Teacher Induction, Mentoring and Renewal

1. Teacher Induction, Mentoring and Renewal Supporting Instructionally Intelligent Teaching

2. Agenda • Tacitly Skilled Explicitly Skilled • A simple question • A rubric for how we ask questions • The System and Systemic Change • Instructional Intelligence • Thinking • Evolving • Experience it

3. Side A Enthusiasm Humour Organized Caring Fair Empathy Side B Classroom Management Assessment-Rubrics Instructional Methods Mind Maps, Framing Questions, Wait Time How kids learn - MI A simple question

4. A rubric designed by a teacher

5. Five areas to consider…(quickly) • Systems and Systemic Change (boring) • Instructional Intelligence (really boring) • Instruction (not quite as boring) • Thinking (interesting to me and boring) • Evolving (important and still boring)

7. Ten Districts Involved • Tasmania (Australia) - 220 schools - year 7 (14) • Western Australia - 858 schools - year six • York Region - 190 schools - year six • Western Quebec - 40 schools - year four • North Vancouver - 40 schools - year three • Thames Valley - 190 schools - year three • Peel Board - 210 schools - year three • PEI - 80 schools - year two • Upper Canada School District - year three • Cowichan School District - year two Lakeland School District - year two Northern Lights School District - year one Ireland - year one

8. Basic Conditions • must attend workshops in teams • school admin must be part of team • central office must also attend - director/superintendent • follow-up sessions for sharing, problem solving etc. • demonstration lessons - taped, edited, shared • sharing between districts • build internal capacity • research the impact internally • connect with local university • build an advisory committee • write a book on systemic change

9. Instructional Intelligence … integrates six components • Provincial Curriculum • Assessment • Instruction • Guided by how kids learn • Change • Systemic Change

10. The instructional component can be classified… • Concepts: accountability, safety, meaning • Skills: framing questions, wait time • Tactics: Place Mat, Numbered Heads, Round Robin, Fish Bone, One Stray Rest Stay • Strategies: Concept Formation, Johnsons’ 5 Basic Elements • Organizers: Multiple Intelligence, Brain Research, Gender (Women’s Ways of Knowing)

12. Explore the complexity of questioning Merging a constructivist and behaviorist approach to the teaching and learning process. So … playing with Instructional Philosophy. Go to Chapter 12 in Beyond Monet.

13. Everything a teacher does can be classified into four areas … • Information provided • Activities assigned or selected • Questions asked • Responses to students efforts Madeline Hunter

14. So what will we do? • First … look at history • Next, be involved in a lesson that involves these key ideas … • Next … explore your ideas • Then, compare them to what the research says • Last, look at some lessons

15. What do you know about questions and questioning?

16. What does history have to say about framing questions?

17. John Millar, 1897 • Generally the best way of asking a question is to address the whole class.Each pupil should understand that he may be expected to reply. In stating the question no sign should be shown that would indicate who is to answer. The main thing is to secure that every student is held on the alert. Each question should be given to that student, who, with due regards to the interests of the class stands in most need of receiving it. This method has the great advantage of the teacher to apply a proper distribution of tests. P. 232 in the book: School Management and the Principles of Practice and Teaching.

18. Let’s find out what you know.

19. Playing with Instruction Tinkering with Taba’s Inductive Thinking Strategy to explore our understanding of questioning.

20. What will be integrated in this lesson? • Johnsons’ 5 Basic Elements • Cooperative Learning Structures • Graphic Organizers • Bloom’s Taxonomy • Concept Formation • (Taba’s strategy)

21. Johnsons’ 5 Basic Elements • Individual Accountability • Face to Face Interaction • Collaborative Skills • Social, Communication, and Critical Thinking skills • Processing the Collaborative and Academic Task • Positive Interdependence (9 types)

22. Cooperative learning structures • Numbered Heads • Place Mat • Round Robin • Think Pair Share • One Stray Rest Stay • Jigsaw • (around 300 small group structures)

23. Graphic Organizers • Word Webs • Time Lines • Flow Charts • Venn Diagrams • Fish Bone Diagrams • Mind Maps • Concept Maps

24. Bloom’s Taxonomy • Knowledge/Recall • Comprehension/Understanding • Application • Analysis • Synthesis • Evaluation

25. Inductive Thinking Hilda Taba’s Concept Formation Strategy

26. Inductive Thinking Drives or is the cognitive power behind graphic organizers such as Fish Bone Diagrams, Venn Diagrams, Mind Mapping, Concept Mapping

27. One research based instructional strategy that pushes inductive thinking is … Taba’s Concept Formation strategy

28. Has three phases: • Phase I: Present the data to the students or collect it from them • Phase II: Present a focus statement and have the students classify the data based on common attributes • Phase III: Apply the concepts that emerge; explore relationships between them; make predictions etc.

