Presented by: Susan M. Turgeson , CFCS, MS s usan.turgeson@uwsp.edu

1. Learning to Learn Through Thinking About Thinking: 21stCentury Skill Development in FCS Classrooms Presented by: Susan M. Turgeson, CFCS, MS susan.turgeson@uwsp.edu

2. Objectives • Examine cognitive skills, conative skills, and 8 types of thinking • Evaluate techniques to promote engagement and comprehension for learners • Develop strategies to teach and assess 21st century skills

3. Academic and interpersonal skills are necessary for success in the 21st century • Research-based solutions using principles from • Teaching and Assessing 21st Century Skills by Robert Marzano and Tammy Heflebower (2012) • Making Thinking Visible: How to Promote Engagement, Understanding, and Independence For All Learners by Ron Ritchart, Mark Church, and Karin Morrison (2011) • Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success edited by Arthur L. Costa and BenaKallick (2008)

4. http://www.p21.org/overview/skills-framework

6. Cognitive Skills • Analyzing and utilizing information • Determine reliability and usefulness • Navigating digital resources • Identifying common logical errors

7. Identified Student Searching and Processing Strategies • Preference for browsing rather than keyword searching • Difficulty formulating keywords • Limit exploration, often defaulting to well-known websites • Have little patience • Stop short when reading large amounts of text • Focus on collecting factual knowledge • Tendency to search for one correct answer • Tendency to change search question when a literal answer is not easily found • Pay little attention to reading and processing information • Difficulty assessing the relevance and/or reliability of the information found on the Internet

8. How to Counteract? • Recognize faulty logic • Contradiction • Accident • False cause • Begging the question • Evading the issue • Arguing from ignorance • Composition and division • Recognize types of attack • Poisoning the well • Arguing against the person • Appealing to force

9. How to Counteract? • Recognize types of weak reference • Using sources that reflect bias • Using sources that lack credibility • Appealing to authority • Appealing to people • Appealing to emotion • Recognize types of misinformation • Confusing the facts • Misapplying a concept or generalization

10. Cognitive Skills • Addressing complex problems and issues • Problem solving skills • Generating conclusions • Presenting and supporting claims

11. Strategies to Teach Enhanced Focus • List tasks, and give each a priority level • Assign a reasonable amount of time on each task and schedule time for each • Get enough sleep • Break larger task into smaller bits accomplished at different times • When interrupted, pause for a moment to remember and note where to pick up again • Reduce clutter • Create a routine and stick to it • Slow down to reduce errors that need to be fixed later

12. Approaches to Problem Solving • Determine whether you really have a problem • Take a moment to affirm that • There are many ways to solve • Help is available if I look • I am capable of solving • Start talking to yourself about this problem • Start identifying the obstacles in your way and possible solutions for overcoming each • For each possible solution identified, determine how likely it is to be successful • Try out the solution you believe has best chance for success and fits your comfort level for risk • If solution does not work, go back to another option and try it out • If no solution can be found, revalue what you are trying to accomplish

15. Cognitive Skills • Creating patterns and mental models • Graphic organizers • Visual models • Visualization and mental rehearsal

16. Conative Skills • Understanding and controlling oneself • Role of interpretations – what makes you say that? • Self-efficacy • Resiliency

17. Understanding & Controlling Oneself • What am I thinking? • What am I feeling? • What do I want now? • How am I getting my way? • What do I need to do differently now? “Don‘t just do something…stand there!” - Saul Alinsky, community organizer

18. Ask Yourself… • How can I learn from this? • How can I draw on past successes? • How might I look at the situation in another way? • How might I break this problem down into parts and develop a strategy for each step? • What questions do I need to ask? • How does this problem affect others? • What can I learn from others that would help me become better?

19. Conative Skills • Understanding and interacting with others • Perspective taking • Responsible communication • Thoughtful conflict and controversy

20. Perspective AnalysisMarzano & Pickering, 2011 • What do I believe about this? • Why do I believe it? • What is another way of looking at this? • Why might someone else hold a different opinion? • What have I learned?

