Lucy West Education Consultant email: lucy@lucywestpd.com @lucywestpd.comlucywestpd.com phone: 212-766-2120 cell: 917-494-1606.

Lucy WestEducation Consultant

email: lucy@lucywestpd.comhttp://lucywestpd.com

phone: 212-766-2120phone: 212-766-2120

cell: 917-494-1606cell: 917-494-1606

Lucy Westlucy@lucywestpd.comwww.lucywestpd.com

Power Point Available Next Week on Web Site

Characteristics of the 21st CenturyEver-accelerating changeInformation continually multiplying and

simultaneously becoming obsoleteIdeas are continually restructured, retested, rethoughtOne cannot survive with simply one way of thinkingOne must continually adapt one’s thinking to the

thinking of otheresRespect the need for accuracy, precision,

meticulousnessJob skills must continually be upgraded, perfected

even transformed Richard Paul

Are we ready for the 21st Century?Education has never before had to prepare

students for such dynamic flux, unpredictability, complexity and for such ferment, tumult and disarray. Are we willing to fundamentally rethink our

methods of teaching? The way we manage our organizations?

Are we willing to learn new concepts and ideas?Are we willing to bring new rigor and discipline to

our own thinking in order to help our teachers and students bring that same rigor to theirs? Richard Paul

It’s what you can’t see

Results

Culture & Behavior

StrategyStructure

ContentProcess

What is thinking?How would you describe/define thinking?What evidence would you collect to convince

others that thinking was taking place in a given lesson?

What is the relationship between thinking and learning?

To what degree is it necessary to know what students are thinking in order to facilitate their learning?

How do we develop “disciplined” thinking in ourselves and our students?

3-Year-Olds Can!Critical thinking is not a set of skills that can

be deployed at any time, in any context. It is a type of thought that even 3-year-olds can engage in—and even trained scientists can fail in.

And it is very much dependent on domain knowledge and practice.

At it’s best it is a “disciplined” way of thinking that requires many kinds of questioning.

What doeach of the 6 C’s look, feel, and

sound like?

How committedare you to the

6 C’s?

What newskills, beliefs,

or pedagogy is needed to

incorporate the 6 C;s

Where do the 6 C’sfit into the

present curriculum?

What does thinking critically entail?Seeing both sides of an issueBeing open to new evidence that disconfirms

your ideasReasoning dispassionatelyDemanding that claims be backed by

evidenceDeducing and inferring conclusions from

available factsSolving problems

What questions might people who think critically habitually ask? How do you know that? What is your source? What is the source of

that source?What evidence do you have? What further

evidence do we need?How might I be wrong about this? What other perspectives might be valid here?What are the possible pitfalls? LWhat haven’t we yet considered?

What does it mean to think reflectively?To suspend judgment during further inquirySuspense is likely to be somewhat painfulAn attitude of suspended conclusionMastering various methods of searching for

new materials to corroborate or to refute the belief, hypothesis, claim

Maintaining the state of doubtTo carry on systematic and protracted

inquiryJohn Dewey, 1909

Specific Domains Require Particular Kinds of ThinkingThink like a mathematicianThink like a scientistThink like an historianThink like an art critiqueEach require a relatively deep knowledge of

the domain

Why can we thinking critically in one situation and not another?Thought processes are intertwined with what

is being through about.Experts see the underlying structure and

patterns, novices see the superficial structure.

The deep structure of a problem is harder to recognize.

Solve this ProblemTreasure hunter is going to explore a cave on

hill near a beach.Many paths inside cave and might get lost.—

No map.Has only a flashlight and a bag.What could he do to make sure he does not get

lost when trying to get back out of the cave?75% of westerners come up with some Hansel

and Gretel approach—our prior knowledge impacts our solution.

What kind of practice?It takes a good deal of practice with a

problem type to get know it well enough to immediately recognize its deep structure, irrespective of the surface structure.

Knowing to look for deep structure is part of critical thinking.

How often in class are we asking students to unpack the structure of a problem? To compare various situations that are related for structural cues?

Transforming TendenciesAt present, the work of teaching must not

only transform natural tendencies into trained habits of thought, but must also fortify the mind against irrational tendencies current in the social environment (e.g. prejudice), and help displace erroneous habits already produced (e.g. through family influence, media, advertising).Dewey

Reflective ThinkingIs always more or less troublesome because

it involves overcoming the inertia that inclines one to accept suggestions at their face value;

It involves willingness to endure a condition of mental unrest and disturbance.How We Think, John Dewey p.13

Thinking DeeplyThinking deeply involves a willingness to

persevere.

