background preloader

Teaching Students to Dig Deeper

Teaching Students to Dig Deeper
Image credit: iStockphoto A backwoodsman went to a home improvement store and purchased a chainsaw to replace an old, worn-out saw. After a month, the backwoodsman returned the saw to the store, complaining, "It doesn't work worth a darn! Sometimes this happens when we try to help students to think deeper. Going Deep I am including an excerpt from my new book, Teaching Students to Dig Deeper: The Common Core in Action, that explains the differences in cognitive activities we commonly call higher-order thinking: Analytical thinking, and critical thinking are often lumped together with that other higher-order thinking skill (HOTS) known as problem-solving. Let me clarify. Analysis Vs. Benjamin Bloom (1956) made the specific distinction between analytical thinking (analysis) and critical thinking (evaluation), stating that the two skills differ by two orders of magnitude (Lorin Anderson, in her revision of Bloom's Taxonomy, changed it so they differ by only one). Suggested Strategies Related:  Inquiry learning

Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock​ Bloom's and SAMR: My thoughts

Writer's Notebook Bingo Card Set: Now there's an August Card! - Writing Lesson of the Month Network Because we have to be back at school this summer during the second week of August this upcoming year, Dena and I created/finalized an August Writer's Notebook Bingo Card over the last two weeks. If you already purchased a copy of our Bingo Card set, you should have just received an e-mail with a link to freely download the new August Bingo Card. Contact me at corbett@corbettharrison.com if you purchased the $9.00 set in the past three years and did NOT receive the update for the tenth card fro me today. On June 1, the price for the Bingo Cards will increase by two dollars. If you'd like to obtain the set before the price goes up, please use this link . Our September Bingo Writer's Notebook Bingo card --as always--will remain available as a free download to all of our website's visitors. I hope your school years end as well as I predict ours will. Yours in teaching, Corbett & Dena Harrison ( )

The Knowledge Gear Twenty-first century science offers a new way of looking at and understanding the workings of the human brain. We now know, for example, which areas of the brain activate when we decipher a written word, that a genetic variation might be at the root of dyslexia, and that the recycling of neural networks in our brains may be what allows us the uniquely human abilities of reading and writing. Neuroscientist Stanislas Dehaene (2009) refers to this new way of looking at reading and learning as the "neurocultural approach." Although these theories and understandings are just now materializing, there have long been five basic principles with implications not only for the learner but also for the content-area teacher who wants to plan instruction that helps students improve both their reading comprehension and their content learning. Revisiting the Five Basic Premises of Teaching Reading Premise 1: The reader constructs the meaning of a text How did you do?

The 20 Features Teachers Should Know about The 21st Century Classroom We have been talking a lot about the 21st century skills teacher need to have but what about the 21st century classroom ? Do we know how it looks like ? How much of technology is used there and why should there be any technology it after all ? These are questions that Open Colleges is trying to anwser in their awesome infographic below. Honestly I was thinking that the Flipped Classroom is the type of classroom we will have in the future but I don't think I am right so far. Edudemic has also helped in the realization of this infographic and it even summarized its key elements in the following bullets : 91% of teachers have computers in the classroomJust 20% think they have the right level of technology in the classroomMore than half of all colleges surveyed say their biggest priority is upgrading their wi-fi system43% of teachers surveyed have used online games in the classroom29% of teachers use social networks… 80% of college professors do too.

Questioning Toolkit Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend? If we were to draw a cluster diagram of the Questioning Toolkit, Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions. Most Essential Questions are interdisciplinary in nature. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration. Essential Questions are at the heart of the search for Truth. Essential Questions offer the organizing focus for a unit.

Infographic: 5 Tips for Teaching Close Reading (and 5 Things to Watch Out For!) The following blog post is part of a blog series called "Comments on the Common Core," written by Eye On Education's Senior Editor, Lauren Davis . For more insight from Lauren Davis, check out her book series Common Core Literacy Lesson Plans: Ready-to-Use Resources . Close reading is a hot topic these days. At IRA’s recent convention , there were countless sessions about teaching close reading for the Common Core. The Common Core State Standards place a high priority on the close, sustained reading of complex text. ...It often requires compact, short, self-contained texts that students can read and re-read deliberately and slowly to probe and ponder the meanings of individual words , the order in which sentences unfold, and the development of ideas over the course of the text . In other words, close reading means starting up close and then pulling back to the larger meaning (words to sentences to full text). 5 Tips for Teaching Close Reading Broaden your definition of “text.”

