Integrating the 16 Habits of Mind In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat. But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom. The habits themselves aren't new at all, and significant work has already been done in the areas of these "thinking habits." And a renewed urgency for their integration. The Habits of Mind by Art Costa and Bena Kallick don't simply represent fragments of practice to "add on" to what you already do, but rather new ways to think about how people learn. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Strategies that Work: Take Stock With Exit Slips 75 Mill Street, Colchester, CT 06415 Ways To Differentiate Instruction - Classroom Q&A With Larry Ferlazzo (This is the first post in a two-part series on differentiation) I posed this question last week: "What is the best advice you can give to a teacher about differentiating instruction?" I've shared my response in an Ed Week Teacher article that I've co-authored with my colleague, Katie Hull Sypnieski. It's titled "The Five By Five Approach To Differentiation Success." I'll limit my contribution here to sharing a useful link to The Best Resources On Differentiating Instruction. Experts in the field, though, have agreed to share their responses here, so today I'm pleased to publish answers from Carol Tomlinson and Rick Wormeli. Response From Carol Tomlinson Carol Tomlinson is an internationally-recognized leader and author in the field of differentiated instruction. My journey with differentiation began in my middle school classroom when it was quite clear that my one-size-fits-all approach to teaching was, in fact, not fitting many of my students. There were many more questions, of course.
Dare to Differentiate - 50 Terrific Teacher Tips! Feedback Loops in Games – What Makes Monopoly, World of Warcraft, and Mario Kart So Much Fun | Systems & Us We’ve tackled everything from epidemics, labor unions, and skyrocketing rent prices in San Francisco, but today we’re going to nerd out and talk about games. And when we say games, we’re not talking about game theory or a hypothetical model for decision making. We’re talking about real games. Hardcore games like League of Legends and Magic: The Gathering. Casual games like Farmville and Candy Crush. What do games have to do with systems? TAKEAWAY 1:Reinforcing loops reward winnersBalancing loops forgive losers Sports were designed with fairness in mind- the same rules apply to each player. Essentially, Reinforcing Loops make it easier for the player to continue scoring against opponents, such as: Increasing your Assets (e.g. Not every game has reinforcing loops. Derek Fisher throws up a 3-pointer with just 0.4 seconds left in Game 5 of the Lakers-Spurs Playoff series in 2004. Small reinforcing loops, when activated early on, can have a big impact on the ultimate state of the game.
Centers: Effective Structures for Differentiation Photo by Woodley Wonder Works This article is written by Katie Haydon, founder of Ignite Creative Learning Studio. Learn more about Ignite at IgniteCreativeLearning.com or the Ignite Facebook page. Do you use centers in your primary classroom? If yes, you love them and can’t imagine life without them. If no, you can’t imagine how you could possibly trust your 30 to 35 students to work independently, nor can you figure out where you’d get the time to set them up. Centers are an excellent tool for differentiation that will free you up to work with small groups of students, whether gifted, high-achievers, or those needing extra help. Centers, in my opinion, go beyond mundane and standard worksheet tasks. Though centers can be used at any time in the year, some teachers like to wait at least a week or two, and sometimes six weeks into the school year to implement them so that they can gain a greater understanding of their students and be confident that they are ready to follow protocol.
Using Bibliotherapy with Gifted Children - Unwrapping the Gifted Hopefully we’ve all had that experience of reading a book that powerfully “spoke” to us, a book whose characters we could relate to, and whose struggles and triumphs we identified with. Taking this experience a step farther is the strategy of bibliotherapy, the process of helping the reader learn about and cope with any social or emotional struggles or developmental needs by identifying with a character in a book who shares a similar struggle or need. The reading is typically followed up by discussion with a trusted adult. Bibliotherapy of course can be done with all students, particularly students who might be experiencing a divorce in the family, a learning disability, adoption, etc. In addition to helping them learn new strategies for dealing with their various social and emotional issues, bibliotherapy with gifted kids can help them to better understand themselves, their sensitivity, and their quirks. * Who in the book do you identify with and why? Anastasia Krupnik by Lois Lowry.
Essai de modélisation et de systémisation du concept de Classes inversées Dans ce Blog, j’ai plusieurs fois documenté la « méthode » des Classes inversées. On y trouvera aussi un essai sur le rapport entre le Tsunami des MOOCs et les « renversements » proposés par les Classes inversées . Dans ce nouvel essai, j’essaierai de répondre à celles et ceux qui nous disent régulièrement « Mais, les classes inversées, ça existe depuis longtemps … ». Ma réponse est : Oui, sans aucun doute. Comme je le raconte, j’ai eu en 1972 lors de ma première année à l’université, un enseignant qui nous faisait lire un chapitre de son livre avant le cours pour disposer de ce temps de présence pour répondre à des questions, donner des exemples, proposer des applications … Bref, nous en avons eu des enseignants qui nous demandaient de lire un texte, un chapitre, actuellement de regarder une vidéo … avant le cours. Est-ce bien cela une innovation ? 1. (2) Le « flip » va agir en reconsidérant les espaces-temps de l’enseigner-apprendre. 2. Comprenons-nous bien. 3. 4. Le Cycle de Kolb 5.
The Best Resources On Differentiating Instruction My colleague Katie Hull-Sypnieski is leading a February 1st Education Week Webinar on differentiating instruction, and I would strongly encourage people to participate. Katie’s the best teacher I’ve ever seen…. In addition, Katie and I have co-authored a piece for Education Week Teacher on the topic that will be appearing there soon (it’s appeared: The Five By Five Approach To Differentiation Success), and an upcoming post in my blog there will be talking about it, too (that two part series has also appeared). Also, check out The Best “Fair Isn’t Equal” Visualizations. Given all that, a “The Best…” post was inevitable, and here it is. Here are my choices for The Best Resources On Differentiating Instruction: The Best Places To Get The “Same” Text Written For Different “Levels” Busting Myths about Differentiated Instruction is by Rick Wormeli. Reconcilable Differences? Deciding to Teach Them All is by Carol Ann Tomlinson. Here’s a slide from a Rick Wormeli presentation: Related January 11, 2015
Differentiating the curriculum The Policy and implementation strategies for the education of gifted and talented students: Support package: Curriculum differentiation (2004) (pdf 1345kb) provides an introduction to curriculum differentiation for gifted and talented students and is suitable for all stages of schooling. It needs to be read in conjunction with the Policy and implementation strategies for the education of gifted and talented students (revised 2004) and its companion document (2004) (pdf 270kb). The purpose of differentiating the curriculum is to provide appropriate learning opportunities for gifted and talented students. learn at faster rates find, solve and act on problems more readily manipulate abstract ideas and make connections. Gifted students need the opportunity to work through the curriculum at a faster pace and need less time on basics and revision. The creation of a differentiated curriculum requires some pre-planning. Definitions Gagné's (2003) Differentiated Model of Giftedness and Talent Table