department heads oct 31

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Welcome! DEPARTMENT HEADS OCTOBER 31

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Page 1: Department heads oct 31

Welcome!

DEPARTMENT HEADSOCTOBER 31

Page 2: Department heads oct 31

Prayer for the Eve of All Saints Day

•God we are surrounded by a cloud• Faithful witnesses who have gone before• Those who have loved where we would have hated• Those who have healed where we would have hurt• Those who have spoken out when we would have remained silent•God may we walk in their footsteps• Learning courage from their sacrifice

Page 3: Department heads oct 31

•Gaining strength from their faithfulness•May we learn to give so that others may receive•May we learn to love so that others may be set free•May we learn to die to ourselves so that others might live•God may we join that cloud of faithful witnesses• Treading paths of loving obedience• Leaving footprints that others desire to walk in•God may we too lead kingdom lives• Amen

Page 4: Department heads oct 31

Learning Goals. We will be able to….

• Create a task that incorporates critical thinking skills and addresses the Big Ideas of our curriculum

• Explain the importance of creating rich tasks that are intellectually engaging, requiring higher order thinking

• Compare sample tasks with Bloom’s Taxonomy

• Revise tasks to increase the level of thinking to higher level skills of the taxonomy

Page 5: Department heads oct 31

Success Criteria• The first task that we create will address both the big

ideas of our curriculum and critical literacy skills• The common key messages from Elmore, West, Luke &

Hattie will be identified and discussed with colleagues• The readings and discussions will challenge our

thinking• The sample tasks will be categorized according to the

skills in Bloom’s Taxonomy • Through collaborative group work, the sample tasks will

be revised (if needed) to provide opportunities for students to reach higher order thinking skills

• Steps to ensure that students are prepared for these rich tasks will be discussed

Page 6: Department heads oct 31

Reviewing Critical Literacy Part 2•What has been done in your departments since our last meeting?

(slides are on the tables)

• The 4 Roles of the Literate Learner

• A Focus on the Text Analyzer Role

• Instructional Core: Student/Content/Teacher and the Task

Page 7: Department heads oct 31

What the Leaders in Educational Thought have to say about tasks:

• Richard Elmore• Lucy West• Allan Luke• John Hattie

Page 9: Department heads oct 31

Professional Reading• Jigsaw activity for 5 articles

• 1. The Thought-filled Curriculum• 2. Teaching Higher Order Thinking (part 1)• 3. Teaching Higher Order Thinking (part 2)• 4. What is Higher Order Thinking?• 4. Critical Thinking: What it is and Why it Counts p. 5-8

Page 10: Department heads oct 31

Looking at tasks

• Remember Bloom’s Taxonomy? • Revisions were made in 2001 to reflect new thinking about the highest skills. Creating required more cognition than Evaluation. Synthesis was embedded into the top 2.

Page 11: Department heads oct 31

Another view:

• The interrelationships between the skills, with creating as the main driver – where we should be starting

• Creating requires the use of all the other skills

Page 12: Department heads oct 31

Tasks at the remembering level:

•What does that say about what we value in our course?

• How engaging are these for our students?

•What does it say about who we want our students to become?

• How does this prepare them to be a Catholic Graduate?

Page 13: Department heads oct 31

The Catholic Graduate Expectations

• A Discerning Believer Formed in the Catholic Faith Community • An Effective Communicator • A Reflective, Creative and Holistic Thinker • A Self-Directed, Responsible, Lifelong Learner• A Collaborative Contributor • A Caring Family Member• A Responsible Citizen

•What level of skills in Bloom’s Taxonomy are needed to meet these expectations?

Page 14: Department heads oct 31

the Big Ideas:• Big ideas “go beyond discrete facts or skills to focus on larger concepts, principles, or processes.”

Grant Wiggins and Jay McTighe, Understanding by Design (1998), p. 10

From the Science Curriculum document: (pg. 6)

“Big ideas” are the broad, important understandings that students should retain long after they have forgotten many of the details of what they have studied in the classroom.

“Developing a deeper understanding of the big ideas requires students

to understand basic concepts, develop inquiry and problem-solving

skills, and connect these concepts and skills to the world beyond

the classroom.”

Page 15: Department heads oct 31

And in Mathematics:

• “Rich problem-solving situations can be drawn from closely related disciplines, such as computer science, business, recreation, tourism, biology, physics, or technology, as well as from subjects historically thought of as distant from mathematics, such as geography or art.” pg. 3

Page 16: Department heads oct 31

So where do our tasks fit?

• 1. Consider your BIG IDEAS in your course. What would you want your students to take away from your course and carry with them long after they have forgotten the details ?

• 2. Do the tasks reflect these BIG IDEAS?

• 3. Do the tasks reflect the higher order thinking skills of Blooms?

• 4. Do the tasks reflect the the OCGEs?

Page 17: Department heads oct 31

Let’s look at other samples together

• Sample tasks are provided on your tables. Browse through the samples and discuss in your groups:

•Where do they fall on Blooms taxonomy?

• Use the template to identify the skill level required by the student

Page 18: Department heads oct 31

Bumping them up!

• In your groups, consider how you could increase the cognitive demand of the task.

• An example from Geography of Canada

• Share your ideas with your table groups.

Page 19: Department heads oct 31

BUT….most important

• How do we prepare students for these more-intellectually engaging tasks?

Page 20: Department heads oct 31

Next steps

•Where do we go from here ?

• How will we incorporate more of these tasks in our courses?

• How will we raise this level of task across all sections?

• Exit Cards for Feedback…

Page 21: Department heads oct 31

Back to the Learning Goals:

• Create a task that incorporates critical thinking skills and addresses the Big Ideas of our curriculum

• Explain the importance of creating rich tasks that are intellectually engaging, requiring higher order thinking

• Compare sample tasks with Bloom’s Taxonomy

• Revise tasks to increase the level of thinking to higher level skills of the taxonomy