the art and science of effective teaching

The Art and Science The Art and Science of Teachingof Teaching

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The Art and Science of TeachingThe Art and Science of Teaching

The material in this presentation was gathered from The material in this presentation was gathered from various courses produced by the Regional Training various courses produced by the Regional Training Center in partnership with The College of New Jersey Center in partnership with The College of New Jersey and Gratz College (PA and MD).and Gratz College (PA and MD).

The courses represented includeThe courses represented include Encouraging Skillful, Critical and Creative ThinkingEncouraging Skillful, Critical and Creative Thinking Differentiated InstructionDifferentiated Instruction Multiple IntelligencesMultiple Intelligences And othersAnd others

The Art and Science of Teaching The Art and Science of Teaching

Questions to answer . . . 2 among manyQuestions to answer . . . 2 among many

What will I do to help students effectively What will I do to help students effectively interact with new knowledge?interact with new knowledge?

What will I do to engage students? What will I do to engage students?

“To know and not to do is not to know!”

- Stephen Covey

“Kids who do the doing, and kids who do the talking

. . . DO THE LEARNING!- Eric Jensen

Teaching Teaching forfor Thinking: Thinking: Creating a thoughtful and respectful classroom Creating a thoughtful and respectful classroom

through all instructional procedures and activitiesthrough all instructional procedures and activities

Community buildingCommunity building Find someone whoFind someone who Stand up/Sit downStand up/Sit down Uncommon commonalities Uncommon commonalities



Relationship skillsRelationship skills ParaphrasingParaphrasing Probing Probing Active listeningActive listening



Cooperative learning Cooperative learning

proceduresprocedures Think-pair-share Think-pair-share JigsawJigsaw Stir-the-classStir-the-class



Simultaneous sharing Simultaneous sharing

proceduresprocedures Turn to your partner Turn to your partner Team WebTeam Web CarouselCarousel Gallery walkGallery walk



Active learning Active learning

proceduresprocedures Community round robinCommunity round robin Discussion ballDiscussion ball Talking stickTalking stick

Tony RobbinsTony Robbins’’Six Six Basic Human NeedsBasic Human Needs

CertaintyCertaintyUncertaintyUncertaintySignificance Significance

(capable)(capable)ConnectedConnectedContributingContributingGrowth Growth

Teaching Teaching ofof Thinking: Thinking: Specific instructional practices Specific instructional practices

designed to help students designed to help students acquire particular thinking skills and processes acquire particular thinking skills and processes

ASCD Core Thinking SkillsASCD Core Thinking Skillsi.e. Making inferences, drawing conclusions, etc.i.e. Making inferences, drawing conclusions, etc.

Seven-step model for teaching a thinking Seven-step model for teaching a thinking skillskill

Questioning frameworksQuestioning frameworksThink-TrixThink-TrixQ-MatrixQ-MatrixBloomBloom’’s Taxonomys Taxonomy

Teaching Teaching about about Thinking:Thinking: Metacognition and reflection: Metacognition and reflection:

Instructional methods and procedures that empower students Instructional methods and procedures that empower students to reflect on their thinkingto reflect on their thinking

Cognitive frameworksCognitive frameworks Dimensions of Learning,Dimensions of Learning, DeBono DeBono’’s Six Hats for Metacognitions Six Hats for Metacognition



Reflection tools and activitiesReflection tools and activities KWL, PMI, journals, reflection logsKWL, PMI, journals, reflection logs



Instructional strategiesInstructional strategies Concept attainment, team webbing,Concept attainment, team webbing, group problem solving group problem solving



Graphic organizersGraphic organizers Venn diagram, flow charts, Venn diagram, flow charts, summary pyramid, summary pyramid,

6 word memoirs6 word memoirs



Creative modes for metacognitionCreative modes for metacognition Music, art, portfolios, role play, dance, mimeMusic, art, portfolios, role play, dance, mime

5 Brain-based 5 Brain-based and Learning Centered Principlesand Learning Centered Principles

1.1. The brain requires The brain requires social interactionsocial interaction

2.2. The brain is influenced The brain is influenced by emotions: by emotions: Relaxed Relaxed alertness alertness

3.3. The brain seeks The brain seeks patterns and searches patterns and searches for meaningfor meaning

4.4. The brain is a complex The brain is a complex organ that can function organ that can function on many levels and in on many levels and in many ways many ways simultaneouslysimultaneously

