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1Presented by Tr. Harvey F. Silver Ed.D.

Why partner with The Thoughtful Classroom?g

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“The Thoughtful Classroom Program’s great power lies in its ability to explain 35 years of research in a

th t i i di t l ibl t t h ”way that is immediately accessible to teachers.”

Robert J Marzano AuthorRobert J. Marzano, AuthorClassroom Instruction That Works,

and What Works in Schools

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It produces great results.

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Accountability Gain From 2004‐2006

7.2 6.77.0

8.0

4.64.1

5.24.7

5.3

3 54 0

5.0

6.0

2.83.3 3.5

2 0

3.0

4.0

0.9

0.0

1.0

2.0

KY school districts participating in theThoughtful Classroom initiative

Average, all KY schools

• Nine of the ten districts participating in The Thoughtful Classroom initiative exceeded the state accountability index of 2.8.of 2.8.

• The average accountability index of the nine school districts that exceeded the state’s index was 5.0 ( l t t i th th f th t t f 2 8 )(almost twice the growth of the state average of 2.8.)

• Six of the ten districts exceeded the state accountability index by more than 50%: 4.6, 4.7, 5.2, 5.3, 6.7, 7.2.y , , , , ,

• GRREC districts not participating in The Thoughtful Classroom initiative gained on average, slightly more than the state’s 2 8 but significantly less than the participatingthe state s 2.8, but significantly less than the participating districts in The Thoughtful Classroom initiative.

• The state’s number one and number three districts showing the greatest gains were participants in The Thoughtful Classroom initiative. In the following year the eleventh and twelfth districts showing the greatest gains in the state were also Thoughtful Classroom participants

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also Thoughtful Classroom participants.

The Principles of The Principles of Thoughtful Ed tiEducation

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Tho ght is Thought is NATURAL… NATURAL…

Therefore , we need a classroom that motivates

students to use their natural drive to think.

9The mind is what the brain does.

-Stephen Kosslyn

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How much does yourHow much does your classroom instruction

’ lsupport students’ natural drives toward thinking?

What is thinking?g

Thi ki i t f th i d th tThinking is an engagement of the mind that changes the mind.

M ti H id-Martin Heidegger

Thinking is what you do when you don’t know what to do.

-2nd grade student

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Th ht i P f l dThought is Purposeful and Purpose Seeking…p g

Therefore, we need a classroom that t bli h l festablishes clear purposes for

students to focus on and provides opportunities for students to clarify

h i l dtheir own purposes, goals, and objectives.

The whole purpose of education is to The whole purpose of education is to turn mirrors into windows.turn mirrors into windows.

Sidney J HarrisSidney J Harris

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----Sidney J. HarrisSidney J. Harris

How clear are your learning goals and howHow clear are your learning goals and how much of an opportunity do your students have

t t bli h th i l i l ?to establish their own learning goals?15

“If you don’t know where you’re going, you’ll end up someplace else.”

‐Yogi Berra

• How might Yogi’s quote pertain to learning goals?

• Where are some of the “someplaces else” our students may end up if they don’t have clear learning goals to strive for?

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At the end of this unit, I will be asked to…

Here’s what I need to know:

W it dit i l th t

•Differences between renewable and nonrenewable energyWrite an editorial that

explains the difference between renewable and nonrenewable energy and

and nonrenewable energy•Causes and effects of the energy crisis•What experts say about how to

Here’s what I need to be able to do:

nonrenewable energy and takes a position on how to address the energy crisis.

solve the energy crisis

•Conduct a comparison•Write a persuasive editorial

Student Reflection on Learning Goalsg

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Thought is STRATEGICSTRATEGIC…

Therefore, we need a classroom that d l i t ti l ti dmodels instructional practices and

strategies that enhance students’ ability to thinkability to think.

We can't solve problems by using the same kind of thi ki d h t d th

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thinking we used when we created them.-- Albert Einstein

How often do you model andHow often do you model and directly teach directly strategies to

h t d t ’ thi ki biliti ?enhance students’ thinking abilities?

