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Instructional Tactics &
Strategies
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Index
Think Pair Share
Place Mat
Positive, Minus, Interesting
Examine Both Sides
Fishbone
Venn Diagrams
Numbered Heads
Value Lines, Walk About
Cooperative Learning (Theory)
Inside Outside Circles
Four Corners
Three Step Interview
Graffiti
Teams Games Tournament (TGT)
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Index
Habits of Mind
Concept Attainment: Bruner
Concept Formation:
Taba Mind Mapping
Concept Mapping
Academic Controversy
Team Analysis
DeBono’s Six Thinking Hats
Multiple Intelligences
Emotional Intelligence
Learning Styles
Brain Research
Gender
Resources
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Links
YRDSB's site on Instructional Intelligence (Much of the information on this page came from there)
Berrie Bennett's Website on Instructional Intelligence
Art Costa & Bena Kallick: Habits of Mind
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An instructional tactic where students are
asked to think for a moment first, then pair up to compare their
experiences / thoughts, then share them with a larger group.
Preskills:
 Can
students listen effectively and actively to one another?
Can
they paraphrase what another person says?
Can
they suspend judgement?
Factors to consider beforehand:
Do
students perceive the classroom as a safe environment for sharing?
How
long should each part of the process take?
Are
there an odd or even number of students?
Who
will work with the ESL student or those who, for example are
‘loners’?
How
will you pair up people? Number them
off? Let them choose? Alpha?
How accountable will you make each
student? How will you
do so and still keep the environment
an
emotionally safe one?
THINK
What
background information do students need to be able to think effectively
about the question?
How
can you frame the question to indicate the level of thinking you expect:
· Recall, comprehension, application, analysis,
evaluation or synthesis (Bloom’s
Taxonomy)
PAIR
How
directed do you wish this to be?
Discussion or “listen – repeat – record” or something in
between?
SHARE
Who
will report? Random so all are
equally accountable (the person with darker hair, for
example) or a
more directed process?
What will you do with correct, incorrect, partially correct responses; a
silly response; a convoluted
response; a guess, a ‘no’ response – and still maintain an emotionally safe
environment?
(Adapted from Beyond Monet The Artful Science of Instructional
Intelligence, Barrie Bennett / Carol Rolheiser
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Place Mat is a form of collaborative learning
that combines writing and dialogue to endure accountability and
participation of all students. It involves groups of students working both
alone and together around a single piece of paper to simultaneously involve
all members.
MATERIALS:
Chart paper is preferable, but not
necessary. Pens and Pencils.
The paper is divided up into pieces based on the number of member
in the group with a central
square or circle. (samples below)
Other organizers can be placed within the
place mat to help structure material
PROCESS
Carefully construct the assignment; it’s construction will depend on the
learning goals: eg,
are
you
aiming to:
·
Brainstorm / generate / introduce a new
idea?
·
Use as an elaborative / extension tool to
provide depth to the lesson?
·
Encourage team problem solving?
·
Distinguish between primary ideas, secondary
ideas and supporting detail?
·
Structure thinking around an event or issue to prepare for
concept attainment/ Mind Maps or Concept Maps?
·
Consolidate / review what has been learned?
At what level do you want the discussion to
be at in terms of Bloom’s taxonomy?
What verbs are
you
using that indicate this level?
Group students:
·
In smaller groups that might feel safer?
·
In larger groups that generate more
information?
·
According to varied ability? Random groupings? Numbered heads?
Hand out the assignment with the place mat.
Students work alone first. How long do you want this to last? Do students have the skill of
respecting the learning time of others quietly?
If not, what can you do to pre-teach the skill?
Students share information with their
group. Results are recorded in the centre of the page.
·
How structured will the sharing be? Round Robin? Three-step Interview?
·
How much time and in what order?
·
How will accountability for listening be
built?
·
Will any formal group roles be assigned such
as ‘recorder’?
·
Is the primary purpose here listening, or
probing deeper as each speaks, or both?
·
What pre-skills need to be taught to make
this effective? (active
listening? Questioning? Critical thinking? Effective communication?)
Sharing then takes place between groups. This can be done with
Walkabout, Round Robin,
reporting to the whole class or a number of techniques depending on your purpose or time.
·
Who will speak for the group?
·
Again, how will accountability be built
in?
·
How will note taking take place so all have
the results of the class?
·
How will a safety net be created for the
very shy, etc.?
How
will you assess the process? What
criteria will you use? Are students
aware of your criteria
for
assessment?
Samples
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(Adapted
from Beyond Monet The Artful Science
of Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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PMI assists in making wise decisions,
critical thinking (analysis) and evaluation.
It invites exploration of an issue from the
point of view of what will or won’t work.
‘Positive’ refers to reasons why something
is a good idea or decision
‘Minus’ refers to why something won’t work
or is unwise
‘Interesting’ usually refers to the position or action one takes
having balanced out the Positives
and
Minuses
PROCESS:
Generate / Brainstorm information around a
topic / issue
Use a PMI organizer to complete the paper
process
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Positive
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Minus
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Interesting
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Other Considerations:
Consider tying in PMI to Place Mat as
follows:
PMI could also work well with Think,
Pair, Share
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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EBS is connected to critical thinking, the
search for truth.
It is a pre-skill for debating or for
Academic Controversy.
It encourages students to look at both sides
of an issue.
PROCESS
What is the point of the lesson?
·
To understand both sides
·
To apply their new found understanding to
another form such as an essay?
·
To evaluate a piece of writing on the
subject?
In other words, this can be a lesson in
itself, or form a foundation for further objectives.
How can you generate a statement / question which allows for equal
exploration of both sides of
an
issue? Read your statement / question carefully.
·
Is it bias free or equally biased for both
sides?
·
Does it set reasonable parameters on the
dimensions of the exploration (ie. Not too wide, not too narrow)?
Which organizer such as PMI, Venn Diagram etc. is most appropriate
for the type of content
being
explored?
How can the class best be organized? Quiet seat work? Pairs? Groups?
What is the most helpful way of reporting
their findings?
How will I know that they really do
understand both sides of the issue?
What criteria will you use to evaluate the
understanding?