Talk MovesWhat specific moves did the teacher make to ensure

that students were listening to one another?What evidence is there that these students are used

to sharing their ideas and questioning each other’s thinking?

How close is this image to yours of effective mathematics instruction and learning?

Specifically what do you think is important in this exchange?

How might you foster the effective aspects of this exchange in the practice of the teachers at your school?

VideoTurkey Problem--24 lb. Turkey--15 minutes per

pound to cook--How long to cook the turkey?Grade 3—prior to any teaching of any

multiplication algorithmsSharing student work after students have solved

the problem.Teacher deliberately determines the order in

which selected partners will share.Is this an example of making student thinking

visible and/or effective feedback? What’s your evidence?

Excerpt 1-Focus on MeaningAmber: So um we kept doing it and then we got

here. Um, 360.D: And what is the 360?Amber: How long it…Vicky: 360D: 360, and what does that mean, Vicky?Vicky: That means that it is … you have to… you

have to let it cook for 360 minutes.D: 360 minutes. Who thinks they can explain how

Amber and Vicky figured this out? What did they do?

Excerpt 2-Connecting Explanation to EquationRafe: They counted by 15s all the way up to

360.D: Can you tell from there (the chart) how

many 15s? How many jumps of 15 they have to make?

Rafe: 24, because I can see the number sentence.

D: And what did the number sentence say?Rafe: 15 x 24 = 360.D: Equals 360.

Excerpt 3-Clues & QuestionsNellie: Yeah. I know what they did, but there’s one thing that they

didn’t figure out: how many hours 360 is.D: How many hours 360 is. Without telling Victoria and Amber

how many hours um 360 minutes is, can somebody give them a clue about how they might want to figure that out? How could they figure that out? Emma F?

Emma F.: I don’t know how to explain it, but….how did they know when to stop?

D: Well, that’s a great question.Vicky: Because…Amber: We counted 24 jumps. We counted 15, I mean 24 jumps.D: You counted 24 jumps. OK. Did you understand that, Emma?

How they did that … they counted each jump and they counted 24 times. (nod from Emma) Let’s get back to the clue.

Excerpt 4-Student to StudentMackenzie: You can count up to 60 minutes and then like

circle that and keep on circling 60 minutes and then that would be how many hours there is.

Amber: How do we know it’s 60 minutes? What do you mean?

Mackenzie: ‘Cause 60 minutes is an hour. Amber: I mean, what do we circle? Like…Mackenzie: You would get 10, 20, 30…Amber: We’re counting by 15s not ones.Mackenzie: I know, but…Vicky: How much 15s would we have to circle to make 60?Griffin: You circle up to the 60 and then … wait. You

circle up to the 60 and then you keep going like that.

Excerpt 5-Effort-Based Iterative ProcessVicky: I figured it out myself. I know how

much you have to circle. D: How much do you have to circle?Vicky: You circle 4 because if you circle 2 …Amber: She means how much circles—hours

—is 4.D: So you know what you have to do to

figure it out now, right? You know what you have to do. Great.

Was there evidence of the following characteristics of an environment conducive to talk in Dana’s class?Dialogue requires a climate where it is

safe for learners (adults and students) to:Come up with ideas (incomplete, way

out)Think out loud (partial, confusion)Explain their reasoning

(misconceptions)Explore their understanding (dive

deeper)

Instructional Rounds in EducationCity, Elmore, Fiarman and Teitel

There are only three ways to improve student learning at scale:Increase the level of knowledge and skill that

the teacher brings to the instructional processChange the role of the student in the

instructional processIncrease the level and complexity of the content

that students are asked to learn

What’s so hard about increasing student discourse?Teacher habits, beliefs, pressuresStudent habits, beliefs, historyWorthiness of the task at hand

Instructional Rounds in EducationCity, Elmore, Fiarman and Teitel

There are only three ways to improve student learning at scale:Increase the level of knowledge and skill that

the teacher brings to the instructional processChange the role of the student in the

instructional processIncrease the level and complexity of the content

that students are asked to learn

Video8th Grade Class--not yet engaging in discourse28 students present--100% African American15 Coaches and Teacher leaders observe (PLC)6% School-wide passing rateClassroom Arrangement AlteredPartial Purpose, demonstrate how to get

reluctant learners to engage in dialogueConnected Mathematics—Bridge Problem—

Linear Algebra—Reading Issues

Directions for AssignmentRead pages 5 and 6 (CMP Unit-Thinking with

Mathematical Models, Invest. 2.1)Problem 1.1 A and B (Paper Bridges)Talk to a neighbor and explain what it is you

need to doCreate teams of 3 people

Penny counterBridge alignerData recorder

Directions for AssignmentFor each bridge thickness, predict the

number of pennies it will take to collapse your bridge.

