Planning and Teaching for Intellectual Quality

1. Planning and Teaching for Intellectual Quality Trudy Francis – Director C21Learning

2. Session Purpose • The aim is to share with you how: • to challenge and develop student thinking throughout the curriculum using an inquiry model; • we can make links to Blooms Taxonomy to create reading contracts; • we can use thinking tools and strategies across the curriculum; and • new assessment tools help us to differentiate instruction to cater for all abilities and to facilitate student goal setting

3. Planning for Intellectual Quality • Big Ideas • explore significant concepts about self, others and the World we all live in • actively seek student & community voice • promote real life experiences (connected) • provide an emotional hook and is relevant • is useful beyond school • makes links to the wider community • is challenging

4. Integrating to promote Intellectual Quality • Holistic & complex (attitudes, values, knowledge, skills & habits of mind) • Host curriculum & links to other curriculum (explicit knowledge & skill development) • Embedded assessment (formative & summative) • Differentiated • Takes action

5. Deep Understandings • Vision statement • Desired outcomes • Describing the destination • Including the essence of the Habit of Mind and Taking Action Statement

6. Habits of Mind • The “Habits of Mind” means having the disposition toward behaving intelligently when confronted with problems • When confronted with problems we choose one pattern of intelligent behaviour over others.

7. Backward Design BIG IDEA TUNING IN FINDING OUT CONTEXT SIGNIFICANT QUESTIONS AND LEARNING ACTIVITIES SORTING OUT DEEP UNDERSTANDING AND HABIT OF MIND MATRIX GOING FURTHER REFLECTING & DRAWING CONCLUSIONS Unpacks deep understanding and key competency Backward planning of assessment objectives Differentiated classrooms TAKING ACTION SHARING DISCUSSION & REFLECTION

8. Links to the Curriculum • The “Habits of Mind” are a composite of many skills, attitudes, cues, past experiences and proclivities and therefore holistic and complex

9. The Role of the Teacher

11. Challenging Teachers to Think Innovation comes out of need to deal with waste e.g. computers What are we trying to do? Ripple effects Competing for resources Wasting precious resources Conservation to protect and preserve natural resources now and in the future Sustainability is how we will conserve So it narrows down the focus of more global ideas in relation to conservation Natural fit with empathy Each one of us has a responsibility Each one of us count our decisions matter and have impact on the environment If we don’t look after our environment we are stealing from the future generations What are we trying to do? Ripple effects Competing for resources Wasting precious resources Conservation to protect and preserve natural resources now and in the future Sustainability is how we will conserve So it narrows down the focus of more global ideas in relation to conservation Natural fit with empathy Each one of us has a responsibility Each one of us count our decisions matter and have impact on the environment If we don’t look after our environment we are stealing from the future generations Innovation comes out of need to deal with waste e.g. computers What are we trying to do? Ripple effects Competing for resources Wasting precious resources Conservation to protect and preserve natural resources now and in the future Sustainability is how we will conserve So it narrows down the focus of more global ideas in relation to conservation Natural fit with empathy Each one of us has a responsibility Each one of us count our decisions matter and have impact on the environment If we don’t look after our environment we are stealing from the future generations Landfills Landfills Innovation comes out of need to deal with waste e.g. computers Landfills Precious water • Disposable society • Packaging • Poor quality of goods • Technological equipment • Disposable society • Packaging • Poor quality of goods • Technological equipment • Disposable society • Packaging • Poor quality of goods • Technological equipment Precious water Natural resources Green bike trust Green bike trust Precious water Natural resources Green bike trust Natural resources Survival Big picture view Interconnections Survival Big picture view Interconnections Saving power Saving power Vital for our existence Survival Big picture view Interconnections Vital for our existence Saving power Vital for our existence Fossil fuels Finite resources Fossil fuels Finite resources Fossil fuels Finite resources Education Acting on the knowledge we have Education Acting on the knowledge we have Caring Caring Education Acting on the knowledge we have Sustainability Sustainability Caring Dramatic change— will we be ready? Dramatic change— will we be ready? Sustainability Dramatic change— will we be ready? • Personal discipline • Cost • Lack of resources • Choices matter • Change of habits • Personal discipline • Cost • Lack of resources • Choices matter • Change of habits Physical Space Competition of it Physical Space Competition of it • Personal discipline • Cost • Lack of resources • Choices matter • Change of habits Save our Planet Physical Space Competition of it Save our Planet Save our Planet • Sustainable energy • Water • Wind farm • Sustainable • energy • Water • Wind farm Recycle Reduce Reuse Recycle Reduce Reuse • Replanting • Regeneration • Reserves • Sustainable energy • Water • Wind farm • Replanting • Regeneration • Reserves Recycle Reduce Reuse • Bio-diversity • Ecosystems • Food chains • Bio-diversity • Ecosystems • Food chains • Replanting • Regeneration • Reserves • Bio-diversity • Ecosystems • Food chains Endangered Species Endangered Species Community initiatives Community initiatives Endangered Species Community initiatives • Cycles • What happens if we lose trees? • Cycles • What happens if we lose trees? Sustainability Systems School initiatives School initiatives • Cycles • What happens if we lose trees? Sustainability Systems • Ocean • Temperature • Plants = oxygen • Raised levels • Ocean • Temperature • Plants = oxygen • Raised levels School initiatives • Ocean • Temperature • Plants = oxygen • Raised levels Sustainability Systems