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Fish Bone is an organizer used in problem
solving or to identify and organize factors.
It is a more sophisticated way of
Brainstorming or CAF (Considering All Factors).
Uses:
Alternative way of generating topics and
subtopics for essays
Exploration of an idea. Eg. Why do people bully others? Causes of a war, reasons why we need
to
move away from hydrocarbon consumption…
PROCESS:
The organizer now helps students to organize the ideas into types
of classifications of main ideas
and sub ideas (analysis / evaluation).
The head (circle) of the bone provides the
issue or idea that acts as the focus for the thinking. Framing
the question / statement is essential in providing the direction for the
exercise.
The squares are the classifiers, or main
ideas. Do you wish to provide these
initially, or should
students generate their own? Or a combination of the two?
MATERIALS:
(Adapted
from Beyond Monet The Artful
Science of Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Operates at the analysis level of Bloom’s
Taxonomy
There is more than one type of Venn diagram
They are particularly powerful when used in
combination with tactics such as:
Numbered heads, Walk About, Three Step Interview, Place Mat…
USES:
Assist in concept formation / attainment
Assist in organization of ideas
PROCESS:
Statement / question framing to allow enough room to explore an
issue / topic / concept
thoroughly and
yet, to set a reasonable framework around the expectations.
Will you give students the items and use the
Venn Diagram to help them to classify? Or will
students be generating the
ideas? If ideas are student
generated, how will you check for
accuracy,
completeness and understanding?
Is the diagram the end product or a lead in
to another process?
Types of Venn Diagrams:
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Can increase student accountability without
increasing stress when used in combination with other tactics: Think, Pair, Share, Place Mat, PMI, EBS,
Three Step Interview, Insider / Outside
One of simplest and useful of group tactics
It simply means to have groups number off (1,2,3…) or letters (A, B, C…)
Assists in initiating a transition or
handing out, collecting materials
A simpler version of Four Corners; uses a continuum between opposites to
place a student’s thoughts / emotions
Used in combination with other tactics and
strategies
Eg. At the beginning and end of a lesson to
see how students positions have shifted, in combination with Think, Pair ,
Share to examine why students have
chosen their particular spot on a continuum, Academic Controversy, Mental
Set creation at the beginning of a lesson or a form of Closure
Opposite ends can consist of:
Agree --------------Disagree
Is an example of ------------------Isn’t an
example of
Should -------------Shouldn’t
Literally, a student in a group joins
another group to provide cross pollination of ideas.
Links more complex processes in
collaborative learning
Builds individual accountability, physical
movement, and variety into the learning process
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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“Group work that is not structured
thoughtfully is one of the least effective approaches in the teaching and
learning process.” P. 141
Things to Think About:
Cooperative learning is complex; start small
Learning is socially constructed; we seldom learn in isolation
Everyone in a group needs to be accountable
for learning
Pre-skills need to be overtly taught: social skills, communication, and
critical thinking
Groups need to process how they function as
a group
Not all material is suited to group
work; choose carefully
Groups of 2 – 4 are most effective
Think about who will be working with whom
Needs to be integrated with other strategies
Success depends on safe classroom
environment
Examples of Cooperative Learning:
Jigsaw, Group Investigation, Team Analysis, Academic Controversy,
Think Pair Share, Inside
Outside
Circles, Three-Step Interview…
When setting up Cooperative Learning, in your
planning, consider:
The structures you will be using
The process you will be needing and using
How you will make the classroom safe
Cooperative Learning:
Some Reasons for Use
Research shows that, done well, it is a
highly effective mode of learning
Research shows that intelligence is greatly
affected by social interaction
Interpersonal intelligence is a powerful
predictor of success
Dialogue is a powerful way to resolve the
revolution like behaviour of society
Conflict resolution skills often determine
how long school staff remain effective
Where else will students pick up quality
social, communication and critical thinking skills
Some students learn best by this mode
(Learning Styles, Multiple Intelligence)
Cooperative learning has significant
transfer to the ‘real world’
Johnson’s 5 Basic Elements of Effective Group Work
Individual Accountability
Each student is responsible for their own learning
Face to Face Interaction
·
Groups of 2 – 4 and facing each other
·
Rearrange the room if necessary!
·
Collaborative Skills (skills embedded into
the group work process that may need
to be taught overtly)
·
Social skills
·
Communication skills
·
Critical thinking skills
Processing
·
The need to reflect and assess on the group’s
effort – academically and socially
·
Needed for development over time
Positive Interdependence
·
Students are supportive of each other’s
learning
·
Needs to be taught
Johnson identifies 9 ways
to encourage this…
Johnson’s 9 Positive Interdependencies:
Goal: Provide a clear and meaningful goal or
task
Role: Roles are clear without being inhibiting
Resources: sharing
Incentive: getting perks for working well together
Outside force: competing against standards or for prizes
Environmental: structure the physical environment
carefully
Identity: students design a group name or logo
Sequence: each student must complete his task so that the group can put together to
various
elements to create a whole
Simulation: role playing, often to deal with social
skills
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Facilitates dialogue
Builds community
Provides for movement and interaction
Method:
It can be employed with groups of 6 or more
(½ in½ out).
Place students in two circles – one circle
within the other.
Students face each other between circles.
Put a question on the board
Ask students to think about it; allow reasonable wait time
Then say, “Person on the inside, tell the
person on the outside how you would attempt to solve it.
When
you are finished sharing, say, ‘pass’, and then the outside persona will
share or extend the
thinking of
the inside person.
When finished, outside people rotate one to
the left or right.
Now they are ready for the next question.
Considerations:
How will you deal with students who are weak
auditory learners?
If you choose to a reporting system, how
will you set it up? E.g. Group B, pair 2, outside, what
is your response…
How will you build in accountability?
Will students have the right to pass on
responding?
If you have an odd number, have 2 students
act as one on the outside circle.
Diagram:
(Adapted from Beyond Monet
The Artful Science of Instructional Intelligence, Barrie
Bennett / Carol Rolheiser)
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This is a useful tactic that can precede
debates:
Begin with a statement, issue or question
Label your corners: Strongly Agree, Agree, Disagree, Strongly
Disagree
Students are given a specified period of
quiet time in which to make up their minds.
