How to Teach T hinking Skills within the State Standards

1. How to Teach Thinking Skills within the State Standards High Tech, High Touch, High Thought, 21st Century Classrooms Robin Fogarty, PhD Robin Fogarty & Associates robinfogarty.com

4. Powerful Evidence… • Vocabulary • Thinking Skills • Graphic Organizers • Central Themes • Performance Assessment • Standards Cited by # High Tech High Touch High Thought Edutopia

5. Some Evidence… • Essential Questions • Academic Questions • Reflective Questions • Argument/Evidence • Standards Cited #/ Key Word High Tech High Touch High Thought Edutopia

6. High Tech High Touch High Thought High Tech High Touch High Thought

7. Optimize Student Feedbackpolleverywhere.com …and you Inform your Instructional Practices

8. Poll Everywhere The best way to raise instructional rigor is with…(1-5 high)

9. Poll Everywhere 1. Academic language 2. Peer-partner dialogues 3. Projects, performances 4. Open-ended questions 5. Talk-aloud reasoning

10. Poll Everywhere

11. How to Teach Thinking Skills Within the Standards High Tech, High Touch, High Thought, 21st Century Classrooms Robin Fogarty, PhD Robin Fogarty & Associates robinfogarty.com

12. How to Teach Thinking Skills Within the Common Core 7 Key Student Proficiencies of the New National Standards

13. School Leaders Guide To the Common Core Achieving Results Through Rigor and Relevance

14. A standard is a standard is a standard!

15. A Metaphor

17. Standards Curriculum Instruction “My error would be that I confused ingredients for dinner with dinner itself.”

21. Traditional Standards Common Core Standards Indiana State Standards A Standard is a Standard is a Standard!

22. Meet and Greet

23. High Tech High Touch High Thought High Tech High Touch High Thought

24. Agenda 8:30AM-11:30AM Thinking In CCSS-Overview and Rationale Talk-through-Explicit Teaching 11:30AM-12:30PM-Lunch 12:30PM-3:30PM Walk-Through-Classroom Content Lesson Drive-Through-Performance Task Closure and Transfer

25. Big Picture

26. Common Core State Standards 48 States 2 Territories & DC 13 Grades (K-12) 1,432 Standards 44,873 Words 7 Seven Skill Sets

27. How to Teach Thinking Skills Within the Common Core 7 Key Student Proficiencies of the New National Standards

28. Syllabus of Seven (with rate of frequency in CCSS) Critical Thinking – Analysis Evaluation Problem Solving Analyze (73) Evaluate (22) Problem Solve (18) Determine Point of View (15) Compare/Contrast (12) Follow (11) Sequence (9) Solve (8) Draw (7) Sort (5) Creative Thinking – Generate Associate Hypothesize Associate, Hypothesize, Generate, Demonstrate (35) Create (26) Produce (17) Develop (41) Form (12) Complex Thinking – Clarify Interpret Determine Challenge (2) Clarify (32) Find Central Idea (19) Determine (50) Research (33) Interpret (6) Find Theme (8) Comprehensive Thinking – Understand Infer Compare/Contrast Verify (7) Determine Relevance (2) Infer Point of View (37) Understand (27) Read/Comprehend (20) Infer (10) Recount (9) Identify (8) Decode (6) Describe (2) Retell (5) Paraphrase (2) Collaborative Thinking – Explain Develop Decide Listen to Divergent Views, Apply Conflict Resolution Skills, Discuss w/Civil Discourse, Collaborate (8) Pose Questions (3) Communicative Thinking – Reason Connect Represent Use Logic, Find Relevant Evidence, Use Technology Media (8), Write (31) Organize (17) Explain (11) Develop Projects (8) See Relationships (30) Present (12) Cognitive Transfer – Synthesize Generalize Apply Generalize, Synthesize, Apply (14), Demonstrate (28) Reflect (3) Reflection (20) Summarize (7) Paraphrase (2)

29. 7 KeyProficiencies

30. 7 Proficiencies Critical Thinking Creative Thinking Complex Thinking Comprehensive Thinking Collaborative Thinking Communicative Thinking Cognitive Transfer

