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A Beautiful Mess

A Beautiful Mess. Where Thinking Routines and Cultures of Thinking Collide. Why PZ?. Why PZ?. Who we are…. Kristen Kullberg Middle School Language Arts Arts Integration Coach Jodi Bossio

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A Beautiful Mess

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  1. A Beautiful Mess Where Thinking Routines and Cultures of Thinking Collide

  2. Why PZ? Why PZ?

  3. Who we are… Kristen Kullberg Middle School Language Arts Arts Integration Coach Jodi Bossio Educational Specialist Former Elementary/ Secondary Teacher

  4. Mama always said…

  5. But Ms. Frizzle said…

  6. Then I saw a pillow that said…

  7. Which made me wonder… Can a mess be beautiful?

  8. Our Throughlines How can teachers untangle and navigate student thinking? How can we use student work to align curriculum to our students’ needs? How can we use student work to strengthen and evolve our classroom's Culture of Thinking?

  9. Group Norms • Assume good intent • Listen with an open mind • Share the air

  10. Thinking Routines “…thinking routines: simple strategies for scaffolding thinking that were designed to be woven into a teacher’s ongoing classroom practice.” Ritchhart, Making Thinking Visible 2011

  11. CSI • Learning goal: This exercise asks learners to determine a color, symbol, and image that “captures the essence of an idea”. (Ritchhart, Church, Morrison).

  12. Kindergarten Example

  13. 5th grade Example

  14. 8th grade Example

  15. Your turn! On the template provided, create your own CSI that you believe captures the essence of the following poem…

  16. When Whitman wrote, “I sing the body electric” I know what he meant I know what he wanted: to be completely alive every moment in spite of the inevitable. We can’t cheat death but we can make it work so hard that when it does take us it will have known a victory just as perfect as ours.

  17. Partner Up Share out on your CSI with a partner. Prepare to report back to the larger group.

  18. What do Thinking Routines look like in action? How does this translate into a Culture of Thinking?

  19. Ms. Bogosian’s 2nd Grade Classroom • Dual-language immersion English classroom • 80% English language learners • 2 students with Individual Education Plans (accommodation plans) • First year-teacher at Sacred Heart School, 2nd year in education (introductory level exposure to Project Zero)

  20. Things to Consider… What type of thinking routine will work best? What type of thinking are we asking students to do?

  21. The Beginning… Standard and Objective: • SWBAT identify and describe characteristics of different types of landforms.

  22. Building… What comes next? After the first thinking routine, come what may… What’s next? How can I access and activate student thinking? How can I incorporate PZ principles to build content knowledge?

  23. http://youtu.be/PGFnvHnc-Ys here http://youtu.be/u7bwzoerCwE http://youtu.be/oU5h4yKM0Dk Step Into Second Grade

  24. What did you see?What surprised you?What are you still wondering about?

  25. Evolving… How can we redirectoutput to the learning objectives? http://youtu.be/s_3-2lWOSf4

  26. What next? How can we guide their thinking? What would you do next? Think, Pair, Share

  27. What we did next…

  28. And the reflection is ongoing…

  29. Ms. K’s 8th Grade LA Class

  30. Profile of 8th Grade Class • 80% English language learners • 100% second language learners • 3 students with Individual Education Plans (accommodation plans) • 8thyear-teacher at Sacred Heart School, 9thyear in education (proficient exposure to Project Zero)

  31. Step Inside 8th Grade • https://vimeo.com/home/myvideos

  32. What did you see?What surprised you?What are you still wondering about?

  33. Still waters run deep…

  34. What is your piece of driftwood?

  35. Beautiful (Mess)

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