At this stage,
dialogue is not allowed.
Students move into the corner which best
represents their view of the issue
In small groups, students discuss why they moved to the corner
they did and record their
combined
reasons.
Students then report on their reasons from
each corner
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Encourages students to share their thinking,
ask questions and take notes
Works best with 3 per group, but can be
modified for groups of 4
Assumes a knowledge base is in place about
which the Interviewee can talk. This
may be from prior research, a report, homework…
Preskills:
Asking questions: types, levels of difficulty, sequence,
open Vs closed questions…
Note taking skills
Interviewee skills: are there questions that you should not
answer? What if you don’t understand
the question? Etc.
Method:
Assign a letter to each student
·
A = Interviewer
·
B = Interviewee
·
C = Reporter
The roles rotate after each interview.
Gauge time needed for each interview
When they are done, they do a Round Robin and share the key
information they recorded when
they were Person C: the Reporter.
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THREE STEP INTERVIEW FORM
Interview 1: Name: ________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Interview 2: Name: _________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Interview 3: Name: _________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Round Robin: Key Idea(s) from
Interviews:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Graffiti is a creative brainstorming process
that involves collecting the wisdom of all or most of the students in the
class.
Method:
You may wish to begin by introducing the
concept of Graffiti; it helps make
the process more
meaningful for students
Place students into groups of three or four
Provide a large sheet of paper (station) for
each group
Each piece of paper has a topic / question in the middle (can be same or different for each group
Students get a reasonable amount of Wait
Time to think
Then a specified amount of Record Time to
write down their answers on the sheet
Then the group stands up and goes to another
station and adds their information
to the
information already there
They should NOT read info already
there. Duplication is irrelevant, and
often can simply indicate
that
info is important.
The process continues until all groups have
visited all stations
When they return, they now have the
collective wisdom of the class
Considerations:
Consider giving each group different coloured
pens. When inappropriate comments
happen, and
they
do, it is easier to trace.
Know how you will deal with inappropriate
comments before you begin
Sample:
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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TGT is a strategy usually used to check for
understanding information, for reviewing and test preparation. It works best for information that is
relatively objective.
Method:
Students work in a Home Teams of three and
review the information learned.
They then break into Tournament Groups where one student from each
group gets together with
two
students, each from one other group.
Tournament groups then responds
to a number of questions. The
questions are placed on cards
with the answers on the back. (like Trivial Pursuit)
When they have completed the questions, or the time is up, they
return to their home team and
add up their individual
tournament scores. The group with
the most points receives an incentive.
Considerations:
Are student notebooks adequate for the
initial review phase of the strategy?
Initial choice of teams can be crucial to
perceived fairness of the process.
Should this be done
randomly or with specific intent, such as making sure each review group has
at least one strong
student
in it to help weaker students?
Who is to keep score? Have the social skills of integrity and
honesty been overtly taught?
Sample Recording Sheet:
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Team Name
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Question
Number
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1
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2
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3
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4
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5
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6
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7
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8
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Total
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(Adapted from
Beyond Monet The Artful Science of Instructional Intelligence,
Barrie Bennett / Carol Rolheiser)
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A
Habit of Mind is knowing how to behave intelligently when you DON'T know the
answer.
A
Habit of Mind means having a disposition toward behaving intelligently when
confronted with problems, the answers to which are not immediately known:
dichotomies, dilemmas, enigmas and uncertainties.
Our
focus is on performance under challenging conditions that demand strategic
reasoning, insightfulness, perseverance, creativity, and craftsmanship. The
critical attribute of intelligent human beings is not only having
information, but also knowing how to act on it.
Employing
Habits of Mind requires drawing forth certain patterns of intellectual
behavior that produce powerful results. They are a composite of many skills,
attitudes and proclivities including:
Value: Choosing to employ a pattern of intellectual behaviors rather than
other, less productive patterns.
Inclination: Feeling the tendency toward employing a pattern of intellectual
behaviors.
Sensitivity: Perceiving opportunities for, and appropriateness of employing
the pattern of behavior.
Capability: Possessing the basic skills and capacities to carry through with
the behaviors.
Commitment: Constantly striving to reflect on and improve performance of the
pattern of intellectual behavior.
The 16 Habits of Mind identified by Costa and Kallick
include:
Persisting
Thinking and communicating with clarity and
precision
Managing impulsivity
Gathering data through all senses
Listening with understanding and empathy
Creating, imagining, innovating
Thinking flexibly
Responding with wonderment and awe
Thinking about thinking (metacognition)
Taking responsible risks
Striving for accuracy
Finding humor
Questioning and posing problems
Thinking interdependently
Applying past knowledge to new situations
Remaining open to continuous learning
S.U.C.C.E.S.S. of Habits of Mind
Henry Toi of Nurture Craft Pte. Ltd in Singapore found
16 Habits of Mind too many to hold in his mind at one time. To simplify, he
"Success-fully" categorized them as shown below. Click on the image below to
display the full-size image.
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Habits
of Mind |
What
Is It |
Sounds
Like |
Looks
Like |
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Persisting |
w
Sticking to a task even though you want to give up.
w
Never give up
w
Try
and try again
w
Hang
in there
|
w
“Hang in there.” “Keep at it.”
w
“Don’t show me. Let me figure it out.” |
w
Attending even with distractions.
w
I
use a variety of strategies to solve problems.
w
I
stay on task.
w
I
complete my tasks or projects.
w
I
stick to my task and finish the job.
w
Even
though I’d like to quit, I know I have the strength to continue. |
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Managing Impulsivity |
w
Thinking before acting.
w
Taking your time. “think time”
w
Reflective
w
Patient
w
Thoughtful
w
Wait
time
w
Controlled |
w
“Just a minute, let me think.” |
w
Examining directions before beginning a task.
w
I
ask questions if I don’t understand.
w
I
develop plans before I start work.
w
I
accept suggestions to improve my work.
w
I
listen to other points of view.
w
Slow
down. Take a deep breath.
w
Count to 10. Pause. |
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Listening with Understanding and Empathy |
w
Paraphrasing.
w
Attending.
w
Sensing others’
feelings.
w
Understand others.
w
Empathetic
w
Tuned in
w
Caring
w
Respectful
w
Summarizing
w
Focused |
w
“So you’re suggesting…”
w
“Your idea is…”
w
“You’re upset because…”
w
Paraphrases: “so what
you are saying is…”
w
Asks clarifying
questions: “I want to understand what you meant by…”
w
Silent when speaker is
presenting material.
w
“Tell me more.”
w
“I want to understand.”
w
“You’re confused about…”
w
“You sure were happy
about…” |
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Facing one another. Eye
contact.
w
Nodding.
w
Leans forward to
speaker.