22. 8 Types of Thinking • Observe closely and describe what’s there • Build explanations and interpretations • Reason with evidence • Make connections • Consider different viewpoints and perspectives • Capture the heart and form conclusions • Wondering and asking questions • Uncovering complexity and going below the surface

24. Composing Powerful Questions • Questions are invitational • What ideas to do you have? • What conclusions might you draw? • Positive presuppositions assume capability and empowerment • As you anticipate your project, what will be some indicators that you are progressing and succeeding? • Questions engage specific cognitive operations • Questions address content that is either external or internal

25. Composing Powerful Questions: Three Linguistic Components

26. Examples • As you reflect on what you’ve learned in this unit, what additional questions are you curious about? • As you compare this project with others that you have done… • What led you to these inferences about your performance’s success? • In what ways might your emotions have influenced your decisions about…?

27. More Examples • What might be some other ways you could solve this problem? • What intrigues you about this experiment? • When you are communicating with others, what indicators are you aware of in yourself and others that signal you are being understood? • As a result of your learning about the topics we’ve explored in this unit, what will you continue to ponder and want to learn more about?

28. http://bangthetable.com/freebies/how-to-compose-engaging-questions/http://bangthetable.com/freebies/how-to-compose-engaging-questions/

29. Teacher Response Behaviors -Give your students SPACE • Silence (wait time) • Providing data through facilitation • Accepting without judgment • Acknowledging • Paraphrasing • Clarifying when you don’t understand • Seek elaboration of response • Empathizing Note: praise can decrease motivation & creativity as it builds conformity instead of creativity

30. Lasting Impact and Powerful Influence • Shift of focus from teaching to learning • Students not only learn, but learn how to learn • Rather than passive taking in of information, learning occurs as a result of thinking and active sense making • Create opportunities for thinking • Make students’ thinking visible

31. Strategies • Develop new understanding introducing and exploring ideas • Synthesizing and organizing ideas • Digger deeper into ideas • Solve problems • Make decisions

32. Thinking Connections: Learning to Think & Thinking to Learn by David Perkins, Heidi Goodrich, Shari Tishman, and Jill Mirman Owen (1994)

34. See-Think-Justify-Wonder

35. Compass Points • E = Excitements • What excites you about this? • What is positive about it? • W = Worries • What do you find worrisome about this? • What is the downside? • N = Needs • What else to you need to know or find out about this idea of proposition? • S = Stance, Steps, Suggestions • What is your current stance or opinion? • What should be your next step in your evaluation? • What suggestions do you have at this point?

36. CSI: Color, Symbol, Image • Choose a color that you think best represents the essence of that idea • Create a symbol that you think best represents the essence of that idea • Sketch an image that you think best captures the essence of that idea

37. The 4 Cs • After reading a text, watching a video, or listening to a presentation: • Connections • What connections do you draw between the text and your own life or other learning? • Challenge • What ideas, positions, or assumptions do you want to challenge or argue with in the text? • Concepts • What key concepts or ideas do you think are important and worth holding on to from the text? • Changes • What changes in attitudes, thinking, or action are suggested by the text, either for you or others?

38. WMYST? • In follow up to a statement, assertion, or opinion expressed by someone, ask: • What makes you say that? • Share interpretations backed with evidence so others have an opportunity to consider multiple viewpoints and perspectives • Empowers the learners to examine the reasons and evidence behind possible explanations • Helps convey a sense that the correctness of an answer is in the evidence that supports it

39. Circle of Viewpoints (COV) • Identify the different perspectives that could be present in or affected by what you have just read, seen, or heard. Record these in a circle with the issue or event at the center. • Choose one of the perspectives to explore further, using the following prompts: • I am thinking of (name of event/issue) from the point of view of… • I think…(describe the topic from the viewpoint selected) Because … • A question/concern I have from this viewpoint is…

40. Assessing 21st Century Skills • Learning goals shared with students so they can demonstrate proficiency • Evaluating progress

41. It is vital that students learn that the framework for 21st century learning recognizes that there is no quick right answer. • Learning and innovation skills are developed through the 4 Cs • Critical thinking • Communication • Collaboration • Creativity