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Research clearly indicates the impact of each of these on student learning:

Category: Percentile Gain:

Identifying Similarities & Differences 45Summarizing & Note‐taking 34Summarizing & Note taking 34Reinforcing Effort & Providing Recognition 29Homework & Practice 28Non Ling istic Representation 27Non‐Linguistic Representation 27Cooperative Learning 27Setting Objectives & Providing Feedback 23Generating & Testing Hypotheses 23Questions, Cues, and Advance Organizers 22

*We acknowledge the use of nine strategies from Marzano, Pickering, and Pollock’s Classroom Instruction That Works. Copyright © 2001 Mid-continent Research for Education and Learning (McREL). Adapted by permission of McREL. 4601 DTC Boulevard, Suite 500, Denver, Colorado 80237. Phone: 303.337.0990. Web: www.mcrel.org/topics/products/19/

The number one strategy produces the greatest gain in student learning is…

Compare and Contrast

Compare and Contrast: How Comparative Thinking Strengthens Student Learning,Strengthens Student Learning, one of the titles in the Professional Learning Portfolio Series published by Thoughtful p y gEducation Press.

Compare and Contrast Essay-2nd Grader—Sphere & Rectangular Prism

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Compare and Contrast5th Grade example-Bats and Birds

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A high school student compares linear and quadratic equations

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Thought is a DIALOG with SELF and

OTHERS…Therefore we need a classroom that promotes reflection, is rich in ,communication (reading, writing, speaking, and listening) and provides g) popportunities for students to collaborate.

The way we communicate with others and with ourselves ultimately determines the quality of our lives.

--Anthony Robbins

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Anthony Robbins

Thought is a Dialog With The Self

How many of you talk to yourself?

How many of you get answers back?

How many of you get answers back from more than one voice?back from more than one voice?

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The name for this fancy self talk is…

Metacognition

“When the mind is thinking, it is talking to itself.”g gPlato

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“What distinguishes humans from other forms of life is our capacity for metacognition, our ability to examine our own thoughts.”

Art Costa & Bena KallickHabits of Mind

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Thought Is a Dialog With Others33

Thought Is a Dialog With Others

H i l b iHumans are social beings.We draw energy from one another gy

and seek approval.

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Why is this important for learning?

ZPD—Zone of Proximal DevelopmentThe place where learning takes place.

The Zone of Proximal Development (ZPD)

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The Zone of Proximal Development (ZPD)

•An important learning concept developed by psychologist Lev Vygotsty (1978).

•The difference between what a learner can do without help and what the learner can do with help.

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When humans are in their ZPD, they naturally

• Try to reach beyond their abilities• Talk to themselves• Talk to themselves• Seek to collaborate• Need a teacher to provide feedback and guidance to scaffold the new learning

• Develop the ability to do more complex tasks on their own—over time and with helpover time and with help.

Thought is A MATTER OF STYLEA MATTER OF STYLE …

Th f d l th tTherefore, we need a classroom that utilizes a variety of questions,

activities, and instructional ,approaches that engage students

and address their diversity of needs, interests abilities learning stylesinterests, abilities, learning styles,

and types of intelligences.

Human diversity makestolerance more than a virtue;it makes it a requirement

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it makes it a requirementfor survival.

--Rene Dubos

A quick and simple way to make an initial assessment of one’s learning style is to use a g ymetaphor. As a learner are you more like a:

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Focus on Student Learning Profiles

Mastery“Step‐by‐Step”

Interpersonal“Friend‐by‐Friend”p y p y

Understanding Self‐ExpressiveUnderstanding“Doubt‐by‐Doubt”

Self Expressive“Dream‐by‐Dream”

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Kindergarten Task Rotation: Flower

44Mastery


45Understanding


46Self-Expressive


47Interpersonal

Robert Sternberg, Dean of Arts and Sciences at Tufts University, and former President of the American Psychological Association,and former President of the American Psychological Association, assigned students to one of two groups, one that supported how they learned best and the other that did not.

Sternberg found that when students were taught in a manner that matched their learning styles, they outperformed students who were not.

The results are clear: students who participated in discussion groups p p g pthat matched their pattern of abilities outperformed students who were mismatched.

In other words, when we teach students in a way that fits how they think, they do better in school.

Students with creative and practical abilities who are almost never taught or assessed in a way that matches their pattern of abilities may be at a disadvantage in course after course year after yearmay be at a disadvantage in course after course, year after year.