Nods head.
w
Makes eye contact.
w
I listen carefully to
others and value their ideas.
w
I respond appropriately.
w
I build on others’
ideas.
w
Comforting. Trusting.
Vulnerable. |
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Thinking Flexibly |
w
Ability to change your
mind. Approaching a problem from a different perspective.
w
Look at it another way.
w
Adaptable
w
Open-minded
w
Different points of view
w
Different perspectives
w
Many possibilities
w
Multiple solutions |
w
“I think I see things
differently now.”
w
“however”
w
“on the other hand”
w
“if you look at it
another way”
w
“John’s idea is…, but
Mary’s idea is…” |
w
Trying different
approaches.
w
I try to understand both
sides of on issue.
w
Stretching. Hard to give
up your own viewpoint but expanding.
w
I consider all
viewpoints in solving a problem. |
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Thinking about Thinking (Metacognition) |
w
Thinking about your own
thinking.
w
Knowing what you know
and what you don’t know.
w
Self-aware
w
Mental maps
w
Inside your head
w
Inner thoughts |
w
“Right now, I’m
wondering…” “My strategy is…”
w
“I have a theory that…”
w
“I’m conducting an
experiment.”
w
“The sequence of steps
in my strategy was first to…,and then I…” |
w
I am able to list the
steps in my plan of action.
w I
can describe what
I know and what I need to know.
w
I can evaluate my plan.
w
I can explain the steps
in my thinking.
w
I can tell how thinking
about thinking helps me. |
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Striving for Accuracy |
w
Working toward
perfection, elegance, craftsmanship.
w
Look over your work.
w
Check it out
w
Hit the bull’s-eye
w
On target
w
Quality
w
Correctness |
w
“Making a list, checking
it twice.” |
w
Taking aim.
w
I check that my
information is accurate.
w
I review the
requirements on assignments.
w
I check that my work
matches the criteria. |
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Questioning and Posing Problems |
w
Work it out.
w
Probing
w
Clarifying
w
Investigative
w
Inquisitive
w
Curious |
|
w
I ask questions and am
curious.
w
I think of a lot of ways
to do things.
w
I gather information and
figure out what it means.
w
I can think of more than
one solution to a problem.
w
I can explain why my
thinking makes good sense. |
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Applying Past Knowledge to New Situations |
w
Use what you learn.
w
Know your resources
w
Recall
w
Transfer
w
Prior knowledge
w
Scaffolding |
w
“This reminds me of.”
w
“That was just like the
time when…”
|
w
I use past learning in
new situations.
w
I can see how two
different ideas are connected. |
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Thinking and Communicating with Clarity and Precision |
w
Be clear.
w
Articulate
w
Grammatically correct
w
Communicative
w
Command of the language
w
Editing |
|
w
I take time to be
precise.
w
I edit and revise to
make my writing clear.
|
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Gathering Data through all Senses |
w
Use natural pathways.
w
Engaged
w
Perceptions
w
Sensing
w
Hands-on
w
Interactive
w
Physical, visual,
tactical, kinesthetic
w
Auditory, gustatory,
olfactory
w
Sensations |
w
“Let me feel it.” “Let
me taste it.” Let me smell it.”
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Creating, Imagining, Innovating |
w
See things differently.
w
Unique
w
Brainstorm
w
Imaginative
w
Novel
w
Inventive
w
Divergent
w
Artistic |
|
w
I am willing to try new
approaches.
w
I like to think about
things and wonder about them.
w
I can think of ideas
that are really unusual.
w
I add a lot to my ideas
and to others’ ideas.
|
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Responding with Wonderment and Awe |
w
Have fun working it out.
w
Wondrous
w
Amazement
w
Appreciation
w
Fascination
w
Wide-eyed
w
Visionary
w
Passionate |
w
“Wow!” “Cool!” “Aha!”
w
“Don’t tell me the
answer! I can figure it out by myself!”
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Taking
Responsible Risks |
w
Seek adventure with
responsibility.
w
Adventuresome
w
Courageous
w
Living on the edge
w
Do your thing
w
Just do it
w
Free spirited |
w
“Let’s try it.”
w
“I might be wrong about
this…”
w
I know this may not be
what is called for, but…”
w
“What’s the worst thing
that can happen if we try? We’ll only be wrong!” |
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Finding Humor |
w
Pursue joy and laughter.
w
Laughable
w
Funny
w
Irony
w
Satirical
w
Playful
w
Capricious |
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Thinking Interdependently |
w
Work together.
w
Cooperative
w
Collegial
w
Collaborative
w
Sense of community
w
Teamwork
w
Synergistic |
w
“Who else can we
involve?”
w
“When I see this, it
makes me think this is what is happening. What do you think?”
w
“We haven’t heard from
Rick yet.”
w
"Tess hasn’t had a chance
to speak.”
w
“You really helped me to
see…”
w
“Thanks for showing me
how to…” |
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Remaining Open to Continuous Learning |
w
Keep your mind growing.
w
Lifelong learner
w
Learning from experience
w
Commitment
w
Kaizen |
w
“That’s an interesting
idea. How could we find out more about it?
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Three-Story
Intellect Model
Bloom's Taxonomy
Evaluation
(judge based
on criteria)
Application
(act on
understanding)
Synthesis
(reinvent, create,
look at in a new way)
Analysis
(compare/contrast,
pull apart)
Comprehension (explain,
provide examples)
Knowledge
(recall, recite)
Story 1: Just the facts
Story 2: compare, reason, generalize,
using the labors of the facts from story 1.
