1 writing is thinking: cultivating think-allowed classrooms bernadette lambert

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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.

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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

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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

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•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.

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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¢).

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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?

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What is the purpose of the book Hungry Planet?

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What is the purpose of the book Hungry Planet?

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What is the purpose of the book Hungry Planet?

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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.

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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.

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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.

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• 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.

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Critical Thinking•Analyze/Evaluate ideas/objects.•Organize similarities/differences.

•Trace/Sequence events.•Discern point of view.

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Role

Audience

Format

Topic

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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.

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Think-Allowed Theater

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Think-Allowed Theater

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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

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Give today’s reading and photos a title in 3-7 words. Write that title on the yellow index card.

Think-Allowed Theater

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Complete this sentence based on today’s lesson.We see _________.Write on green card.

Think-Allowed Theater

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Complete this sentence based on today’s lesson.We hear _________.Write on blue card.

Think-Allowed Theater

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Write one question that wasn’t answered in today’s lesson on purple card.

Think-Allowed Theater

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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

info@leadered.com

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