29. Taba’s Concept Formation strategy applied to questioning • Form groups of 3 or 4; letter off ABC(D) • Create a Place Mat (page 172-174) • Brainstorm all factors that impact questioning in the classroom • Classify those factors based on the role they play in questioning • Read about Fish Bone Diagrams • Create Fish Bone Diagram • One Stray Rest Stay • Mini Jigsaw with research (page 61)

30. FISHBONE

31. How to Draw / Construct a Fishbone….

32. Blue, please draw the fishbone and record all the information. Each group, place the steps in Chronological or Importance Order. Each group should use your placemat as areference… You have 15 minutes GO!

33. How to Fill it in… Sub-Categories MAIN TOPIC OR QUESTION Details

34. Connecting Concept Formation to Effective Group Work • Individual Accountability • Promoting Face to Face Interaction • Inserting an appropriate collaborative skill • Processing/Reflecting on the academic and the collaborative objective • Employ one or more of the nine types of positive interdependence (Goal is compulsory -- the rest optional)

35. Factors page: • Complexity of Thinking • Academic Engaged Time • Use of Wait Time • Responding to Student Responses • Knowledge of Results • Shifting from Covert to Overt • Fear of Failure • Public vs Private Failure • Distribution of Responses • Accountability and Level of Concern

36. Framing Questions/Requests • Share with your partner please. What are endorphins? Be prepared to share your thinking. • Who can tell me who is the better friend -- the tree or the boy? • No hands please, I’ll pick several of you to respond. What are two explanations as to why boomerangs return? (After a 10 second wait time, Marco was selected to respond).

37. Framing Questions/Requests…continued • Yesterday we talked about the use of wait time in asking questions. Could person B in each group please share why we use it. • Take 5 seconds and think of the difference between an instructional skill and an instructional strategy. One of you will be asked to share with your group. • Hands up please … does anyone know how to solve this equation?

38. Framing Questions/Requests…continued • No call outs please. After the question I will give you 20 seconds; then I will count to three, on ‘three’ put your thumb up if you agree; down if you disagree; and sideways if you are not sure. Is this equation balanced correctly? • What could you predict would happen if we flew a paper airplane in the space shuttle, remembering that the shuttle has air pressure but no gravity?

39. Framing Questions/requests…Testers • With your partner, think of what you have to remember in order to bump the volleyball effectively. Be prepared to share that information as your ticket out of the gym. • Imagine you’re on a survival trek and an unexpected snow storm occurs. Brainstorm in your group how you might react to this situation.

40. Let’s watch a few videos

41. What are all the factors to consider if you want TPS to work? • Odd or even number of students • Student no one wants to work with • Will the boys sit with the girls • Holding them accountable to share • Do they have the communication skills of actively listening and paraphrasing • Giving enough wait time to think • Controlling a taxonomy of thinking • Responding to students’ responses • Framing questions effectively

42. The Brain Instruction Interface • Brain needs to feel safe • Brain needs to experience talk for intellectual growth • Brain is a pattern seeker • Brain is about survival -- it attends to things that are meaningful, interesting, and authentic

43. Multiple Intelligences: Howard Gardner 2001 • I have described human beings as those organisms who possess a basic set of seven, eight, or a dozen intelligences. Thanks to evolution, each of us is equipped with these intellectual potentials, which we can mobilize and connect according to our inclinations and our culture’s preferences. … Although we all receive these intelligences as part of our birthright, no two people have exactly the same intelligences in the same combination. • (pages 44 - 45)

44. Instruction …classified • Instructional concepts • Instructional concepts that are skills • Instructional concepts that are tactics • Instructional concepts that are strategies • Instructional concepts that are instructional organizers

45. De Bono’s Six Thinking Hats & Questioning • Red Hat: • Why does it make you feel that way? • I wonder why I feel sad? • How does it make me laugh? • Can you understand why he is hurt? • Is there another emotion I should be experiencing?

46. De Bono’s Six Thinking Hats & Questioning • Black Hat: • Are those reasons adequate? • Is that good evidence for believing that? • Is there reason to doubt that evidence? • What would convince you otherwise? • Can you see why that won’t work? • Would you want to see a better way?

47. De Bono’s Six Thinking Hats & Questioning • Blue Hat: • How could we go about finding out if that is true? • What do you think the cause is? • How does that relate to this discussion? • What are your reasons for saying that? • Is it possible you seem to be approaching it from this position?

48. De Bono’s Six Thinking Hats & Questioning • Green Hat: • Can someone else give evidence to support that cause? • What is another alternative? • Can we identify other approaches? • Could you explain that further? • But if that happened, what else would happen?

49. De Bono’s Six Thinking Hats & Questioning • White Hat: • What is your main point? • Could you give me an example? • What research supports your idea? • What difference did that make? • How does that apply in this case? • In what ways is this similar to the other situation?

50. De Bono’s Six Thinking Hats & Questioning • Yellow Hat (focus is on encouraging) • In what ways was that such a wise move? • Why did that motivate him to continue? • Could your actions be what caused him to make the right decision? • So what are all the things you did that caused the group to function so effectively?