5.5. Each brain is uniqueEach brain is unique

GardnerGardner’’s Eight Intelligencess Eight Intelligences Verbal-Linguistic intelligenceVerbal-Linguistic intelligence (word smart*) (word smart*) Logical-Mathematical intelligenceLogical-Mathematical intelligence

(number/reasoning smart)(number/reasoning smart) Visual-Spatial intelligenceVisual-Spatial intelligence (picture smart) (picture smart) Bodily-Kinesthetic intelligenceBodily-Kinesthetic intelligence (body smart) (body smart) Musical-Rhythmic intelligenceMusical-Rhythmic intelligence (music smart) (music smart) Interpersonal intelligenceInterpersonal intelligence (people smart) (people smart) Intrapersonal intelligenceIntrapersonal intelligence (self smart) (self smart) Naturalist intelligenceNaturalist intelligence (nature smart) (nature smart) [ Existential intelligence [ Existential intelligence ((““spiritually smart?spiritually smart?””) ) ]]

*Words in parentheses are Thomas Armstrong*Words in parentheses are Thomas Armstrong’’ss

Sternberg's IntelligenceSternberg's Intelligence’’ss

Successfully intelligent people discern their strengths and weaknesses, then figure out how to capitalize on their strengths, and to compensate for or remediate their weaknesses.

Successfully intelligent individuals succeed in part because they achieve a functional balance among a "triarchy" of abilities: analytical, creative, and practical abilities.

Successfully intelligent people are not necessarily high in all three of these abilities, but find a way effectively to exploit whatever pattern of abilities they may have.

Moreover, all of these abilities can be further developed. A fundamental idea underlying this research is that conventional notions of intelligence and tests of intelligence miss important kinds of intellectual talent, and overweigh what are sometimes less important kinds of intellectual talent. -Robert Sternberg

Analytical – Analytical – ““School SmartSchool Smart””

Make meaning from Make meaning from texttext

Can organize infoCan organize info See cause and effectSee cause and effect Think logicallyThink logically Evaluate/CritiqueEvaluate/Critique Compare/ContrastCompare/Contrast Take notes/MemorizeTake notes/Memorize See parts and wholeSee parts and whole

Creative – Creative – ““Imagination Imagination SmartSmart””

Like to solve problems Like to solve problems in NEW and surprising in NEW and surprising waysways

Experiment with ideasExperiment with ideas Phrases they like to Phrases they like to

hear arehear are

Create,Create, invent,invent, imagine,imagine, design,design, show how,show how, suppose,suppose, what if?what if?

Practical – Practical – ““Street SmartStreet Smart””

Need to Need to Be shown how Be shown how

something is usedsomething is used ApplyApply ImplementImplement Demonstrate in the real Demonstrate in the real

worldworld Use ideas, not just learn Use ideas, not just learn

themthem Solve problems in a Solve problems in a

meaningful contextmeaningful context

Analytical Creative Practical

High grades High test scoresLikes schoolLiked by teachers“Fits” into school Follows directions Sees flaws in ideasNatural “critic” May prefer to be given directions

Moderate-low gradesModerate test scores Confined by school Viewed as a pain by teachers Doesn’t “fit” well Doesn’t like to follow directionsCreates own ideasNatural “ideas” personLikes to direct self

Moderate-low gradesModerate-low testsBored by school Viewed as disconnected by teachersDoesn’t “fit” wellLikes to know use of task and directionsApplies ideas pragmaticallyNatural common senseLikes to find self in practical settings

Chart from Sternberg, 1996, p. 7

Analytical Creative Practical

Your friend needs a really clear, step-by-step explanation of what division is and how it works. Please write that explanation and help your friend see what you mean by using number examples as well as words.

Find a brand new way to help us see what division is all about and how it works. Use numbers and words to illustrate your ideas so we are all sure to understand.

Show how someone at school, at home, or in our town uses division as part of his/her daily life. Help us see how and why the person uses division, and give number examples to go along with your illustrations.

Choose one of these three activities to show what you understand about division. Your work should be accurate, complete, interesting, and explained so someone who didn’t understand division well before looking at your work would understand it much better afterwards. You will be asked to explain your work to some classmates when

everyone is finished with his or her work.