Recommended Resources | Teaching and Learning www.stenhouse.com/fiae (For study guides for Fair Isn’t Always Equal, videos, responses to questions, articles, teacher testimonials, and much more) www.debbiesilver.com Differentiation Central (Carol Ann Tomlinson’s wonderful Website on Differentiation) Research that Supports Differentiated Instruction (From Differentiation Central) Putting Points and Percentages into the Past (Wonderful Prezi presentation on standards-based grading) Transforming Assessment (Great Website on assessment from the Education Ministry of British Columbia, Canada) www.edunators.com (by Mark Clements — Powerful Website focused on teaching, assessment/grading, professional connection, technology, risk-taking) The Technorate Teacher (This portion of the site was a list of reflections from Todd Williamson, an educator hero of mine and many others who helps us integrate technology with effective pedagogy. Assessment FOR Learning - Great Website from Scott Habeeb here in Virginia Twitter Chats Assessment and Grading Dr.

Blog-a-thon Post 9: Complex Texts or Complex Kids: Which Texts Are “Worth” #CloseReading Welcome to the fifth week of our 7-week blog-a-thon on #closereading. Each week posts are added to the Contributors page and we are looking forward to your addition. Let’s closely read the practice of close reading together! Also a reminder that we have two workshops coming up this December called “Fall in Love with Close Reading.” I will be in Brookfield, WI on December 6. Complex What Now? If you are a Common Core State Standards state, the standards your state adopted have only one thing to say about the complexity of texts students should be able to read by themselves: In Reading Standard 10, across grade levels, the standard reads: “By the end of the year, read and comprehend literature/informational texts in the grades X-Y text complexity band proficiently, with scaffolding as needed…” One phrase that I find important: “by the end of the year.” by basibanget used under Creative Commons lic I Choose Complex Kids, First In the opening to our book (sample here), we write: Learning to Love

Interactive Graphic Organizer Holt Interactive Graphic Organizers "Graphic organizers are tools that help your brain think." - Kylene Beers Graphic organizers are an illustration of your thoughts on paper. They can help you brainstorm, organize, and visualize your ideas. Click on a graphic organizer to download a PDF of it. Each graphic organizer below includes Teaching Notes with lessons and tips on how to use graphic organizers in the classroom. Help with PDF Files Generating, Identifying, and Organizing Details Determining Main Idea and Drawing Conclusions Order and Sequence Comparison-Contrast and Cause and Effect Process and Cycle Diagrams Evaluating and Making Decisions Persuasive and Supporting a Position Vocabulary Miscellaneous Organizers Graphic Organizer Teaching Notes

Common Core: Assessments What We Know About the PARCC and SBAC Tests • Testing will take 8 to 10 hours. But additional time may be available for students who need it, according to PARCC. • SBAC will offer adaptive-form tests. As a student works on one question, the computer is generating two more. • PARCC will offer fixed-form tests. • Reading passages will be more complex. Schools—maybe including yours—have started to dip into the Common Core, and assessments aligned with the new standards aren’t far behind. The stakes are high, and so is teacher anxiety. And though experts say the drop was completely expected—the Common Core, after all, holds students to a higher standard—teachers nationwide are wondering how to best prepare their students for tests that are still being developed. Before you panic, take a deep breath. Using Technology Currently, a typical language arts assessment requires students to read a passage, then respond to five or six multiple-choice questions based on the passage. More Writing

Common Core Standards Make a Mockery of Novels' Complexity Here’s a pop quiz: according to the measurements used in the new Common Core Standards, which of these books would be complex enough for a ninth grader? a. Huckleberry Finn b. To Kill a Mockingbird c. d. The only correct answer is “d,” since all the others have a “Lexile” score so low that they are deemed most appropriate for fourth, fifth, or sixth graders. Lexiles were developed in the 1980s by Malbert Smith and A. Last week the Thomas B. But missing from this debate is the question of whether the idea of the Lexile makes sense at all. I also pass St. To be fair, both the creators of the Common Core and MetaMetrix admit these standards can’t stand as the final measure of complexity. Few would oppose giving teachers better tools to challenge students, but this approach seems badly flawed. Any attempt to quantify literary complexity surely mistakes the fundamental experience of literature. I try to teach my students to balance such complexities.

Using Padlet (f.k.a. WallWisher) across the curriculum Over the last few years, I’ve been looking for ways to make interactive whiteboards actually interactive. Despite the hype around them, iWBs still promote stand at the front content delivery and the interactivity is limited to the two students/teachers holding the pens. Everyone else is still pretty much a passive observer with regular doses of disengagement. With the recent creation of iPad mirroring software like AirServer and Reflector, the whiteboard has become more interactive with the ability to project multiple iPad screens onto the board. Formerly known as WallWisher, Padlet started out as an online pinboard where unlimited users could post notes on topics being discussed en masse. Access. One of the benefits of Padlet is that it doesn’t require registration if you just want to create a board for quick use. Padlet has a wide array of sharing tools to make your wall accessible. Creating a Padlet Wall. Adding content Padlet is extremely easy to use. That’s pretty much it.

Professor Guy Claxton || MA (Cantab), DPhil (Oxon), FBPsS, CPsychol

Related: