"The brain becomes what it does."
WE CAN:
- Develop thinking patterns made possible through plasticity.
- Engineer the environment to develop effective thinking patterns through planning experiences
- Provide multiple opportunities to engage in more rigorous thinking patterns
- Plan using better resources, planning protocols and instructional strategies to meet these goals.
How do we build pathways?
- Experience (Real Life)
- Experience and Label
- Label and manipulatives
- Lavel and abstractions (practice)
- What are the experiences that come before and after practice that makes the practice meaningful?
- Experience (develop a reason to practice, build bridges)
CCSS & Next Generation Assessments:
- Question: What is Next Generation? The Science Standards are named this??
- Fewer, clearer, higher standards
- Intent that ALL children leave school mastering the CORE standards - internationally benchmarked standards.
- Require
- Higher levels of cognition and application
- Deep understanding of content (deeper levels of content knowledge, Independence)
- Requires fluid intelligence
- Requires flexibility in thinking on your feet - AKA: Cognitive flexibility
- Focuses on thinking skills NOT content
- Requires articulation
- Requires HOM/Practice to persist and persevere
- Language of the CCSS is active and easier to give feedback about
- This will allow different pathways to be created.
- Complex Performance tasks ~ contextualized and application-based assessments
- What is required outside the classroom?
- What is required to be CCR?
- What we require should link to life..
We need to:
- Get kids talking:
- actively articulating their thinking,
- CAP,
- organize thoughts
- develop thinking
- Get kids writing:
- organize thoughts
- Develop CAP thinking
- Get kids tracking:
- progress
- goals (short and long)
- learning trajectory
- "defense of learning" - show the results
- Get kids thinking:
- FA and
- FI (formative instruction)
- Get kids making their thinking visible:
- Put their thinking on display
- accountability
- Get kids solving worthwhile problems together!
- Instructional / Cognitive Shifts
- Processing, Practice, Feedback, Instruction
- "Mediated" learning - If students are unaware or don't seem to be able to ____. We can mediate that and develop the skills needed to ____. When we do this, we are developing neuro-networks.
- Learning...requires
- An Active (required experiences) stance
- Rehearsal, processing, practice
- Development of thinking patterns
- Pathway Analogy
- Belief that it continues throughout our life times
- Shifts:
- ELA:
- Balance of literature and non-fiction
- Evidence grounds reading and writing
- Regular practice with complex texts and academic vocabulary
- builds pathways
- Anchor standards are building with complexity
- Math:
- Focuses - foundational and conceptual understanding
- Coherence - connected
- Rogor - application of math concepts at all grade levels for all students
- Practices are HOM
- History: Case studies, socratic seminars, sourcing, TLH, RLH
- Science:
- Scientific methods
- Engineering and Design Process (solving problems through design)
- Interdisciplinary
- Inquiry
- Problem-based
- Instructional Strategies:
- Cognitive Markers - coding text, highlighting
- Text-Dependent Questions
- What line(s) provide the best evidence of the purpose of the text?
- Who is the audience?
- # lines or paragraphs
- Socratic Seminars:
- Articulate thinking
- Develop flexibility of thought
- Develop Cognitive flexibility
- CGI
- Real world context
- Meaningful context
- Challenges to apply mathematical concepts
- Easy to hard (What if) questions
- goal: Students track thinking, explain, problem-solve, articulate (numbers, words, models etc to solve and communicate about the problem)
- Formative Instruction and Assessment
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