from snorkelers to scuba divers! building and engaging ... · promote scuba diving. • i can...
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From Snorkelers to Scuba Divers! Building and Engaging Deep Thinking Brains
Instruction Leadership in the 21st Century
Teaching Begins with the Learner
Provo, Utah March 24, 2017
John Almarode, Ph.D. [email protected]
www.johnalmarode.com Twitter: @jtalmarode
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Learning Intention
To understand what works best in designing rigorous educational
environments that promote deep thinking in ALL learners.
Success Criteria• I can describe the characteristics
of both snorkelers and scuba divers.
• I can identify and implement instructional practices in different content areas that promote scuba diving.
• I can support my instructional decisions with research on how students learn.
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The Structure of Observed Learning Outcomes
SOLO Taxonomy
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Resources: Why Don’t Students Like School by Daniel Willingham Captivate, Activate, and Invigorate the Student in Brain in Science and Math, Grades 6 – 12 by John Almarode and Ann Miller
Meaning Making
Emotional Engagement
Cognitive Engagement
Behavioral Engagement
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Characteristic Summary Example Personal Response
Clear and Modeled Expectations
Emotional Safety
Sense of Audience
Social Interaction
Choice
Novelty
Authenticity
Resource: 17,000 Classroom Visits Can’t Be Wrong by John Antonetti and James Garver Brain Rules by John Medina
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How do I make student thinking visible?
1. Ask students to ob_________ and de__________ what they “see”.
2. Build ex_____________ and int______________. 3. Re_______ with evi__________. 4. Make con____________. 5. Consider different vi_____________ and
pe_______________. 6. Capture the big id____ and form co_____________. 7. Promote inquiry or the as________ of more
que__________. 8. Uncover the com___________ by going below the
sur__________.
Notes
Resource: Making Thinking Visible by Ron Ritchhart, Mark Church, and Karin Morrison Visible Learning for Teachers by John Hattie
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Next Steps
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