How To Teach Thinking Skills Within the Common Core

1. How To Teach Thinking Skills Within the Common Core Brian Pete Robin Fogarty & Associates robinfogarty.com

2. How to Teach Thinking Skills Within the Common Core 7 Key Student Proficiencies of the New National Standards

3. School Leaders Guide To the Common Core Achieving Results Through Rigor and Relevance

4. Mental Warm-up

5. TAPPLE T Teach first A Ask a Question P Pause P Pick a Non-volunteer L Listen to the Response E Effective Feedback

6. TAPPLE Pause Pick a Non-volunteer Ask a Question Listen to the Response Teach first Effective Feedback

7. Syllabus of Seven Critical Thinking – AnalysisEvaluateProblem Solving Creative Thinking – GenerateAssociateHypothesize Complex Thinking – ClarifyInterpretDetermine Comprehensive Thinking – UnderstandInferCompare/Contrast Collaborative Thinking – ExplainDevelopDecide Communicative Thinking – ReasonConnectRepresent Cognitive Transfer – SynthesizeGeneralizeApply

8. To Think Like a . . . • Scientist/Detective • Publisher/Writer • Mathematician/Doctor • Engineer/Mechanic • Composer/ Musician • Researcher/Blogger

9. A Metaphor

11. Standards Curriculum Instruction “My error would be that I confused ingredients for dinner with dinner itself.”

16. Traditional Standards Common Core Standards

17. The skills employers are looking for in new employees A Word Cloud . . .

19. Not for the test but the test of life.

20. Work Smarter Work Harder

21. GOALS College Career Ready

22. Syllabus of Seven Critical Thinking – AnalysisEvaluateProblem Solving Creative Thinking – GenerateAssociateHypothesize Complex Thinking – ClarifyInterpretDetermine Comprehensive Thinking – UnderstandInferCompare/Contrast Collaborative Thinking – ExplainDevelopDecide Communicative Thinking – ReasonConnectRepresent Cognitive Transfer – SynthesizeGeneralizeApply

23. Begin with the end in mind . . .

24. May not be ready for college but will be ready for . . .

25. Meet and Greet Talk about what you think about when you hear Career & College Ready.

26. PAGE 7

27. Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

28. Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.They build on others’ ideas, articulate their own ideas, and confirm they have been understood.. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

29. Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

30. Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

31. Meet and Greet Which would bewould be a challenge for your students?

32. Shift from “What’s Taught” to “What Students Need to Be Able to Do” To succeed in 21st Century college and careers, students need to be able to: 1. Solve problems 2. Manage oneself 3. Adapt to change 4. Analyze/conceptualize 5. Reflect on /improve performance 6. Communicate 7. Work in teams 8. Create / innovate / critique 9. Engage in learning throughout life

33. Describe: Provide a Specific Workplace Example 1☐ Solve problems 2☐ Manage oneself 3☐ Adapt to change 4☐ Analyze/conceptualize 5☐ Reflect on /improve performance 6☐ Communicate 7☐ Work in teams 8☐ Create / innovate / critique 9☐ Engage in learning throughout life

34. Adapt to change Reflect on / improve performance Communicate Engage in learning throughout life Analyze/conceptualize Manage oneself Create / innovate / critique Work in teams Solve problems

35. Work in teams Solve problems Communicate Manage oneself Create Innovate Critique Analyze Conceptualize Reflect on /improve performance Engage in learning throughout life Adapt to change

36. Meet and Greet Pick one, discuss what it would look like in the job place.

38. GATHER Complete Define Describe Scan List Match Name Observe Recite Select Identify Count

39. Process Compare Contrast Classify Sort Distinguish Infer Explain (Why) Sequence Analyze Synthesize Analogies Reason

40. Apply Evaluate Generalize Imagine Judge Predict Speculate If . . . Then Hypothesize Apply a Principle Forecast Idealize

41. 21st Century Skills Collaboration Communication Innovation Enterprise Techno-Savvy Synergy Entrepreneurship

42. What does the Three Story Intellect remind you of?

43. Blooms DOK Three Story

47. BLOOM’S DOK Three Story Evaluation: Interpret, Justify, Decide, Criticize, Judge, Solve, Rate, Assess, Appraise Level Four (Extended Thinking) Connect, Design, Synthesize, Apply Concepts, Create, Analyze Prove, Critique, Aha! Collaboration, Enterprise, Communication, Innovation Techno-Savvy, Synergy, Synthesis: Hypothesize, Predict, Create, Invent, Produce, Extend, Design, Develop, Level Three (Strategic Thinking) Construct, Draw Conclusions, Develop Logical Argument, Investigate, Compare, Formulate, Cite Evidence, Apply: Evaluate, Judge, Predict, Speculate, Hypothesize, Forecast, Idealize, Generalize Analysis: Study, Combine, Inspect, Categorize, Examine, Apart, Generalize Level Two (Skill/Concept) Infer, Graph, Organize, Modify, Predict, Estimate, Make Observations Process: Compare, Classify, Explain, Sequence, Synthesize Analogies, Reason, Infer Comprehension: Summarize, Relate, Simple Comparisons, Reword, Discuss, Experiment, Level One (Recall) Arrange, Draw, List, Report, Label, Memorize, Recite, Quote, State Gather: Complete, Define, Describe, Scan, List, Match, Select, Identify, Count Knowledge: Tell, Uncover, Show, List, Repeat, Name, Recall, Define

48. Applying this 21st Century skill is like _______ Because both ________

49. The take away is . . . Thinking skills are the tools we bring to the job of life.

50. We shape our tools and afterwards our tools shape us. Marshall McLuhan