In a follow-up study with elementary, middle school, and high schoolIn a follow up study with elementary, middle school, and high school students in the areas of mathematics, social studies, science, and reading, Sternberg assigned students to one of three instructional conditions:

1. They were taught the course in a traditional manner.2 They were taught in a way that supported their learning style2. They were taught in a way that supported their learning style,3. They were taught diversely using methodologies that favored four styles

of thinking: memory, analytical, creative, and practical.

His research demonstrated:Students who were taught in a way that supported their style of g y pp ythinking once again outperformed students who were taught in a traditional manner.

But more important…Students who were taught using diverse teaching methodologies outperformed both the traditional and the “matched” studentsoutperformed both the traditional and the matched students.

Sternberg concludes:

“Most important students in the diverse teaching condition outperformedMost important, students in the diverse teaching condition outperformed the other students even in the multiple choice memory tests. In other words, even if our goal is just to maximize our students’ retention of information, teaching for diverse styles of learning still produces g y g psuperior results. This approach apparently enables students to capitalize on their strengths and to correct or to compensate for their weaknesses, encoding material in a variety of interesting ways.”

Thought isgHOW WE LEARN…

Therefore, we need a classroom that provides students with opportunities to:

CONNECT, CONSTRUCT, SOLIDIFY, TRANSFORM, and REFLECT upon their learning.

Learning is the creation of knowledge through the transformation of experience.

--David Kolb56

How We Build Knowledge

• Connect • Knowledge Anticipation• Construct• Solidify

g p• Knowledge Acquisition• Practicing and Processing

• Transform• Reflect

• Knowledge Application• Knowledge Appreciation

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Here’s a simple truth that is easy to forget. School is not about grading. School is about…g g

LearningLearning

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What is learning?

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CONFUCIUS saidCONFUCIUS saidCONFUCIUS said, CONFUCIUS said,

“L i“Learning without thoughtwithout thought

is perilous.”60

is perilous.

We suggest… We suggest…

“Teaching without THOUGHTFULNESS

is a waste of time!”

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The “Attention Economy”

Attention—or lack of attention—is “today’s most pressing bl ” i “ d di d i iproblem” since “understanding and managing attention

is now the single most important determinant of b i ”business success.”

Th A i E U d di h N C f B iThe Attention Economy: Understanding the New Currency of Business

Thomas Davenport and John Beck (2001)

What do we need to pay more attention to?

1. What skills do students need to develop in order to achieve at high levels?

2. What instructional strategies enable the greatest gains in student performance?

3 H dd th di it f t d t i th t i3. How can we address the diversity of our students in a way that is manageable and provides an equal opportunity for all students to achieve?

4 How can we design units of instruction that motivate learners with4. How can we design units of instruction that motivate learners with different learning styles yet still address the skills and core content knowledge students need to succeed?

5. How do schools become professional learning communities that support teachers throughout the improvement process?

Five Pillars of The Thoughtful Classroom

Pill I Hidd Skill f A d i LitPillar I: Hidden Skills of Academic Literacy

A concise list of the skills that separate high achievers from low and average achievers

Pillar II: Research‐Based Strategies

A set of research‐based instructional strategies and classroom tools proven to make a difference in student learning

Pillar III: Diversity That Works

A manageable system for differentiating instruction and assessment using learning g y g g gstyles and multiple intelligences

Pillar IV: Classroom Curriculum Design

A simple and deep unit design model that helps teachers maximize learning and motivate all students to do their best work

Pillar V: Professional Learning Communities

Collaborative and coaching structures that make professional learning communities a reality

• Thought is natural; therefore ,we need to engage students’ drive to think.

• Thought is purposeful and purpose seeking; therefore, we need clear purposes and to provide opportunities for students to clarify their own purposes.

• Thought is strategic; therefore, we need to model and use instructional strategies that enhance student thinking.

• Thought is a dialog with self and others; therefore, we need to promote reflection, communication, and collaboration.reflection, communication, and collaboration.

• Thought is a matter of style; therefore, we need to use a variety of approaches that engage students and address their different needsapproaches that engage students and address their different needs, interests, and styles.

Th ht i h l th f d t id t iti f• Thought is how we learn; therefore, we need to provide opportunities for students to connect, construct, solidify, transform, and reflect on their learning.

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