Story 3: idealize, imagine, predict –
the best illumination comes from above, through the skylight.
Story 1 Questions & Statements:
Name…. [Naming]
How does ______ make you feel? [Describing]
What word does this ______ go with? Matching]
Define the word ______. [Defining]
What did you see….? [Observing]
Which ….? [Identifying] [Selecting]
How does ….? [Reciting]
How many ….? [Counting]
List …. [Listing]
How do you feel about …? [Recalling]
Story 2 Questions & Statements:
In what ways do you see …? [Comparing]
What suggests to you that ….? [Explaining]
From our experiment with _____, what might you infer about …?
[Inferring]
How might you arrange…? [Sequencing]
What do you think caused the …….? [Explaining]
Arrange in groups the …. [Grouping]
What other ____ can you think of that work the same way?
[Making Analogies]
What are some characteristics of …? [Distinguishing]
What might you do to test your idea? [Experimenting]
In what ways are ____ different from ____? [Contrasting]
In what way might you arrange the ____ so that they have a
______ affect? [Organizing]
What data are we going to need to solve this problem?
[Analyzing]
Story 3 Questions & Statements:
What do you suppose will happen to ____ if ____?
[Forecasting]
If ____, what do you suppose will happen? [Speculating]
Because of ____, what do you think will happen when _____?
[Predicting]
Imagine what ______ if there were no ______? [Imagining]
What might you say about all ______ that are ________?
[Generalizing]
Design a way to use ____to make a ______. [Applying]
How could you use this ____ to make a model of a _____?
[Model Building]
What would be a fair solution to this problem? [Evaluating]
What makes this ____ unique? [Judging]
Given what we have learned, what other examples of _____ can
you cite? [Applying]
What do you think might happen if ________? [Hypothesizing]
(Refer to Art Costa &
Bena Kallick:
http://www.habits-of-mind.net/) |
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David Perkins’ work on Knowledge as Design:
What are the critical attributes of the
concept?
What are the purposes of the concept?
What are the model cases of the concept?
What are the arguments for learning the
concept?
Bruner’s Concept Attainment Method:
Phase 1:
Present the focus statement and the data set.
What is your focus statement?
How will you present the data set? All at once or one at a time?
Students compare the attributes of the YES
examples and contrasts them with the NO examples
What medium will you use to present the data
set? Picture? Overhead, objects, role playing,
chart,
etc.?
Students generate and test their hypothesis
When will you decide to present the tester
to check for understanding?
When will you decide to stop presenting the
data and move into phase two?
Phase 2: Sharing the hypothesis and their thinking
How will you have the students share their
hypotheses and thinking?
Individually, randomly,
pairs,
teacher selected, individual from group etc.?
How will you deal with incorrect or
partially correct hypotheses?
Remember that students may
see
things you didn’t realize were in the data set or simply err in their
analysis.
When students have determined the essence or the critical
attributes of the concept, how will you
start to move to Phase
2? This is an essential element
Phase 3:
Application or extension of the concept
Students describe their thoughts about how their thinking
progressed during the analysis of the
date
How will you make this concept come alive so that students
understand the purpose of the
concept and
its value
What questions could you ask?
What level of Bloom’s Taxonomy are your
questions?
Could you insert any other strategies or critical thinking skills
at this point to extend their
thinking?
Common Fallacies in Inductive Reasoning
Hasty or Sweeping Generalizations
·
This refers to the making of a judgement or broad statement based on limited
information
The Either – Or – Fallacy
·
This refers to polarizing an issue when in
fact other positions or both positions are possible.
The Unknowable Statistic
·
This refers to the making of a statement
based on a statistic that is impossible or unrealistic to calculate.
Inconsistencies and Contradictions
·
This refers to arguing a point while going
against or acting in a way that negates your argument.
The Loaded Question
·
This question does not allow for any answer
but the one the
person who asked it wants; a dead end question.
False Causation
·
This involves invoking a cause / effect
relationship when it is at best a correlation or a coincidence.
The False Analogy
·
This occurs when a comparison is made which
is not accurate.
The Slippery Slope (Domino Effect)
· This
implies that if one thing happens, then all these other things will happen
as a consequence
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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With Concept Attainment, the teacher
controls the data set and its classification. With Concept Formation, students control
the classification of the data set and often even the generation of the
data set.
Phase 1: Concept Formation
Enumerate or list the date (teacher or
students)
Group the data
Label the groups
Phase 2: Interpretation of the Data
Identify the critical relationships between
groups
Explore those relationships in a cause and
effect process
Make inferences from those explorations
Phase 3: Application of Principles
Predict consequences, explain unfamiliar
phenomena, hypothesize and predict
Explain or support the predictions, etc.
Verify the predictions and assess the
practicality,
strengths or weaknesses,
logic.
Common Fallacies in Inductive Reasoning
Hasty or Sweeping Generalizations
·
This refers to the making of a judgement or broad statement based on limited information
The Either – Or – Fallacy
·
This refers to polarizing an issue when in
fact other positions or both positions are possible.
The Unknowable Statistic
·
This refers to the making of a statement
based on a statistic that is impossible or unrealistic to calculate.
Inconsistencies and Contradictions
·
This refers to arguing a point while going
against or acting in a way that negates your argument.
The Loaded Question
·
This question does not allow for any answer
but the one the
person who asked it wants; a dead end question.
False Causation
·
This involves invoking a cause / effect
relationship when it is at best a correlation or a coincidence.
The False Analogy
·
This occurs when a comparison is made which
is not accurate.
The Slippery Slope (Domino Effect)
· This
implies that if one thing happens, then all these other things will happen
as a consequence
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Mind Mapping helps the learner to connect
existing knowledge with new knowledge; this makes knowledge dynamic
rather than passive. As a framework
tools, it assists in the formation of connections, in organizing concepts
and the relationships between concepts.
It is an analytical process that can be
used: to take notes, to study for an
exam, to brainstorm, or to make connections between ideas. It enhances memory.