12. Describing the Habits of Mind • Smell • Triggers memories • Deepens experiences • First impressions (overcoming) • Awareness of five senses • Using all the senses to learn more and make more connections • When a dominant sense is activated we will make decisions about something or person • Touch • Textures (creates / heightens feelings & emotional connections) • Unlock ideas / assumptions and misconceptions • Lack of use of Senses • Oblivious • Afraid Gathering Data Through all our Senses • Taste • Experiencing new foods • Taking risks to try new foods • Textures of food • Temperature • Hearing • Active and takes effort • Listen with ears, mind and heart (listening with Un&E) • Sight • 90% input through this • Active and takes effort to observe closely • Notices details

13. Teacher Matrix

14. Deep Understanding Natural Environments are full of life and can be affected by the choices people make. Many of these choices have caused drastic changes to our environments (Kn). Activating and engaging our senses help us explore our world and make connections enriching our experiences (HoM). We can contribute to the recovery of these environments now and for future generations (TA).

15. Matrix Indicators • What significant questions could be asked to engage students with these ideas? • What learning experiences could the students have to develop these understandings

16. Matrix Indicators • What significant questions could be asked to engage students with these ideas? • What learning experiences could the students have to develop these understandings

17. Matrix Indicators

18. Now What? • Back planning from the matrix • Co-constructing the student matrix – a reflective process based on real experiences • Providing regular opportunity to develop these understandings, thinking skills & learning dispositions • Providing regular opportunity to reflect upon goals and reset as necessary

19. Intellectual Quality throughout the Curriculum • Big Picture Planning (yearly overview) • Links to curriculum – how? • Dual learning intentions • Blooms reading contracts – an example • Hyerle’s thinking maps / 6 hats etc. • Differentiation using co-constructed matrices • Student goal setting – some ideas

20. Year Overview – 2008

21. Bloom’s Reading Contracts • Establishes foundation knowledge • Guided and independent • Links to home learning • Differentiated – caters for students with special abilities • Guides teachers to ask challenging questions • Provides opportunities for students to use and apply, analyse, evaluate and create….in context • Example 1 and 2

22. Maps, Maths & Student Questions

23. Habits of Mind – Children’s Comments: • They help us prepare for the future • It helps you encourage yourself • Helps us care for others and learn manners • Helps us make choices without being told • Makes it easy to think Using the Thinking Hats • Provides children with a tool to look in-depth at this habit from range of perspectives. • Linked in the big picture of the habits of mind. • Examples from Corinne Walsh’s Yr 3 Class College Street Normal School Palmerston North New Zealand

24. Using the Thinking Maps with the Habits of Mind Cause: “I was sitting next to Brendon (who I am really tempted to talk to) and I started chattering. Effect: When we went to do our work we didn’t know what to do so had to disrupt others from learning to ask”. Example from Corinne Walsh’s Yr 3 Class College Street Normal School Palmerston North New Zealand

26. Any Questions?