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The Thinking Symposium

The Thinking Symposium. Thinking About Our Work. Thinking about Thinking. Thinking involves discriminating between beliefs that rest upon tested evidence and those that do not . Thinking and Inquiry. Inquiry is suspension of beliefs ( judgements ) to make space for learning

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The Thinking Symposium

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  1. The Thinking Symposium Thinking About Our Work

  2. Thinking about Thinking • Thinking involves discriminating between beliefs that rest upon tested evidence and those that do not

  3. Thinking and Inquiry • Inquiry is suspension of beliefs (judgements) to make space for learning • Such suspense is likely to be painful

  4. Reflection and Thinking • Reflective thinking requires us to overcome inertia that inclines us to accept suggestions at their face value. It demands a willingness to endure a condition of mental unrest and disturbance - Dewey • “Not done on Google” • “Not a retelling but going deeper”

  5. Teaching Thinking • What is at the very heart of teaching that develops the capacity of students to think deeply, reflectively, critically, creatively and objectively? • How do we cultivate habits of discriminating tested beliefs from mere assertions, guesses or opinion; of developing in students a sincere and open minded preference for conclusions that are properly grounded?

  6. Teaching Thinking • What vital behaviours are engrained in the practice of every powerfully effective teacher? • Teaching is NOT a fad – we are seeking the essence, the truth of it – the VITAL CORE

  7. Beliefs and Thinking • Beliefs that impact on teaching • Beliefs about intelligence • Beliefs about learning • Beliefs about content areas • Beliefs about what knowledge is • Beliefs about purpose of school • Beliefs about our role as teacher • Which of my (our) beliefs are a constraint to student or my own thinking? How can constraints provoke innovative thinking?

  8. Thinking Made Visible • Discourse and metacognition are vital behaviours…What would it be like (look like) to slow down and make room for discourse and metacognition? • When is the last time you had a good conversation with the back of someone’s head?

  9. Thinking in the Curriculum • What if the goal was to teach students how to think and not to cover the curriculum? How would your teaching change? • What is our belief about curriculum – a tool or a rule?

  10. Student Work

  11. Thinking Initiatives at the School

  12. From the Thinking Symposium...... • We came away excited about the value of academic discourse in the classroom, and committed to making it a significant part of our classroom communities • As we talked with each other, and with our principal, we decided to make this a school focus and an important component of our school improvement plan

  13. Our first steps involved..... • Sharing with our whole staff at our first staff meeting – the focus on “small steps” to gain progress toward our overall goals of valuing student talk, increasing student discourse and decreasing teacher-dominated classrooms • Used Lucy West clips and quotes from the symposium to affirm the value of discourse in our classrooms

  14. September – December Focus • Explicit teaching of classroom conversation skills • “wait time” – honour thinking, slow down • Accept all answers, discuss/explore for further understanding • Create classroom talk walls (what does it look like/sound like)

  15. Specific Inquiry Question for Grade 3 and 6 classrooms • Does engaging in frequent classroom discourse around our understanding of numbers improve our individual reasoning and communication?

  16. Initial Plan • Grade 3 and 6 teachers collaborate around this goal • Use iPads to record partner conversations in math • Share these recordings as we consolidate lessons • Focus on how we use manipulatives • Use EQAO questions to provide information around student thinking, reasoning and communication

  17. Renfrew County DSB’s BIP

  18. One Small Step • See – Think – Wonder • What do you see? • What do you think about that? • What do you wonder? • Stop and Jot • Before I thought… • Now I am thinking…

  19. One Small Step • Talk Moves • Ask students to explain the thinking behind their answers (whether they’re right or wrong) • Ask students to explain why they agree or disagree with a student answer • Asks students to comment or add on to a students response or idea • Use Wait Time –thinking takes time • Give time for students to struggle to articulate their thinking

  20. EOSDN and Thinking • What is EOSDN? • Why a Thinking Symposium? • An event or a continuum? • Preparation – as a team decide on the focus of your work; pre-viewing/reading available • Attend as a team – Lucy West facilitation applying thinking to the work • Follow up opportunities • Spring “Going Deeper”

  21. Within Teams Work on the development of SIMplementation.

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