Essentials of Mind Mapping:
The central image represents the subject
being mapped
The main themes radiate like branches from
that central image
Those branches have a key image or key word
printed on an associated line
The branches have a connected structure
Optional:
Use of colour and codes
Materials:
A sheet of paper for each student or group
Coloured pens or
crayons, even scissors and glue if pictures will be used
Process:
Select a topic. It helps to think of a visual that
capture the essence of that topic and use it in the
centre
Brainstorm the key ideas related to that
topic
·
Record all ideas
·
Group into common categories
·
Draw a picture or symbol that represents
each of the key ideas brainstormed
·
Position those visuals around the outside of the visual in the centre of the map
·
Put in the key word then connect the key
words to the centre
·
Flow with ideas radiating out from each of
the key ideas and continue the above process
Reflect alone, with a partner, with a small
group or with the class. Talk through
the journey you
took to conceptualize the key ideas related to the
topic. Explore the relationships
between
different aspects of
the map.
Sample Mind Maps:
(Adapted from
Beyond Monet The Artful Science of Instructional Intelligence,
Barrie Bennett / Carol Rolheiser)
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Concept Mapping helps the learner to
connect existing knowledge with new knowledge; this makes knowledge dynamic rather than
passive. As a framework tools, it
assists in the formation of connections, in organizing concepts and the
relationships between facts, concepts and ideas.
It is an analytical process that can be
used: to take notes, to study for an
exam, to brainstorm, or to make connections between ideas. It enhances memory.
Essentials:
Start with a major term or idea from which the next term or idea
extends either in a hierarchical or
radiating format –Concept Maps usually start at the top of the page.
Shift is from more complex to less complex
idea or major to minor
Connecting lines are drawn between concepts
Linking words are placed on the lines
stating the relationship between concepts
Cross links can be made between one part of
the concept hierarchy or
classification and another
Optional:
·
Colour can be used
to follow relationships
·
Examples of concepts can be added
Materials:
A sheet of paper for each student or group
Post It Notes or index cards
Coloured pens or
crayons, even scissors and glue if pictures will be used
Process:
Brainstorm, individually or in a group, the key ideas
Students put their ideas onto cards or
post-it notes
Sort / classify these cards, looking for
relationships between ideas
Paste or transfer the ideas onto the large
piece of paper
Draw lines between concepts and place words on the lines that
illustrate their relationships
Look for cross links between different
concepts
Sample Concept Maps
(Adapted from
Beyond Monet The Artful Science of Instructional Intelligence,
Barrie Bennett / Carol Rolheiser)
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Encourages higher level thinking (analysis,
synthesis and evaluation, for example)
Pushes the ability and willingness to
consider opposing perspectives
Extends knowledge and clarity around issues
Integrates the head and the heart in the
learning process
De Bono’s Six
Thinking Hats (tactic) is useful in the process
Precursor to debating
Necessary Preskills: because
this strategy is
a complex strategy, a large part of its effectiveness relies on
prerequisite skill on the part of both teacher and students.
The classroom has been established as a genuinely psychologically
‘safe’ classroom in the eyes
of the
students.
·
The teacher is attending to David and
Johnson’s work, specifically:
·
Individual accountability
·
Face to face interaction
·
Collaborative skills
·
Processing group functioning
·
Positive interdependencies (9)
Students must be able to demonstrate the
following Collaborative Skills:
·
Taking turns
·
No put downs
·
Suspending judgement
·
Actively listening
·
Paraphrasing
·
Disagreeing in an Agreeable Way
·
Disagreeing with the idea, not person
·
Accepting and extending the ideas of others
Students are skilled at working in group structures such as Think
Pair Share, Place mat and
Three-Step Interview
Academic Controversy:
8 Steps
1. Identify the
Controversy
State it in the positive (Be it resolved
that all vehicles should be red.)
2. Create Groups
Groups of 4 – 6
Letter the students AA/BB or PRO / CON
·
(Be careful about putting friends together
or giving students choices according to initial positions; it is not advisable in this strategy)
·
Number Heads within Groups: A1, A2, …B1, B2…
·
A’s
are PRO first, B’s are CON first
Sit on opposite sides of room
3. Time to Plan
Time given depends on complexity of material
4. Time for Each
Group to Share
Begin with group A
Usually , about 60
– 90 seconds per group to present is sufficient.
Groups need to be actively listening and
taking notes
No interruptions
5. Plan the
Rebuttal
Discussion of flaws in other groups’
presentation
6. Present the Rebuttal
Begin with Group B, then A
Again about 60 – 90 seconds per group
7. Students
Change Sides - Repeat Steps 3 to 6
Students stand up and exchange sides of the
room
Repeat
8. End with a
Round Robin
Here, individuals can discuss where they
stand on the issue
You may want to see if the class can reach consensus
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Academic
Controversy: Recording Sheet
Names:______________________________________________________________
CONTROVERSY: Be it resolved________________________________________
____________________________________________________________________
____________________________________________________________________
PRO
POINTS:
1.
__________________________________________________________________
2.
__________________________________________________________________
3.
__________________________________________________________________
4.
__________________________________________________________________
5.
__________________________________________________________________
6.
__________________________________________________________________
7.
__________________________________________________________________
CON
POINTS:
1.
___________________________________________________________________
2.
__________________________________________________________________
3.
__________________________________________________________________
4.
__________________________________________________________________
5.
__________________________________________________________________
6.
__________________________________________________________________
7.
__________________________________________________________________
CONSENSUS:
_________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Order of Operations - Example:
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1.
Groups of 4 or 6
2.
Letter off AA(A( and BB(B)
3.
Plan Opening Points
4.
Present Opening Points
5.
Exchange and Plan Disagreements
6.
Present Disagreements Agreeably
7.
Change Sides
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8.
Plan Opening Points (New Ideas or extending previous
ideas
9.
Present Opening Points
10. Exchange
and Plan Disagreements
11. Present
Disagreements Agreeably
12. Round Robin
on Your Position
13. Attempt
consensus
14. Share
Group’s Thinking
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GROUP
/ TEAM ASSESSMENT
Complete the
following questions as a team.
LOW HIGH
1. Did all of the members of our group
contribute ideas 1 2
3 4 5
2. Did all of the members of our group
listen carefully 1 2
3 4 5
to the
ideas of other group members?