Sample Test using SternbergSample Test using Sternberg’’s s Intelligences - Complete one of the Intelligences - Complete one of the

following assignments:following assignments:

Choice 1: Create a story or dialogue among Choice 1: Create a story or dialogue among the following following scientists about their view of the following following scientists about their view of the atom: Democritus, Dalton, Thomson, and Rutherford.the atom: Democritus, Dalton, Thomson, and Rutherford.

Choice 2: Compare and contrast the following individuals Choice 2: Compare and contrast the following individuals and their view of the atom: Democritus, Dalton, Thomson, and their view of the atom: Democritus, Dalton, Thomson, and Rutherford.and Rutherford.

Choice 3: From Democritus to Dalton to Thomson and then Choice 3: From Democritus to Dalton to Thomson and then to Rutherford, show how the advancement of the view of to Rutherford, show how the advancement of the view of the atom effected changes in society with each the atom effected changes in society with each modification. What inventions were created, etc.?modification. What inventions were created, etc.?

Robert MarzanoRobert Marzano’’ss

Productive Habits of MindProductive Habits of Mind

Mental dispositions Mental dispositions that facilitate the that facilitate the thinking processthinking process

Productive Habits of MindProductive Habits of MindBeing sensitive to feedbackBeing sensitive to feedbackSeeking accuracySeeking accuracyEvaluating the effectiveness of oneEvaluating the effectiveness of one’’s s

actionsactionsBeing preciseBeing preciseEngaging intensely in tasks even when Engaging intensely in tasks even when

answers or solutions are not availableanswers or solutions are not availablePushing the limits of your knowledge and Pushing the limits of your knowledge and

performanceperformance

Habits of MindHabits of MindGenerating and following your own Generating and following your own

standardsstandardsGenerating new ways of viewing situationsGenerating new ways of viewing situations

Marzano believes that cooperative learning Marzano believes that cooperative learning can foster these mental dispositions and can foster these mental dispositions and behaviors. behaviors.

His list does not exhaust all the productive His list does not exhaust all the productive habits of mind, however.habits of mind, however.

Arthur CostaArthur Costa’’s s 16 Habits of Mind16 Habits of Mind

Finding humorFinding humor Thinking flexiblyThinking flexibly Responding with Responding with

wonderment and awewonderment and awe PersistingPersisting Managing impulsivityManaging impulsivity Listening with Listening with

understanding and understanding and empathyempathy

Thinking about thinking Thinking about thinking (metacognition)(metacognition)

Striving for accuracyStriving for accuracy Questioning and posing Questioning and posing

problemsproblems

Applying past knowledge Applying past knowledge to new situationsto new situations

Thinking and Thinking and communicating w/ clarity communicating w/ clarity and precisionand precision

Gathering data through Gathering data through all sensesall senses

Creating, imagining, and Creating, imagining, and innovatinginnovating

Taking responsible risksTaking responsible risks Thinking interdependently Thinking interdependently Remaining open to Remaining open to

continuous learningcontinuous learning

ASCD CORE THINKING SKILLSASCD CORE THINKING SKILLSRobert MarzanoRobert Marzano

FocusingFocusing

1. Defining Problems: Clarifying needs, 1. Defining Problems: Clarifying needs, discrepancies or a puzzling situationdiscrepancies or a puzzling situation

2. Setting Goals: Establishing direction 2. Setting Goals: Establishing direction and purposeand purpose

Information GatheringInformation Gathering

3. Observing: Obtaining information 3. Observing: Obtaining information through one or more sensesthrough one or more senses

4. Formulating Questions: Seeking new 4. Formulating Questions: Seeking new information through inquiryinformation through inquiry

RememberingRemembering

5. Encoding: Storing information in long-5. Encoding: Storing information in long-term memoryterm memory

6. Recalling: Retrieving information in long 6. Recalling: Retrieving information in long -term memory-term memory

OrganizingOrganizing

7. Comparing: Noting similarities and 7. Comparing: Noting similarities and differences among thingsdifferences among things

8. Classifying: Grouping and labeling 8. Classifying: Grouping and labeling things on the basis of their attributesthings on the basis of their attributes

9. Ordering: Sequencing things according 9. Ordering: Sequencing things according to a given criterionto a given criterion

10. Representing: Changing the form, but 10. Representing: Changing the form, but not the substance, of the informationnot the substance, of the information

AnalyzingAnalyzing

11. Identifying Attributes and Components: 11. Identifying Attributes and Components: Determining characteristics or parts of Determining characteristics or parts of somethingsomething

