iq

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Planning and Teaching for Intellectual Quality Trudy Francis – Director C21Learning

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Session Purpose The aim is to share with you how: to challenge and develop student thinking throughout the curriculum using an inquiry model; we can make links to Blooms Taxonomy to create reading contracts; we can use thinking tools and strategies across the curriculum; and new assessment tools help us to differentiate instruction to cater for all abilities and to facilitate student goal setting

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Planning for Intellectual Quality Big Ideas explore significant concepts about self, others and the World we all live in actively seek student & community voice promote real life experiences (connected) provide an emotional hook and is relevant is useful beyond school makes links to the wider community is challenging

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Integrating to promote Intellectual Quality Holistic & complex (attitudes, values, knowledge, skills & habits of mind) Host curriculum & links to other curriculum (explicit knowledge & skill development) Embedded assessment (formative & summative) Differentiated Takes action

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Deep Understandings Vision statement Desired outcomes Describing the destination Including the essence of the Habit of Mind and Taking Action Statement

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The “Habits of Mind” means having the disposition toward behaving intelligently when confronted with problems When confronted with problems we choose one pattern of intelligent behaviour over others. Habits of Mind

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BIG IDEA CONTEXT DEEP UNDERSTANDING AND HABIT OF MIND MATRIX SIGNIFICANT QUESTIONS AND LEARNING ACTIVITIES Unpacks deep understanding and key competency Backward planning of assessment objectives Differentiated classrooms TUNING IN FINDING OUT SORTING OUT GOING FURTHER REFLECTING & DRAWING CONCLUSIONS TAKING ACTION SHARING DISCUSSION & REFLECTION Backward Design

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The “Habits of Mind” are a composite of many skills, attitudes, cues, past experiences and proclivities and therefore holistic and complex Links to the Curriculum

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The Role of the Teacher

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Challenging Teachers to Think

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Describing the Habits of Mind Gathering Data Through all our Senses Lack of use of Senses Oblivious Afraid Taste Experiencing new foods Taking risks to try new foods Textures of food Temperature Sight 90% input through this Active and takes effort to observe closely Notices details Hearing Active and takes effort Listen with ears, mind and heart (listening with Un&E) Touch Textures (creates / heightens feelings & emotional connections) Unlock ideas / assumptions and misconceptions Smell Triggers memories Deepens experiences First impressions (overcoming) Awareness of five senses Using all the senses to learn more and make more connections When a dominant sense is activated we will make decisions about something or person

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Teacher Matrix

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Deep Understanding Natural Environments are full of life and can be affected by the choices people make. Many of these choices have caused drastic changes to our environments (Kn). Activating and engaging our senses help us explore our world and make connections enriching our experiences (HoM). We can contribute to the recovery of these environments now and for future generations (TA).

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Matrix Indicators What significant questions could be asked to engage students with these ideas? What learning experiences could the students have to develop these understandings

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Matrix Indicators What significant questions could be asked to engage students with these ideas? What learning experiences could the students have to develop these understandings

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Matrix Indicators

Now What? : 

Now What? Back planning from the matrix Co-constructing the student matrix – a reflective process based on real experiences Providing regular opportunity to develop these understandings, thinking skills & learning dispositions Providing regular opportunity to reflect upon goals and reset as necessary

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Intellectual Quality throughout the Curriculum Big Picture Planning (yearly overview) Links to curriculum – how? Dual learning intentions Blooms reading contracts – an example Hyerle’s thinking maps / 6 hats etc. Differentiation using co-constructed matrices Student goal setting – some ideas

Year Overview – 2008 : 

Year Overview – 2008

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Bloom’s Reading Contracts Establishes foundation knowledge Guided and independent Links to home learning Differentiated – caters for students with special abilities Guides teachers to ask challenging questions Provides opportunities for students to use and apply, analyse, evaluate and create….in context Example 1 and 2

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Maps, Maths & Student Questions

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Provides children with a tool to look in-depth at this habit from range of perspectives. Linked in the big picture of the habits of mind. Examples from Corinne Walsh’s Yr 3 Class College Street Normal School Palmerston North New Zealand Habits of Mind – Children’s Comments: They help us prepare for the future It helps you encourage yourself Helps us care for others and learn manners Helps us make choices without being told Makes it easy to think Using the Thinking Hats

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Cause: “I was sitting next to Brendon (who I am really tempted to talk to) and I started chattering. Effect: When we went to do our work we didn’t know what to do so had to disrupt others from learning to ask”. Example from Corinne Walsh’s Yr 3 Class College Street Normal School Palmerston North New Zealand Using the Thinking Maps with the Habits of Mind

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Any Questions?