3. Did all of the members of our group
encourage other 1 2
3 4 5
members to
contribute their thoughts and opinions?
Three ways that we
helped each other learn the material:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
a) One difficulty our group had was
(explain fully):
__________________________________________________________________________________
__________________________________________________________________________________
Other Observations
relevant to how you functioned as a team:
__________________________________________________________________________________
__________________________________________________________________________________
Group signatures:
_______________________
______________________
_______________________
______________________
_______________________
______________________
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(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Encourages higher level thinking (analysis,
synthesis and evaluation, for example)
Pushes
the ability and willingness to consider and integrate opposing perspectives
Extends knowledge and clarity around issues
Integrates the head and the heart in the
learning process
De Bono’s Six
Thinking Hats (tactic) is useful in the process
Necessary Preskills: because this strategy is a complex
strategy, a large part of its effectiveness relies on prerequisite skill on
the part of both teacher and students.
The classroom has been established as a genuinely psychologically
‘safe’ classroom in the eyes
of the
students.
The teacher is attending to David and
Johnson’s work, specifically:
·
Individual accountability
·
Face to face interaction
·
Collaborative skills
·
Processing group functioning
·
Positive interdependencies (9)
Students must be able to demonstrate the
following Collaborative Skills:
·
Taking turns
·
No put downs
·
Suspending judgement
·
Actively listening
·
Paraphrasing
·
Disagreeing in an Agreeable Way
·
Disagreeing with the idea, not person
·
Accepting and extending the ideas of others
Students are skilled at working in group structures such as Think
Pair Share, Place mat and
Three-Step
Interview
Team Analysis: 5 Phases
Phase One:
Pre-reading and Reflection on the Issue
Teacher identifies an issue, and assigns
reading to prepare students
Individually, students pre-read and reflect
on the material, perhaps in a learning journal
Create groups of 3 – 4 and arrange them in a
horseshoe, teacher sits in the middle
Groups discuss the issue (about 4 – 5
minutes)
You may give a quick comprehension quiz here to make sure students
are ready to move to the
more
demanding portions of the process
Phase Two: The
Presentations on the Issue
Select one student to begin the
presentations (Numbered Heads? Round Robin?)
He / she may request information from their
group members during the presentation.
Members of other teams make notes to help
remember that was said in the presentations. (Will
you
collect these at the end?)
You may wish to put the key info on the board or chart paper so
students have a map of their
thinking
(for younger grades or inexperienced presenters)
Phase Three:
The Response to the Presentation
After presentations, students take 3 – 5 minutes to prepare a
response to the presentation or
issue under
examination.
One of the teams is selected to reply critically to some aspect of
the presentations or to extend
the
presentation by offering and insight or personal comment
Phase Four: The
Teacher Response
As soon as a groups have responded to the
initial presentation, the teacher immediately and
publicly
assigns a mark and a rationale for that mark related to the quality of the
contribution.
Teacher explains the reason behind each
assessment – students can appeal a mark.
Marks of
between 0 and 4 are awarded based on one or more of the
following:
·
Accuracy of the response
·
Complexity of the response
·
Originality of the insight
Phase Five: Responses by the Other Teams
Each
team adds to the communal interpretation till all have responded.
Will
each team have a spokesperson, or will each member speak?
A second round of responses by
students now begins until they’ve achieved a desired level of
thinking or
exhausted their thoughts.
Adaptations:
In Phase 2, have several
groups present initially and assign marks (Phase 4) after each
presentation
Then
move into Phase 3 and provide time for all groups to rework their response
Shift to
Phase 5 and have groups present
Again
teacher provides a mark, shifting back and forth between the last three
phases.
Considerations:
To what
extend do you wish the process to be formal – students stand when they
report?
What
role should marks play? Evaluative,
or as a form of assessment that helps students gauge
the quality of their responses and the marking criteria?
Will
students have the right to pass or must everyone contribute?
Team Analysis: Directions for Students
Phase One:
Pre-reading and Reflection on the Issue
Students individually pre-read, reflect
In their group, have a brief discussion (4 - 5 minutes) on
the issue to be discussed.
Phase Two: The
Presentation on the Issue
One student from one group is selected to
lead off with a presentation.
The presenter can request information form
his or her group members during the presentation
Members on other teams make notes to help
remember what was said in the presentations.
Phase Three:
The Response to the Presentation
The teams take 3 – 5 minutes to prepare a response to the
presentation or to the issue under
examination
One of the teams is selected to reply critically to some aspect of
the presentation or to extend
the
presentation by offering an insight or personal comment
Remember to apply the communication skills of Disagreeing
Agreeably and Accepting and
Extending
the Ideas of Others
Phase Four: The Teacher’s Response
The teacher assigns a mark and rational for
that mark related to the quality of the contribution
Phase Five:
Responses by the Other Teams
Each team in turn adds to the developing
interpretation
Once all teams have responded and the issue or topic is clarified,
and the assessment criteria are
shared, the a second round begins
In the second round on the same or different topic, all students
on each team must make a
comment
before any team member can speak for a second time.
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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White Hat
Represents information (white paper)
It is
applied to direct thinking into an area
Attends to info that is present and info
that is missing
Sharing statistics, or ideas or asking for
information is typical of this hat
Red Hat
Deals with feelings, intuition and emotions
(red suggests fire and warmth)
You share feelings and intuitions and
emotions without having to justify why
Black Hat
Use caution (black like a judge’s robe)
Stops us from doing something harmful,
wrong, too expensive etc.
