Investigating Thinking Strategies2013-2014

Introductions

Who’s in the room?

The Public Education & Business Coalition (PEBC) is dedicated to developing the intellectual and scholarly practices of educators across the continuum of their professional lives so our schools are worthy of our students.

We Started With Research

P. David Pearson, Roehler, Dole, and Duffy, 1992. “Developing Expertise in Reading Comprehension.” What Research Has To Say About Reading Instruction. IRA

Duke, N.K., & P.D. Pearson. 2002. Effective Practices for Developing Reading Comprehension.

Putting It Into Practice

Essential Question

How do we grow thinkers?

“Mix and Mingle”

1.Grab a quote, read it over, and mull it over.

2.Find a partner and share your quote and thinking.

3.Trade quotes and find a new partner & repeat.

How do we grow thinkers?

Create a working explanation… use words,

icons, metaphors, etc.

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Agenda Overview

Through Comprehension Strategies we:

• Become more reflective readers & thinkers• Develop a common language of thinking• Teach deep level comprehension explicitly • Raise expectations & support for all kids• Emphasize reading with depth & focus• Teach the “reader” not just the text • Build a bank of content area knowledge From: Comprehension Going Forward, “Comprehension Instruction Grows Up,” Keene,

2011

Institute Outcomes . . .

1) Increased knowledge of metacognitive strategies that

proficient thinkers use to grow understanding

•

Institute Outcomes . . .

2) Increased knowledge of how instructional techniques such as workshop model and gradually releasing responsibility support

thinking

3 ) Increased knowledge of how intentional planning helps students meet rigorous standards such as

CCSS

Institute Outcomes . . .

• TRANSITION QUOTE

Self Assessment

• Self assess thinking strategies & workshop model

Instructional Spotlight: Workshop Model

“…I believe that (the reader’s workshop) empowers students with the sense of time, self-authority, decision-making, and intellectual depth

they need to foster their independence as nascent readers.”

Patrick Allen, Conferring: The Keystone of Reader’s Workshop

Resource: Section 2, 17 & 18

Workshop Model: Terminology

Crafting Lesson

(mini-lesson)

• 15-20 minutes• Teachers:

Model & Share their thinking

• Students: Observe Actively

• Instructional chunk

Composing

(work time)

• 30-45 minutes• Teachers:

Confer• Students:

Practice the mini-lesson: reading, writing, talking, thinking.

• Catch & Release: Needs based structure

Reflection

(synthesis)

• 15 minutes• Teachers &

Students: Synthesize new insights

• “Zip Up the Backpack”

Crafting

Composing: Work Time

Read and annotate your text with your thinking… What are you doing as a reader?

“Leave Tracks in the Snow”

Conferring

• Our goal is to understand you as readers and thinkers

• Our task is to confer with you as you read

Catch & Release

Find a Partner & Share Annotations

What did you notice about yourself as a reader of this type of text?

Stance: Being Curious

Reflection

Understanding the “reader” not the “reading”

ReflectionCheryl’s Classroom:

• What metacognitive strategies did you use to make meaning?

• How does annotating the text support understanding?

• How does discussing your thinking support understanding?

Return by

“Meaning making is not a spectator sport.” -Art Costa

What is it that proficient thinkers do?

Deep Structure Systems

Cognitive Thinking Strategies

1.Activate, revise and apply schema (background knowledge)

2.Draw inferences

3.Ask questions

4.Determine importance

5.Synthesize

6.Evoke sensory images

7.Monitor for meaning and employ fix up strategies when meaning breaks down

Language Matters

Yes, vocabulary needs to be taught…

Strategic Thinkers

Proficient thinkers draw on schema or background knowledge.

We use our own background knowledge to understand the text as we readPearson, et al 1992., Gordon and

Pearson, 1983; Hansen, 1981.

The questions that poultry men face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg state to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark. 

Activating Schema Looks and Sounds Like:

• This reminds me of…• How is this like…?• How can I connect this to

concepts I already know?

