How to Teach Thinking Skills Within the Common Core

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

2. Meet & Greet

3. Meet and Greet What you transferred . . .

4. Meet and Greet Summarize . . . to tell (information) again using fewer words.

5. Category cat·e·go·ryAny general or comprehensive division; a class. • Cooperative Learning • Writing • Reading • Foldable

6. Mediated Journal Common Core Strategies Name Date

7. Take Away Window

8. Training Model Back Cover of Mediated Journal

9. Fortune Cookies You have an unusually magnetic personality. You are always welcome in any gather. Beauty in its various forms appeals to you Stop searching forever. Happiness is just next to you.

11. Mrs. Potters Questions Mr. Parnes’ Questions Mrs. Poindexter’s Questions Aha! Oh, No! Three Whats . . . PMI From 1 – 10

12. Understanding Transfer

13. Learning is Portable

14. Fogarty Dissertation From Training to Transfer: Creativity of the Adult Learner Loyola University of Chicago 1989 Committee Member: Art Costa Advisement: Elliot Eisner

15. Birds of Transfer 1. Ollie, Head in the Sand Ostrich, overlooks - hand over head 2. Dan, the Drilling Woodpecker, duplicates - prayer hands 3. Laura, the Look-alike Penguin, replicates - open/apart hands 4. Jonathon Livingston Seagull, integrates - intertwined fingers 5. Cathy, the Carrier Pigeon, propagates - extended fingers 6. Sam, the Soaring Eagle, innovates - bloom through fingers

16. Six Levels of Transfer

17. Levels of Transfer Overlooks Duplicates Replicates Integrates Propagates Innovates

18. Birds of Transfer Ollie, Head in the Sand Ostrich, overlooks 2. Dan, the Drilling Woodpecker,duplicates 3. Laura, the Look-alike Penguin,replicates 4. Jonathon Livingston Seagull, integrates 5. Cathy, the Carrier Pigeon, propagates 6. Sam, the Soaring Eagle, innovates

19. Overlooks opportunity for transfer! Ollie, the Head-in-the-Sand Ostrich

20. Duplicates; Copies, exactly! Dan, The Drilling Woodpecker

21. Replicates; changes to fit context. Laura, the Look-Alike Penguin

22. Integrates! Blends! Weaves it in! Jonathan Livingston, the Seagull

23. Propagates! Maps ideas! Cathy, The Carrier Pigeon

24. Innovates! Diverges Samantha, the Soaring Eagle

25. The Training Model Theory Demonstration Practice Coaching

26. THE TRAINING MODEL Joyce and Showers Percent of teachers that will transfer learning to classroom… THEORY 0% DEMONSTRATION 0% PRACTICE 5% COACHING 95%

27. THE TRAINING MODEL Joyce and Showers Percent of teachers that will transfer learning to classroom Knowledge Skill Transfer THEORY 10 5 0% DEMONSTRATION 30 20 0% PRACTICE 60 60 5% COACHING 95 95 95%

28. Joyce and Showers’ Findings • Coached adults… • Practice more frequently/develop greater skill • Use new strategies more appropriately • Exhibit greater retention of knowledge/skills • More likely to explain new strategies to students • Greater cognition/think with new strategies Student Achievement Through Staff Development - ASCD 2002

29. Fortune Cookies You have an unusually magnetic personality. You are always welcome in any gather. Beauty in its various forms appeals to you Stop searching forever. Happiness is just next to you.

30. Writing Strategies

31. Make A Little Book Writing Strategies Name Date

32. Mediate Journal Entry 1 Minute Write

33. Five Dollar Paragraph Compare/Contrast AAA/BBB ababab

34. Pass a Paper Writing Tools

35. Back of Little Book Require Rigor 1000 Word Essay

36. Mediate Journal Entry 1 Minute Write • Prepare students to write for one minute. • Provide a topic. • Use a timer. “Ready, Set, Begin”. • At 60 seconds: “STOP!” • Count and record and Circle • Set a goal. • Strategize • Give new but related topic. • Another 1 Minute Write • Count. Did you meet your goal? Did you beat your personal best? Choose one writing to share with a partner Guided writing Higher Order Thinking Story Structure

37. #2 Mediated Journal Entry 1.Name a good thinker (historical figure, fictional character, or personal acquaintance). 2. List two traits of the literate person (beyond the obvious). 3. Describe someone who is not literate. 4. Tell how the two are different. 5. Write a closing sentence. 6. Give your piece a telling title.

38. Five Dollar Paragraph Compare/Contrast AAA/BBB ababab - Nouns 15 cents -Verbs 25 cents - Adjectives 10 cents - Adverbs 50 cents - Prepositions 1 cent - Conjunctions 5 cents Dual Paragraphs- AAA BBB Pattern Alternating Pattern: AB, AB Pattern

39. Dual Paragraphs-AAA BBB Pattern AAA - Salt is a savory condiment that many people add to their plated food, yet is a habit that is not healthy. Usually salt has already been included in the preparation. And it is invisible so people may add too much. BBB - On the other hand, pepper is spicy flavoring people use to give their food a “bite”. Unlike salt it is healthy to eat and it is visibly obvious how much pepper is used. Alternating Pattern: AB, AB A) Salt is savory, B) while pepper is spicy. A) yet, the salt is not that healthy, B)while pepper is benign. And, finally, A) salt is invisible on the food, B) while pepper is visible.

40. Pass a Paper Writing Tools In CL Groups – Each one begins a story – Then they pass the story and another plot element is introduced Mind Maps: Concepts Maps, T-charts, Fishbone Analysis Chart Attribute Web Foldable Books Little Book. Accordion Book Magic Book Step Book Fold Over Write a story about a dinner . . . Pass the paper and A mysterious man shows up . . . Pass the Paper and A big dog appears and . . . Pass the paper and All the lights go out . . .

41. Back of Little Book Require Rigor 1000 Word Essay • Select an appropriate • topic based on unit of study. • Write 100 words a • day for10 school days. • Peer edit each 100 • word page with a partner. • Celebrate your • achievement.

42. B A Partners

43. V S ERVE & olley

44. "Children are made readers on the laps of their parents.” Emilie Buchwald

45. What do you remember about how you learned to read?

46. Partner # B Listen for a key word or phrase and be prepared to elaborate, (go deeper).

47. Partner # A Listen for a specific example of a good word choice, and be prepared to explain your reasoning.

48. What do you remember about how you learned to read?

49. Partner # A Find the nugget, the essence of what your partner is saying, be prepared to share.

50. Partner # B Restate the “nugget” that your partner heard, using completely different words to say the same thing.