32. Syllabus of Seven (with rate of frequency in CCSS) Critical Thinking – AnalysisEvaluateProblem Solving Analyze (73) Evaluate (22) Problem Solve (18) Determine Point of View (15) Compare/Contrast (12) Follow (11) Sequence (9) Solve (8) Draw (7) Sort (5) Creative Thinking – GenerateAssociateHypothesize Associate, Hypothesize, Generate, Demonstrate (35) Create (26) Produce (17) Develop (41) Form (12) Complex Thinking – ClarifyInterpretDetermine Challenge (2) Clarify (32) Find Central Idea (19) Determine (50) Research (33) Interpret (6) Find Theme (8) Comprehensive Thinking – UnderstandInferCompare/Contrast Verify (7) Determine Relevance (2) Infer Point of View (37) Understand (27) Read/Comprehend (20) Infer (10) Recount (9) Identify (8) Decode (6) Describe (2) Retell (5) Paraphrase (2) Collaborative Thinking – ExplainDevelopDecide Listen to Divergent Views, Apply Conflict Resolution Skills, Discuss w/Civil Discourse, Collaborate (8) Pose Questions (3) Communicative Thinking – ReasonConnectRepresent Use Logic, Find Relevant Evidence, Use Technology Media (8), Write (31) Organize (17) Explain (11) Develop Projects (8) See Relationships (30) Present (12) Cognitive Transfer – SynthesizeGeneralizeApply Generalize, Synthesize, Apply (14), Demonstrate (28) Reflect (3) Reflection (20) Summarize (7) Paraphrase (2)

33. Syllabus of Seven Critical Thinking – AnalysisEvaluateProblem Solving Creative Thinking – GenerateAssociateHypothesize Complex Thinking – ClarifyInterpretDetermine Comprehensive Thinking – UnderstandInferCompare/ Collaborative Thinking – ExplainDevelopDecide Communicative Thinking – ReasonConnectRepresent Cognitive Transfer – SynthesizeGeneralizeApply

34. Mapping the Thinking Skills Based on the formative/summative data for your grade level, department or core team. Rate the top four thinking skills that you think your students can benefit from the most. What thinking skill would you start with first, etc.? 1st Quarter ___________ 2nd Quarter ___________ 3rd Quarter ___________ 4th Quarter ___________ Targeted Thinking Skills __ Analyze __ Evaluate __ Problem Solve __ Generate __ Associate __ Hypothesize __ Clarify __ Interpret __ Determine __ Understand __ Infer __ Compare __ Explain __ Develop __ Decide __ Reason __ Connect __ Represent __ Synthesize __ Generalize __ Apply

35. Teach Thinking Skills Within the Common Core-Bellanca, Fogarty, and Pete. Using this book as a guide for our coaches and using the 21st Century Partnership four C’s here is the breakdown of chapters; Section  1 – Critical Thinking                 Chapter 1 – Analyze                 Chapter 2 – Evaluate                 Chapter 3 – Problem Solve Section 2 – Creative Thinking                 Chapter 4 – Generate                 Chapter 5 – Associate                 Chapter 6 – Hypothesize Section 5 – Collaborative Thinking                 Chapter  13 – Explain                 Chapter 14 – Develop                 Chapter 15 – Decide Section 6 – Communicative Thinking                 Chapter 16 – Reason                 Chapter 17 – Connect Chapter 18 – Represent If we used these as guides to our curriculum and instruction Across content areas and grade level, it would give us three weeks on each topic area. Principal: Kirk Baurmeister Estancia HS Mesa, Ca

37. High Tech High Touch High Thought High Tech High Touch High Thought

38. Three Phase Model

39. Three-Phase Model TALK THROUGH WALK THROUGH DRIVE THROUGH

40. Make a Little Book 3-Phase Model TEACH Thinking Skills Name Date

41. Talk Through Teacher -Directed

42. Walk Through Classroom Application

43. Drive Through Student Performance

44. The New 3 Rs Rich Content Rigorous Thinking Real World Relevance

45. Syllabus of Seven Critical Thinking – AnalysisEvaluateProblem Solving Creative Thinking – GenerateAssociateHypothesize Complex Thinking – ClarifyInterpretDetermine Comprehensive Thinking – UnderstandInferCompare/ Collaborative Thinking – ExplainDevelopDecide Communicative Thinking – ReasonConnectRepresent Cognitive Transfer – SynthesizeGeneralizeApply

46. Syllabus of Seven Critical Thinking – AnalysisEvaluateProblem Solving

47. Analyze

48. In the ELA Common Core State Standards the word Analyze Appears 73 times . . .

49. Craft and Structure 6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

50. Craft and Structure 9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.