Download
chamberlain n.
Skip this Video
Loading SlideShow in 5 Seconds..
Chamberlain PowerPoint Presentation
Download Presentation
Chamberlain

Chamberlain

102 Vues Download Presentation
Télécharger la présentation

Chamberlain

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Chamberlain Jan. 25, 2013

  2. Common Elements Across Content

  3. Thinking Skills? • With a partner, make a list of all the verbs you would likely find in the Common Core State Standards(CCSS)

  4. How To Teach Thinking Skills Within the Common Core • Critical Thinking(Analyze, Evaluate, Problem Solve) • Creative Thinking (Generate, Associate, Hypothesize) • Complex Thinking (Clarify, Interpret, Determine) • Comprehensive Thinking (Understand, Infer, Compare and Contrast) • Collaborative Thinking (Explain, Develop, Decide) • Communicative Thinking (Reason, Connect, Represent) • Cognitive Transfer (Synthesize, Generalize, Apply)

  5. Determine • The skill of determine is • dictating the ability to see similarities and differences • to make judgments based on perceived facts • to risk an opinion • to see the implications of that determination • to act on it

  6. Determine appears often in standards . . . • Determine relationships • Determine key attributes • Determine appropriate response • Determine central idea • Determine slope • Determine the answer • Determine best method for experimenting • Determine the reliability and relevancy of information

  7. Target Thinking Skill Template: Motivational Mindset The Things You’d Save . . . A wildfire is coming fast. Your family and pets are safe. What three things would you save?

  8. The Things You’d Save . . . • What guided your choices? • How would you categorize them? ? ? ?

  9. Humans use the skill of determining on a regular basis in the form of right or wrong: • Is it right or wrong: • To double-dip with your chip? • To borrow something without permission? • To not invite a friend to an event? • To tell a white lie or omit the truth? • To refuse an invitation, or to go and not participate?

  10. Target Thinking Skill Template: Menu of Operations N O T E Note key points. Observe options Think it through & identify possibilities Express Personal Choice

  11. Determine ELA Determine POV Novel/Poem SS Determine Motive History SCIENCE Determine Cause/Effect Where does determine fit in your content? MATH Determine Rate of Change

  12. College and Career Readiness Anchor Standards for Reading

  13. Webb Level

  14. Anchor Standard 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Work in small groups to put the standards in the envelopes in order from kindergarten through grade 12.

  15. Clarify Complex Thinking Skill

  16. Clarity is the counterbalance of profound thoughts. -Marquis DeVauvenargues

  17. One Minute Write

  18. Clarity is the counterbalance of profound thoughts. -Marquis DeVauvenargues

  19. The skill of clarifying can involve a number of interwoven tasks, such as: • Analyzing vocabulary • Simplifying questions • Illustrating with examples to explain a point • Paraphrasing • Referencing a relevant source • Illuminating a significant phrase

  20. Clarifying the meaning of complex text involves knowledge of three tiers of vocabulary: • Everyday words. • Words encountered most often in written work rather than spoken communications. • Words that are content specific to a discipline or area.

  21. Clarifying an idea put forth in verbal or written form is the essence of understanding, comprehending, or making meaning.

  22. Clarify appears often in standards . . . • Ask and answer questions to help determine or clarify meaning • Explain how specific images contribute to and clarify a text • Clarify comprehension • Clarify ideas, thoughts, and feelings • Provide requested detail or clarification • Determine or clarify the meaning of unknown and multiple meaning words • Clarify the relationships among claims, counterclaims, reasons, and evidence • Clarify the relationship among ideas and concepts • Clarify, verify, or challenge ideas and conclusions

  23. Order of Operations • Seek the meaning of words and phrases. • Express these in your own words. • Expose the essence of the idea in the simplest terms.

  24. Preamble to the United States Constitution We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves, and our posterity, do ordain and establish this Constitution for the United States of America.

  25. Instructional Strategy • Fold a piece of paper into fourths and number the four corners, 1,2,3,4. • Divide the students into teams of four, and number off 1,2,3,4 in each team. • All students follow the instructions and write their responses in the corresponding quadrant. • When finished, tear the paper into the four sections and pass all of the responses to instruction 1 to number 1 in the group, all the answers to instruction 2 to number 2 and so on. • Each student then prepares an oral summary of the four responses. A sharing-round follows, with a final debriefing of the activity.

  26. Preamble to the United States Constitution Clarify these words from the Preamble: • justice • domestic • tranquility • ordain

  27. Preamble to the United States Constitution We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves, and our posterity, do ordain and establish this Constitution for the United States of America.

  28. Assessment Have the students choose one phrase from the Preamble, for example, “insure domestic tranquility,” “provide for the common defense,” or “secure the blessing of liberty to ourselves,” and explain its meaning and restate the phrase to make it clearer to contemporary readers.

  29. Visual Literacy • Examine the visual(picture, chart, graph, map, etc.) • On an index card or sticky note (or in a journal) • List 3 things you observe • List 2 things you canclaim with supporting evidence and reasoning • List 1 thing you want to explore further to gather more evidence to prove your claim • Conduct a group “share” • How does this fit with content rich informational text? With using evidence to support statements?

  30. 3 = Observe 2 = Claim 1= Explore

  31. Read Share Inquire

  32. Read, Share, Inquire • Find a partner. • Decide who is A and B. • Divide the reading into sections. • Person A shares a key point or connection. Person B listens and paraphrases the information. Then Person B asks, “Why is that important? • Switch roles and read the next section. • Continue until the entire passage is read.

  33. Order of Operations • Seek the meaning of words and phrases. • Express these in your own words. • Expose the essence of the idea in the simplest terms.

  34. Clarify • Where does it fit in your content? • Look to your text. Is the word clarify used? • Find a question that could be rewritten to include the word.

  35. Common Elements • Individual accountability • Opportunities to talk, “The one who does the talking, does the learning.” • Cite evidence from the text. • Give students practice with the thinking skill before adding content.