12. Identifying Relationships and Patterns: 12. Identifying Relationships and Patterns: Recognizing ways in which elements are relatedRecognizing ways in which elements are related

13. Indentifying main ideas: Identifying the 13. Indentifying main ideas: Identifying the central elementcentral element

14: Identifying errors: Recognizing logical 14: Identifying errors: Recognizing logical fallacies and other mistakes, and, where fallacies and other mistakes, and, where possible correcting thempossible correcting them

GeneratingGenerating

15. Inferring: Going beyond available 15. Inferring: Going beyond available information to identify what is reasonably information to identify what is reasonably truetrue

16. Predicting: Anticipating next events or 16. Predicting: Anticipating next events or the outcome of a situationthe outcome of a situation

17. Elaborating: Explaining by adding 17. Elaborating: Explaining by adding details, examples or other relevant details, examples or other relevant informationinformation

Integrating Integrating

18. Summarizing: Combining information 18. Summarizing: Combining information efficiently into a cohesive statementefficiently into a cohesive statement

19. Restructuring: Changing existing 19. Restructuring: Changing existing knowledge structures to incorporate new knowledge structures to incorporate new informationinformation

EvaluatingEvaluating

20. Establishing Criteria: Setting standards 20. Establishing Criteria: Setting standards for making judgmentsfor making judgments

21. Confirming the accuracy of claims21. Confirming the accuracy of claims

The Story PyramidThe Story Pyramid

I Word – Main Character

2 Words – Describe Character

3 Words -- Setting

4 Words – The Problem

5 Words – First event in plot

6 Words – Next event in plot

7 Words – Another event in plot

8 Words – The Resolution

6 Word Memoirs6 Word Memoirs ““For sale, baby shoes, never wornFor sale, baby shoes, never worn”” - -

Ernest HemingwayErnest Hemingway ““Revenge is living well without you!Revenge is living well without you!”” - -

Joyce Carol OatesJoyce Carol Oates ““Macular degeneration. DidnMacular degeneration. Didn’’t see that t see that

coming.coming.”” ““Was father, boys died, still sad.Was father, boys died, still sad.”” ““I was born – some assembly I was born – some assembly

required.required.”” ““Discovered moral code via Judy Discovered moral code via Judy

Blume.Blume.”” ““White trash tempered by wit and White trash tempered by wit and

charm.charm.””

Life stories all in six words.Life stories all in six words.

By Larry Smith and Rachel Fershleiser (Harper Perennial, $12)

What can be summarized in 6 words?What can be summarized in 6 words?

A short storyA short storyA novelA novelA lessonA lessonSomeoneSomeone’’s lifes lifeResults of an experimentResults of an experimentHow one feels todayHow one feels todayLife goalsLife goals??

A Seven Step model for Teaching A Seven Step model for Teaching a Thinking Skilla Thinking Skill

1.1. State the rationale for the thinking skillState the rationale for the thinking skill

2.2. Describe or define the thinking skillDescribe or define the thinking skill

3.3. Model or demonstrate the thinking skillModel or demonstrate the thinking skill

4.4. Invite learners to identify the indicators of Invite learners to identify the indicators of the thinking skillthe thinking skill

5.5. Guided practice with constructive feedbackGuided practice with constructive feedback

6.6. Reflection on practice and application of Reflection on practice and application of the thinking skillthe thinking skill

7.7. Independent practiceIndependent practice

The Q MatrixThe Q Matrix

De BonoDe Bono’’s Six Hats for Thinkings Six Hats for Thinking

White – the factsWhite – the factsRed – emotionsRed – emotions Black – negativesBlack – negativesYellow – positivesYellow – positivesGreen – creativeGreen – creativeBlue – controlBlue – control

Thinking!

Review: Stir-the-classReview: Stir-the-class

Group members stand Group members stand shoulder to shoulder around shoulder to shoulder around the room - space between the room - space between each groupeach group

Leader poses a questionLeader poses a question Group huddles to discuss Group huddles to discuss

the answerthe answer Leader calls a number and a Leader calls a number and a

direction (right or left)direction (right or left) Specified members of group Specified members of group

move and sharemove and share

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the art and science of effective teaching

Education

teaching of thinking

instructional procedures

creative thinking

thinking creativemodes

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instructional methods

core thinking skills

particular thinking