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- 2. 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
- 3. • 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
- 4. 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
- 5. 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
- 6. 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
- 7. What the Leaders in Educational Thought have to say about tasks: • Richard Elmore • Lucy West • Allan Luke • John Hattie
- 9. 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
- 10. 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.
- 11. 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
- 12. 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?
- 13. 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?
- 14. 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.”
- 15. 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
- 16. 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?
- 17. 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
- 18. 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.
- 19. BUT….most important • How do we prepare students for these more-intellectually engaging tasks?
- 20. 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…
- 21. 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
Hinweis der Redaktion
- Frank’s sectionBreak into more slides?Like-groups
- Using the handout, He/She Says, I Say, And so…note key messages from each video.Mixed groupsAfter each reflection, discuss at your tables what you found compellingHighlight those messages that are common to all of the LeadersElmore: Clip # 5: http://www.edu.gov.on.ca/eng/policyfunding/leadership/highlights.html
- Mixed groups – explain that the different disciplines have different perspectives and the discussion will be richer when “outside eyes” share their thinking about tasks. For example, teachers in arts and tech have a strong emphasis on assessing the application and creativity tasks – where other subjects may be very focused on content. We can all learn from the arts and tech! When reading the articles, instead of highlighting what you agree with, highlight what challenges you.. What causes some dissonance, makes you question…In groups of 5, each person takes one of the articles. Read it silently. Move to another table where everyone read the same articleShare your highlighting with everyone at the table (each person speaks for 2 minutes) Discuss the differences in your selectionsMove back to your original table. Each person shares the learning from the article with the group
- Fullen says that we are not seeing enough Level 4 work because we are not including enough opportunities for creativity – John Seely Brown says we need to go beyond critical thinking to critical tinkering.
- Students do not find it engaging to have to memorize facts when they know they can look them up in seconds on their smartphones. What they need is the significance of the facts…what is the relevance to their lives?
- Teachers take a few minutes to reflect on the tasks that they brought.Private reflection.Do they address the big ideas as West suggests they should? Do they intellectually engage students as Luke suggests they should? Do they challenge students as Hattie suggests they should?
- Brenda:Labelling Map of Canada What is one of my BIG IDEAS about the Geography of Canada for Grade 9? That students understand there are patterns in how humans use the physical spaces around them. Which leads us to understand the many ways that humans have settled in a country, and in this case, Canada. Throughout the course, I would have them understand how transportation systems have been developed based on how we use the resources available to us, how settlements developed based on resources available etc.So on the exam, if I want them to continue with this thinking, if I ask them to just label the capital cities of each province, I am only asking for recall (lowest level of thinking) and missing my whole point about my big idea. To BUMP IT UP, I need to ask them why the capital cities are located where they are – this not only requires them to consider the purpose of a capital city (again, another way that humans use their spaces) and the reasons for the actual physical locations of such a use of space. This moves them up to evaluation at least. If I really wanted to move it up, instead of having this kind of question on an exam, I would ask them to create a new capital city somewhere in Canada, and they would have to justify why they chose this space. This might be the only question on the exam since it would encompass so much learning from the course.
- Discuss at tables how we can incorporate more of these tasks in our daily lessons, our units
- Did we reach these goals? Is there more work to do on any of them?