Extending Student Thinking 2010: A presentation created by the Lower Dauphin Administrative team

1. Extending Student Thinking 2010: A presentation created by the Lower Dauphin Administrative team

2. EQ: How does Extended Thinking impact student achievement?

3. Top Five What are the Top Five Strategies that Most Impact Achievement? Percentile Gain 1. Extended Thinking Skills 45 2. Summarizing 34 3. Vocabulary in Context 33 4. Advance Organizers 28 5. Non-Verbal Representations 25

4. What is Extended Thinking? Work with your partner to create a definition of Extended Thinking. Now let’s work together to create a group definition!

5. What are the Extended Thinking Skills? Abstracting Comparing/Contrasting Classifying/Categorizing Constructing Support Analyzing Perspective Inductive Reasoning Deductive Reasoning Error Analysis

6. Learning Units Can you identify each part of a Learning Unit? What does each color represent? Acquisition Culminating Activity Test Activating Extended Thinking

8. EQ: How can I extend my students thinking through Classification?

9. What is Classifying?

10. Remember$25,000 Pyramid? Let's Watch!

11. Now It’s your turn to give it a try!!!

12. Things you stir

13. Things that wander

14. Things put on with a brush

15. Things in a basket

16. Classifying is the process by which we organize things into groups on the basis of their attributes

17. CLASSIFY rank sort attributes group order organize

18. C hoose the items to classify L ist the attributes of an item A sk if there are other items like it S • tate the rule for the category S elect another item and its attributes and identify others like it I dentify the rule for the new category F ind other categories until all items are classified Y ou might need to combine or split up categories

19. How to Classify… 1. Choose the item to classify Candy bars!!!!

20. How to Classify… 2. List the attributes of an item Chocolate Peanut Butter Multiple pieces

21. How to Classify… 3. Ask if there are other items like it Chocolate Peanut Butter Multiple pieces

22. How to Classify… 4. State the rule for the category *Candy bars made of chocolate, peanut butter, and multiple pieces

23. How to Classify… 5. List the attributes of another item Chocolate Caramel Nougat

24. How to Classify… 6. Ask if there are other items like it Chocolate Caramel Nougat

25. How to Classify… 7. State the rule for the category *Candy bars made of chocolate, caramel, and nougat

26. How to Classify… 8. Repeat steps until all items are classified

27. How to Classify… 9. Is there another way I could classify these items?

28. Let’s Practice! In pairs, look at your list of fictional characters and classify them using this process

29. Now share the groups you created with your table group

30. How could you use classification in your classroom? Remember that the purpose is to extended your students’ thinking!

31. Math Types of triangles

32. Language Arts Words with short vowels

33. Social Studies Symbols of America

34. Extending Thinking through Classifying • Generate 2 pyramid categories based on what you teach • Keep them a secret!!! • Take turns being the giver or the guesser

35. SUMMARIZER • How did classifying extend your thinking? • How else can you use classification to extend your students’ thinking?

36. Examples in the classroom… What questions can you pose to students that are examples of classifying? • Social Studies – “How might the states be classified other than regions?” • Math –Place the following math problems, shapes, fractions, etc. into groups. • Reading – Sort words by vowel pattern, prefix, etc.; Sort by type of figurative language • Writing – Write a classification essay • Science – Use a matrix graphic organizer to classify animals: fish, reptile, bird, mammal, or amphibian

37. Consider… • What is the purpose of the lesson? • What is the Essential Question that communicates the purpose? • What items will students classify? • Will students be given the items or will they identify their own list? • Will students need a scaffold to help them identify? • How will I design a rubric to communicate expectations?

38. EQ: How can I extend my students thinking through Analyzing Perspective?

39. What is Analyzing Perspective?

40. What’s your perspective on… • Dieting? • Civil rights? • Marriage? • Animal rights? • Smoking in public places? • Parenting?

41. Analyzing Perspective is describing reasons for a personal viewpoint as well as the viewpoint of others

42. What is Homer Simpson’s perspective on… Dieting? Parenting? Free cable? Let's Watch!

43. Stick Figure Perspective

44. Stick Figure Perspective

45. ANALYZE PERSPECTIVE fact logic opinion position analyze evidence

46. How to Analyze Perspective… 1. On an issue of different opinions, first identify your own perspective. What do you think?

47. How to Analyze Perspective… 2. Try to determine the reasons or logic behind that perspective Why do you think that?

48. How to Analyze Perspective… 3. Identify a different perspective What does Homer think?

49. How to Analyze Perspective… 4. Try to determine the reasons or logic behind that perspective Why does he think that?

50. How to Analyze Perspective… 5. Identify a different perspective What does The Cable Guy think?