Keep-thinking questions — the questions students ask so they can keep working, keep trying, and keep thinking. A thinking classroom looks very different from a typical classroom. That is, the tasks work well with students older than the band the task was designed for. My research also shows that the variables and accompanying pedagogical tools are not all equally impactful in building thinking classrooms. Building thinking classrooms non curricular tasks by planner. So, although done with noble intentions, having students write notes was a mindless activity. This paired with several other changes including: not grading homework, not punishing kids for not doing it, etc. He says: "Whereas Smith and Stein do both the selecting and sequencing in the moment, within a thinking classroom, the sequencing has already been determined within the task creation phase – created to invoke and maintain flow. We have to go slow to go fast!
And there is an optimal sequence for both teachers and students when first introducing these pedagogies. For the first, the idea is to jump in with two feet and get things going! The National Standards for Learning Languages have been revised based on what language educators have learned from more than 15 years of implementing the Standards. There were countless things whose brilliance was obvious only after he described it, because I was never going to consider and study it on my own. The guiding principle was to clarify what language learners would do to demonstrate progress on each Standard. Fast Forward to This Year…. Building thinking classrooms non curricular talks new. First Week of School. These are low-floor, high-ceiling tasks that promote discussion, offer multiple solution paths, and encourage collaboration. It's that time of year again. Rather, the goal is to get more of your students thinking, and thinking for longer periods of time, within the context of curriculum, which leads to longer and deeper learning.
This should begin at a level that every student in the room can participate in. Comics And Cartoons. What she wanted from me was simply a collection of problems she could try with her students. Non-Curricular Thinking Tasks. I'm hopping right into tasks and students are quickly responding. I now want to go through some of the parts that most resonated with me. For students just starting to work in groups, this is an appropriate amount of time for collaboration. I attempted a thin-slicing routine but look forward to flushing out that practice a bit more.
It can be done with offline methods like a deck of cards too. I can see what he's saying, but I would push back and say that most teachers who use the 5 Practices already have an idea of the student work they hope to find and the order they hope to share it in, ahead of the lesson. The first big insight for me was his categorization of the types of questions students ask. Reading the book last year showed me what I missed out on. He goes on to talk about where to get problems like these as well as how to turn existing problems we use into rich tasks, so I don't want to misrepresent what he's saying. He breaks down these categories very well, but a rough explanation is that: - proximity questions are ones that students tend to ask only when you're near them and are generally not that important. Several of the practices were ones almost in place and I've made a few other changes in the last week. What this work is telling us is that students need teaching built on the idea of asynchronous activity—activities that meet the learner where they are and are customized for their particular pace of learning. All of these have some level of social and emotional risk associated with them, and we can not expect our students to engage in these ways if they do not first feel safe, cared for, validated, and a sense of belonging. The research showed that this way of taking notes kept students thinking while they wrote the notes and that the majority of students referred back to these self-created notes in both the near and far future. Building thinking classrooms non curricular tasks for the weekend. Simply put, having our groups of three students writing on a vertical surface like a whiteboard or poster paper generates a lot more thinking than having them work while sitting down at a desk. The research revealed that we have to give thinking tasks. In a thinking classroom, consolidation takes an opposite approach— working upwards from the basic foundation of a concept and drawing on student work produced during their thinking on a common set of tasks.
A fun task that generated lots of good conversation and thinking was the Split 25 task. This free video PD series will help you get the most out of the tasks below. Slacking – not attempting to work at all. World-Readiness Standards for Learning Languages. That being said, I'm guessing we could get similar results with carefully chosen curricular tasks like Open Middle problems and from what I can see on Twitter, other teachers agree. To make that switch they "stopped calling it homework and started calling it check-your-understanding questions. "
We generally don't spend more than 10 minutes talking about the syllabus (and not before day 3! High-ceiling task – they have enough complexity to keep people engaged. I've never tried this with students but I'm so curious how they'd respond. This is fascinating! This simultaneously surprises exactly no teachers AND is not at all what we want to happen when students are in groups. When these toolkits are enacted in their entirety, an optimal transformation of the learning environment has been achieved in the vast majority of classrooms. He writes: "As it turns out, students only ask three types of questions: proximity questions, stop-thinking questions, and keep-thinking questions. " The research confirmed this. So it made it all the more shocking to me when I read: "Nothing came close to being as effective as giving the task verbally.
Personally, I rarely take notes because when I do, I struggle to also process what is being said in real time, and truthfully I almost never look back at my notes anyway, so why bother? Most kids go in a group and sit there, waiting for someone else to take the lead and have time pass. Each of the loops above is referred to as a toolkit and Liljedahl has recommended that each toolkit be implemented in order. They worked with random groups at vertical whiteboards and they loved it. ✅Whiteboards (VNPS). Often things like participation and homework are factored in, which could lead the grade to misrepresent what their knowledge. Taken together, having students work, in their random groups, on VNPSs had a massive impact on transforming previously passive learning spaces into active thinking spaces where students think, and keep thinking, for upwards of 60 minutes. Whether we grouped students strategically (Dweck & Leggett, 1988; Hatano, 1988; Jansen, 2006) or we let students form their own groups (Urdan & Maehr, 1995), we found that 80% of students entered these groups with the mindset that, within this group, their job is not to think. Trouble at the Tournament. I haven't experienced this in years!
Teach STEM, COMPUTER SCIENCE, CODING, DATA, ARTIFICIAL INTELLIGENCE, ROBOTICS and CRITICAL THINKING with supreme CONFIDENCE in 2023. When do we talk about the syllabus? Terry Fox Fundraiser. The message they are receiving is that learning needs to be orderly, structured, and precise. " There is a lot of give in what might be heavily reinforced practices of individually working. However the more you combine, the more powerful it gets.
Can thin-slicing find its way into a project-based bend as a skill builder day focused on the types of math work supporting projects? On the other hand, a defronted classroom —a classroom where students sit facing every which way—was shown to be the single most effective way to organize the furniture in the room to induce student thinking. Later these are gradually replaced with curricular problem solving tasks that then permeate the entirety of the lesson. It smells like bouquets of freshly sharpened pencils and expo markers.
Kindergarten Snack Sharing. Accordingly, very little real thinking is coming from homework. The kids thrived and students who normally were terrified of math could suddenly use math vocabulary with ease to demonstrate deep understanding. I am going to experiment with having one set of cards lying out on tables and then students come in and pick from a second, identical set. What emerged as optimal was to have the students standing and working on vertical non-permanent surfaces (VNPSs) such as whiteboards, blackboards, or windows. Ironically, 100% of the students who mimicked stated that they thought that mimicking was what their teacher wanted them to do. "
Even high schoolers deal with nerves on the first day of school, so we want to eliminate as many potential threats as possible to make students feel safe and excited for the school year. Formative assessment: Formative assessment should be focused primarily on informing students about where they are and where they're going in their learning. This quote really resonated with me about what it's like for students in groups: "the vast majority of students do not enter their groups thinking they are going to make a significant, if any, contribution to their group. Knowledge Mobility – a benefit of vertical surfaces is that students can look around the room for ideas if they are stuck. This continued for the whole period. Watch for NEW tasks all the time. Micro-Moves – Script curricular tasks.
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