INVESTIGATING THINKING STRATEGIES

2. INVESTIGATING THINKING STRATEGIES PEBC

3. Learning TargetsI can…. • name the cognitive strategies used by proficient thinkers,andexplain how the thinking strategies serve as a tool toward understanding any content. • be metacognitive about how I make sense of “text” in my content. • describe – for at least one thinking strategy – what students’ independent use would look and sound like. • identify the components of workshop & purpose of each. • plan a workshop model lesson • plan for students to use their cognitive strategies in my content through the workshop model. • plan for and conduct a think-aloud as one way to model my metacognitive strategies that make meaning of text.

4. Self-assess

5. Workshop 1: Review LEARNING TARGETS • I can name the cognitive strategies used by proficient thinkers, and explain how the thinking strategies serve as a tool or means toward understanding any “text” or content. • I can identify the components of the workshop model, and the purpose of each.

6. Mix and Mingle

7. Name the thinking strategies (without peeking)

8. Last time you studied fear and Frida or artificial intelligence. For you as a learner, what did you notice about your own use of the thinking strategies as you tried to make sense of the content?

9. What are the key components of the workshop model?

10. CATCH • How do the workshop model and the thinking strategies work together? • Select how you’re going to convey an answer (metaphor, textbook answer, explanation to a student teacher). • Share at the table.

11. CATCH: HOMEWORK • Find two people who teach the same discipline as you. Look at homework/student work: each person shares by answering these questions: • What did you try? What you bring? • How did it go? • What did you learn?

12. DEBRIEF: SYNTHESIS OF REVIEW ITSWY.WIKISPACES.COM On the wiki, respond to these two questions: • What did you learn as a result of the various conversations you just engaged in? • What are you now wondering about?

13. BREAK

14. WORKSHOP 2: • LEARNING TARGETS • I can name the cognitive strategies used by proficient thinkers, and explain how the thinking strategies serve as a tool or means toward understanding any “text” or content. • Supporting learning target for this larger target: • I can be metacognitive reading content from my discipline

15. MINI-LESSON • Watch us demonstrate the kind of work that you’ll be doing with a partner.

16. Work time: • Pair up with someone who teaches the same subject that you do. • Taking turns, have person A read and think aloud making public his/her metacognition • Person B records the thinking of person A. • Together the pair analyzes the notes, identifying the thinking strategies used by person A. • Trade roles and complete the process. (About 10 min/person) • Name the thinking strategies that seem most robust for your content area.

17. Debrief • How did the workshop model support you in doing this metacognitive work?

18. Workshop 2, continued • Catch: Form larger groups – 4 -5; keep the groups discipline-based. • Work time: Using the information on the wiki, study a thinking strategy that is robust for your content area. As you study it, discuss what that TS would look and sound like when you teach ___ (something in the GVC). • Debrief: Post on wiki: • Which TS did you choose? Why is it important for learning your content? How might you explain it to students?

19. The increasing specialization of literacy development Disciplinary Literacy IntermediateLiteracy Basic Literacy Timothy & Cynthia Shanahan, Teaching Disciplinary Literacy to Adolescents: Rethinking Content Area Literacy