Proficient thinkers draw inferences

We infer when we use schema and textual information to draw conclusions and form unique interpretations and when we make predictions, confirm them, and test them as we read. Anderson and Pearson, 1984

Aha!!!

What are you inferring?

Investigating Inferences

In Triads

• Visit 3 posters and write a caption for each picture

Investigating Inferences

Reflect • What did you do to infer?• How did thinking with others enhance your

understanding?• How did the thinking of others enhance your

understanding

Drawing Inferences Looks and Sounds Like:

• I bet…• Can I draw a conclusion?• My hunch is…• I’m thinking that…• The text doesn’t say this

but I think/ it seems like…• I’m inferring…because…

Proficient thinkers ask questions.

We generate questions BEFORE, DURING, and AFTER reading which helps us focus our attention on important components of the text.

Andre and Anderson, 1979; Brown and Palincsar, 1985

Asking Questions: Six Word Memoir

For Sale: baby shoes, never worn.-Ernest Hemingway

Questioning with Thinking Routines

What do I see?

What do I think?

What do I wonder?

Asking Questions Looks and Sounds Like:

• I am wondering…• Why did that happen?• What is important?• How will my questions

help me understand?

Proficient thinkers determine importance in text

We identify key ideas or themes as we read, distinguish important from unimportant information, and support our ideas with evidence from the text.Afflerbach and Johnston, 1984; Baumann, 1986;

Tierney and Cunningham, 1984; Winograd and Bridge, 1986

I found it!

Determining Importance

Hotheads• From Discover Magazine, April 2004

Thinking Routine: Compass Points

E = ExcitedW = WorrisomeN=Need to KnowS = Stance or Suggestion for Moving Forward

Determining Importance Looks and Sounds Like:

• What is essential?• I’ll remember…• The big ideas are…

Proficient thinkers synthesize information

As we read, we monitor the overall meaning, important concepts and themes. We are aware of how these elements fit together to create overarching ideas.

Brown and Day, 1983

Synthesizing

Read the blog• Determine importance: highlight key ideas• Re-read: thinking about the Six Word Memoir.

What do you now know?

Thinking Routine: Headlines

If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be?

Synthesizing Looks and Sounds Like:

• First I thought, but now I am thinking….

• Now I understand…• Like putting a puzzle

together, the pieces are…

Proficient thinkers use sensory images and mental models

We use five senses to draw conclusions, create unique interpretations of

the text, clarify and enhance comprehension,

and give depth and dimension to the reading.

Keene and Zimmerman, 1996

Evoking Sensory Images

Tapping into your 5 senses

Imagine the taste, smell, texture, color, and sound of these red cherries. What does it make you think of? turn and talk

Evoking sensory images

Durian

Tapping into your 5 senses

Imagine the taste, smell, texture, color, and sound of durian…turn and talk

Sensory images: Being there

• How do sensory images build understanding or interfere with understanding?

Creating Sensory Images Looks and Sounds Like:

• In my mind, I can see/hear/smell/feel/taste…

• The movie in my head…• I am experiencing…

Proficient thinkers monitor their comprehension

We know when the text makes sense, when it does not, and what to do when meaning breaks down. We have effective and flexible strategies to repair confusions and revise interpretations.Duffy et al, 1987; Paris, Cross, and Lipson, 1984; Garner, 1987

Monitoring For Meaning

The Constitution

Composing: Work Time

Read and annotate your text with your thinking… What are you doing as a reader?

“Leave Tracks in the Snow”

How did we monitor for meaning?

Find a Partner & Share Annotations

What did you do to monitor your understanding?

Monitoring for Understanding Looks and Sounds Like:

• I am confused…• I understand…• I don’t get it…• This makes sense…

Guiding Question

How do we grow thinkers?

How Do We Grow Thinkers?

Write a six word memoir

Tomorrow…

• Bring some text that use for planning • Preview Day 2

Day 2

• Look at standards… + dig into your own text• (strikes and wonders protocol)