning.

  10. Why might a teacher be reluctant to use strategies? • slows down coverage; • increases teacher awareness of what students know and don’t know; • makes teachers and learners more aware of learning gaps; • every strategy is a discipline—it takes time to learn.

  11. A mountain and its reflection How similar! How different! How Does a Strategy Grow? A Focus on Compare and Contrast

  12. Kinds of Knowledge • Declarative: Describe the strategy and its purposes. • Procedural: Use the strategy on demand. • Contextual or Conditional: Analyze a situation an determine when it appropriate to meet the needs of learning.

  13. The Power of Reflection

  14. The Most Important Element in Improving Professional Practice • Reconsider--Question Yourself and Challenge Assumptions • Reconnect-- Trends, Data and Your Own Practices • Reframe-- See the World in a New and Different Way

  15. Three Kinds of Intelligences • Neural • Experiential • Reflective Innate, birth Acquired from Personal Experiences Control System

  16. Think about sometimes you haveused comparison in your classroom What are some lessons or situation where you asked your students to compare? Why did you use comparison in these situations? What are some of the strengths or some weaknesses when you used comparison as a strategy?

  17. 4 Goals of Compare & Contrast • Memory • Higher Order Thinking • Comprehension • Writing in the Content Areas

  18. What is comparison for? • It is the foundation for serious thought; • With building the ability to recognize similarities and differences we built: - the capacity for classifying; - the thinking skills necessary for analyzing; - the ability for interpreting and using data appropriately.

  19. So much of what we want students to learn is…. Invisible Confusable Neglectable

  20. Why students struggle with compare and contrast? • They cannot access the information—it is not in their memory. • They do not attend to the important attributes and give their attention to details that have little importance. • They see it as a right or wrong answer instead of an analysis process because it is used primarily as assessment. • They do comparisons as an ends to itself, not as a tool for developing deeper understanding.

  21. Invisible Information What is the invisible information you teach in your content area? democracy feudalism respiration community gravity

  22. Confusable Information Do I use a comma or semicolon? What is the difference between a simile and a metaphor? Osmosis? Diffusion? What is confusable information your students must know?

  23. Neglectable Information What are some examples of neglectable information you teach?

  24. Learning from the student’s work. Blue Binder : Pillar I Page 32 What can we learn from this student about how his teacher used comparison to help him become an independent thinker?`

  25. Hidden Skill • How might teachers use comparison if the goal is to empower students to become thoughtful users of comparisons and to be able to conduct an independent comparison?

  26. Four Phases of the Compare and Contrast Strategy • Description • Comparison • Conclusion • Application (Synthesis)

  27. Description What is the purpose What are the sources? How will I help students identify criteria?

  28. Phase I: Description • Select the items to compare. • Identify the criteria or characteristics that would focus examination of the items. • Describe each item separately. On one hand there is… and on the other hand there is… criteria

  29. Comparison What visual organizer will I use to help students compare?

  30. Phase II: Comparison • Select a graphic organizer. • Identify similarities and differences. Y

  31. Conclusion What discussion questions will I use to develop students thinking? Are the concepts more alike or different? • What causes the differences and what are these effects? What can you generalize from the similarities?

  32. Phase III: Conclusion • Ask questions such as: Are the items more similar or more different? What might account for the differences? What might account for the simililarities? What new ideas, conclusions or generalizations can you now make?

  33. Application How will I assess students’ understanding? • What can students do to demonstrate their understanding? What criteria will students use to evaluate their work?

  34. Phase IV: Application (Synthesis) • Identify other examples of each item. • Create a product or complete a task that applies new learning.

  35. A Sample Lesson: Compare and ContrastDifferent Times, Different Households How are households similar and different?

  36. PEER Reading • A 17th Century Father Talks to His Daughter • Father is Coming (19th Century Song)

  37. Description Phase 17th Century Criteria 19th Century Father's Role Daughter’s Role Nature of Home Nature of the World

  38. Comparison Phase Similarities 17th Century Differences 19th Century Differences

  39. Conclusion Phase • Are the two homes more alike or different? • What do you suspect to be some causes for the differences? • What generalizations can you make about the role of fathers and daughters from these examples? about families?

  40. Application • Create a want ad for a 21st century father. • Make sure you include responsibilities and benefits of the role in your ad.

  41. Compare and Contrast Compare and Contrast in Math Samuel is running late for a meeting in Cortville, which is 40 miles down Route 27. Samuel is supposed to be to his meeting by 4:00. It is now 3:15. the speed limit on Route 27 is 35 miles per hour, how late will he be? Samuel is running late again. This time his meeting is down Breward Skyway. The meeting is 40 miles away and it is now 3:15. If Samuel needs to be at his meeting by 4:00, how fast will he have to drive?

  42. Description Phase Problem 1 Problem 2 What needs to be found out? What does the diagram look like? What is the answer to the problem? How did you go about solving the problem?

  43. Comparison Phase Problem 1 Problem 2 Differences Differences Similarities

  44. Conclusion Phase • Develop a brief that explains your findings. Be sure to discuss what causes the differences in the approach you take going about solving each problem.

  45. Application Phase • Create two problems like Problem 1 and Problem 2. • Since we noticed that Problem 1 asked you to solve for time and Problem 2 asked you to solve for rate, create two more problems that are looking for you to solve for distance.

  46. Four East Steps: Planning a Compare and Contrast Lesson Step 1: Identify the topic, resources, and what students will compare. Step 2: Identify the purpose of the comparison. Step 3: Select the criteria for the comparison . Step 4: Develop a synthesis task

  47. Step 1: Topic Step 2: Purpose for Comparison Step 3: Select Criteria Step 4: Develop a Synthesis Task

  48. Four Comparisons that Work Take One: Compare and Contrast Take Two: Classification Take Three: Metaphorical Teaching Take Four: Analogies

  49. Compare and Contrast: Take Two Classification

  50. Inductive Learning Gathermaterials for grouping; Review materials thoughtfully; Organize items into groups; Use labels to describe what each group members have in common; Place items in as many different groups as possible; Search for possible inferences, hypotheses, or conjectures and the evidence to test them.

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