1 writing is thinking: cultivating think-allowed classrooms bernadette lambert
TRANSCRIPT
1
Writing is Thinking:Cultivating
Think-Allowed Classrooms
http://leadered.com/OHBPC/handouts.html
Bernadette Lambert
Learning Outcome
Identify writing strategies to strengthen students’ complex thinking and problem solving
skills to deepen comprehension of text.
2
Daggett Systemfor Effective Instruction
Daggett, 2012. Daggett System for Effective Student Achievement
Instructional Leadership
1. Use research to to establish urgency for higher expectations
2. Align curriculum to standards 3. Integrate literacy and math across
all content areas4. Facilitate data-driven decision
making to inform instruction5. Provide opportunities for focused
professional collaboration and growth
Teaching
1. Embrace rigorous & relevant expectations for all students
2. Build strong relationship with students 3. Possess depth of content knowledge and
make it relevant to students 4. Facilitate rigorous and relevant instruction
based on how students learn 5. Use assessments to guide and differentiate
instruction 6. Demonstrate expertise in use of instructional
strategies, technology, and best practices
Rigor/Relevance Framework
7
Rigor is…Scaffolding thinkingPlanning for thinkingAssessing thinking about content
Recognizing the level of thinking students demonstrate
Managing the teaching/ learning level for the desired thinking level
Rigor is NOT…More or harder worksheets
AP or honors courses
The higher level book in reading
More workMore homework
Focus on Thinking
8
•Comprehensive Thinking•Collaborative Thinking•Critical Thinking•Creative Thinking
Comprehensive Thinking
•Get the big idea.•Support it with details.•Make text connections.•Make inferences.•Summarize.•Self-monitor understanding.
9
Select 1 repeated image in this print.
Repeated Words/Images1.Listen as I read the text aloud.2.Reread the text.3.Work as a team to select 3-5
words and/or concepts repeated.4.Use those words/concepts to
write a $1 summary statement (each word costs 10¢).
11
12
13
Word Clouds
Tagxedo.com
F.A.T. Responses•Flip the question into statement
•Answer question
•Tell 2-3 details
What is the purpose of the book Hungry Planet?
16
What is the purpose of the book Hungry Planet?
17
What is the purpose of the book Hungry Planet?
18
What is the purpose of the book Hungry Planet?
19
Work with the others at your table to provide a F.A.T. answer to the
question.
Flip the question into a statement.Answer the question.Tell 2 or more details.
20
How does the author support his claim that eating shows how we live?
Question Starters•What does the author mean by ___?•How can you tell from the story that ___?•What in the text makes you think that ___?•How does the author show that ___?•What clues does the author give to imply that ____?
•How does the author support his/her claim that ___?
Collaborative Thinking•Solve problems.•Clarify thinking.•Develop expertise.•Generate questions.
22
Group Annotation for Close Reading
After modeling aloud . . .•Place students in small groups.•Distribute different color markers.•Read aloud first (short text).•Students read silently and mark text by highlighting, underlining, or writing in margins.
23
• significant• surprising• suspect
Group Annotation for Photo Analysis
•Allow students to independently study photo for 2 minutes. They should form an overall impression.
•Students then work in small groups to silently examine the people, objects, and activities in the photo by making connections and responding to comments by other group members.
•Finally, have group write inferences from photo and questions photo raises.
24
25
Critical Thinking•Analyze/Evaluate ideas/objects.•Organize similarities/differences.
•Trace/Sequence events.•Discern point of view.
26
Role
Audience
Format
Topic
28
Role: Revis family from N.C.Audience: Out-of-town guestsFormat: Dinner MenuTopic: Generate a meal to entertain your guests that uses the food in your home, but also considers some items familiar to your guests.
Creative Thinking•Create original designs.
•Propose new methods.•Invent.•Hypothesize.
29
Think-Allowed Theater
30
Think-Allowed Theater
31
Select one word that was a big idea of the reading and photos today. Write that word three times on the pink index card.
Think-Allowed Theater
32
Give today’s reading and photos a title in 3-7 words. Write that title on the yellow index card.
Think-Allowed Theater
33
Complete this sentence based on today’s lesson.We see _________.Write on green card.
Think-Allowed Theater
34
Complete this sentence based on today’s lesson.We hear _________.Write on blue card.
Think-Allowed Theater
35
Write one question that wasn’t answered in today’s lesson on purple card.
Think-Allowed Theater
36
Share the N.E.W.S. •I Noticed . . .•I Enjoyed . . .•I Wonder . . .•I Still need . . .
For further information about our work:
Please contact International Center for Leadership in
Education, Inc.
at 518-399-2776
or
21st Annual
Model Schools Conference• Effective and efficient approaches to improving student achievement in times of
declining resources and increasing expectations • Focusing on instructional excellence as the key to the Common Core State
Standards, Next Generation Assessments, and Teacher Evaluations• Instructional approaches for special populations • Identifying and overcoming common barriers to dramatic school improvement
June 30 – July 3 | Washington, D.C.
www.modelschoolsconference.com