Points out risks, hazards, the roadblocks
Explains why something will not work
Shows weaknesses and makes assessments
Green Hat
Green suggest life (green vegetation)
Offer suggestions, make proposals and
explore alternatives
Look outside the box for solutions
How to add to something, or make
modifications
Creative suggestions
Blue Hat
Thinking about our thinking (blue sky)
Bring a sense or order and sequence to what
is occurring
Often used at beginning and end of a
discussion
Used when things get confused
Can be used to decide the sequence of hats,
or when to exchange hats or how to summarize…
Yellow Hat
Makes an effort to find the values and
benefits of an idea (sunny yellow)
Seeks good points even if you don’t like the
overall idea
(Adapted from Beyond Monet The Artful Science of
Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Linguistic:
Ability to use words effectively when
speaking and writing
Being sensitive to the power, meaning and
flow of words
Logical – Mathematical
Ability to discern numerical patterns
To effectively think with numbers
Classify information and make inferences /
reason
Bodily – Kinesthetic
Ability to sense, interpret and create
patterns involving the whole body
Interpersonal
Ability to interpret and accurately respond
to the moods/ behaviours of others
Intrapersonal
Understanding one’s own feelings
Aware of personal strengths and weaknesses
The ability to act on that understanding to
guide behaviour
Musical
Ability to appreciate and play with rhythm,
pitch, and timbre
Appreciation of musical for / expressiveness
Spatial
Strength in visual spatial reasoning
Sensing patterns and orienting oneself
Thinking based on those patterns
Naturalistic
Ability to make sense of nature’s
complexities
To classify aspects of nature and sense
relationships within and between those patterns
(Adapted from
Beyond Monet The Artful Science of Instructional Intelligence,
Barrie Bennett / Carol Rolheiser)
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Recognizes emotions – self awareness
Manages moods – self control
Motivated
Empathic
Good social skills
Cognitive resources are connected to emotional
information and can direct their course.
Students need to feel safe in order to
develop Emotional Intelligence.
How can we create that safety?
(Adapted
from Beyond Monet The Artful Science
of Instructional Intelligence, Barrie Bennett / Carol Rolheiser)
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Learning styles differ greatly from person
to person, and so, the teacher needs to consider:
The physical environment
Formal or casual
Concept to examples or examples to
concept (Bottom up / Top down
learners)
Perceptual modes: visual, auditory, tactile and kinesthetic
Concentration spans
Preference for individual or social learning
And there are almost as many as there are
learners.
We begin to learn from personal meaning to
integration of new material into personal knowledge:
Step One: Feeling
/ perceiving to find meaning
Relate knowledge to student experiences and
prior learning
Creating links
Making the material meaningful and
interesting
Step Two: Reflecting
/ Processing to find conceptualization
Allow for discussion
Allow time
Step Three:
Thinking / perceiving to solve the problem
Encouragement to apply what is learned using
inquiry methods
Coaching
Step Four:
Doing / processing to transform
Assist in the integration of ideas
(Adapted from
Beyond Monet The Artful Science of Instructional Intelligence,
Barrie Bennett / Carol Rolheiser)
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The brain’s goal is survival
Functions more effectively in safe yet
challenging environment
Emotion is powerfully connected to thinking
Emotions must be a part of the teaching and
learning process
More likely to retain material in long term
memory
Success encourages emotional involvement
The brain needs to make connections
It is a pattern seeker
It seeks relationships
It
needs to analyze
The brain is hard-wired for ‘Experience
Expected’ situations
There are experiences that need to take place during specific
‘windows of opportunity’, then there
is a
drop off
Required wide range of instructional
approaches to prove a rich learning experience
The brain is also wired for ‘Experience
Dependent’ situations
We learn better early in life than later, so
front load learning
Use it or lose it
The
brain is holistic – although some areas have specific
responsibilities; the areas are interdependent
There is a need to teach to both sides of
the brain, to the whole person
The brain remembers what it considers
important
Material needs to be meaningful, relevant
and authentic
Intelligence is mediated / enhanced by
social situations
There is a need to allow talk / cooperative
learning
The human
brain uses 25% of available metabolic energy at rest. It needs oxygen on demand – those who exercise
increase the blood supply to the brain.
No couch potatoes
Brains that life in enriched environments
have around 40% more neuron connections than brains that live in bland environments
Stimulating, challenging, and socially engaging environments
affect students’ neuron connections
positively
Dull boring environments cause the loss of dendritic connections.
These environments are more damaging than enriched environments are
at enhancing brain development
Students need to be actively and
meaningfully engaged in relevant tasks
(Adapted from
Beyond Monet The Artful Science of Instructional Intelligence,
Barrie Bennett / Carol Rolheiser)
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Women’s Ways of Knowing: (Levels in Learning Perspective)
Silence: a position in which the learner finds
herself as mindless and voiceless and subject to the whims of external
authority
Received Knowledge: a perspective from which women conceive
of themselves as capable of receiving, even reproducing knowledge from the
all knowing external authority but not capable of creating knowledge on their own
Subjective Knowledge: a perspective from which truth and
knowledge are conceived as of a personal, private, and subjectively know or
intuited
Procedural Knowledge: a position in which women are invested in
learning and applying objective procedures for obtaining and communicating
knowledge
Constructed Knowledge: a position in which women are invested in
learning and applying objective procedure for obtaining and communicating
knowledge as contextual; they experience themselves as creators of
knowledge.
The creation of autonomous learners here
through cooperative learning is essential.
Boys and Literacy
Boys are more likely to participate and
achieve in school literacy work if they don’t see participation and
achievement in such work as being in conflict with desirable constructions of masculinity.
They need to see how such work is relevant and
useful:
In understanding their lives
In making their lives richer and fuller
And in offering them new and different ways
of remaking their lives
Successful literacy classrooms provide such
understandings and opportunities for all students.
Successful literacy classrooms also
distribute power more evenly between the teacher and students, allowing
students to be recognized and valued and their knowledge and skills
enfranchised and respected. This is
important for all students, but may be critical for boys. (Cooperative learning does this).
(Adapted from
Beyond Monet The Artful Science of Instructional Intelligence,
Barrie Bennett / Carol Rolheiser)
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Resources
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Spencer Kagan’s book, Cooperative Learning
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Edward de Bono’s work in his CoRT program
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Jim Bellanca’s ideas in Cooperative Think Tank 1 and 11
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Jeanne Gibb’s work in TRIBES
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Yael and Shlomo Sharan: Expanding Cooperative Learning Through Group Investigation
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Bennett, Rolheiser, and Sevahn,: Cooperative Learning,: Where Heart Meets Mind
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Elliot Aronson: The Jigsaw Classroom
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Bennett & Rolheiser: Beyond Monet The Artful Science of Instructional Intelligence
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