Find out how many pennies it took to collapse your bridge for each thickness Make a table Make a graph Write statements about what you notice about the data

Put your team data on: Class table Class graph

You have 20 minutes to complete the work

Paper Bridges Data8th Grade Class, Baltimore, MD.

Classroom VideoSummary Discussion after group work

Discourse so far:Expectations to listen and be able to

paraphrase or ask questionCan be called on with or without volunteeringWill do most of the talkingExpected to make statements about data

Some of the data seems to double-examples examined One of the samples has the same data at levels 4 and 5

What are the teacher moves?Call on a student whether or not student

volunteersStay with student for several exchangesFocus the student on the specific question at handGive student “heads-up” that you will check in

againTurn and TalkGet another student to answer; paraphrase Return to studentI believe in you; I’m here for you; you can do it.

Talk, Task and FeedbackEffective feedback requires discourse that

makes students thinking visibleOne important variable in generating student

discourse is the richness of the taskIf the task is not rich enough, there is little

for students to think or talk aboutIf the teacher’s questions are focused on

right answers, it is unlikely the discourse will ever get beyond short responses by individual students

Student to Student DiscourseTo generate discourse that exposes and

deepens student thinking, teachers and students need to listen to and reflect on the ideas contributed by each student

To generate discourse, listening habits need to be cultivated and modeled by the teacher

To generate robust classroom discourse student voices must be given almost as much weight as teacher voices

Our Class This Year—2010-2011Special Education English Language

AcquisitionTruancy

57% 78% 52%

State Test Scores 75% Unsatisfactory

20% Partially Proficient0% Proficient0% Advanced

Observations Session 1Part-Time Coaches—retired teacher; teacher on staffCoaches did not have shared values, beliefs,

pedagogy, or shared practicesCulture—regular meetings without strong focus on

instruction and learning; teacher preference normKristen—Math Teacher, third year teachingMichelle—Special Needs, about 12 years teaching,

not comfortable with mathematics contentStudents unskilled at talking and listening;

engagement by a few students and expectations and evidence of student learning not clear

Session 2—Uh OhTrigonometry lessonConsultant’s content expertise is stretchedTeacher’s lesson plan is questionedLessons have been procedurally focusedEmotions and stress levels are highConsultant teaches the lesson Students reveal several misconceptions and

partial knowledgeStudents are challenged to talk and listen to

one another and to write down their ideas

Session ThreeLesson design is more conceptually basedHave been working on talk moves,

clear/higher expectationsKristen and Michelle teach the lesson (with a

bit of coaching from Lucy) Significant difference in student discourse

and engagementCoach worked with Kristen and Michelle 3-4

time between sessions with Lucy

Video Clip--Lesson Overview

The VideoLesson takes place in February 2011Unit on ProbabilityOne Week Into the Unit26 Students EnrolledTwo Teachers—Math Teacher, Special Ed.About mid-lesson—had done some simple

probabilities using area models, now into the investigation

This exchange is an organic response to student statement—not in plan

VideoAs you watch the video, listen for the things

the teacher is saying and watch the things she is doing to ensure students are talking and listening to each other.

Analyzing the Talk MovesRead the transcript and underline the “moves

” the teacher makes to ensure that kids are talking and listening to one another.

Naming the MovesAsks student to take a standGives him space, but promises to come backRestates expectations re: listeningInsists speakers speaks loudly enoughRevoices—infusing new languageFeigns confustionHighlights a specific part for clarificationRevoices/clarifiesGets students to rephrase/summarize

Balentine: Carlos, did you believe that this was mutually exclusive or that it is not mutually exclusive?

Carlos: I don’t know, I was busy doing work.Balentine: So you were on another problem.

Ok, can somebody help out Carlos and then I’m going to come back to you.

Guillermo:I didn’t say.Balentine: You didn’t say. Do I have a volunteer

to help us out before I call on someone else?

Balentine: Brooke. Remember we’re listening because I’m going to go back to Carlos and then I’m going to ask at least one more person to rephrase.

Brooke: Not mutually exclusive because….Guillermo: Can you repeat that?Balentine Yes, because I ’m going to need you

to be way louder because I can barely hear you.

Guillermo: It’s not mutually exclusive because she can own black shoes and white shoes.

Balentine So it’s not mutually exclusive because she can own black shoes and white shoes.

Balentine Susana, can you rephrase why this is not mutually exclusive one more time because I’m not understanding the difference between mutually exclusive and not

Susana: Because you can own them both black and white shoes.

Balentine: So what does mutually exclusive actually mean?

Susana: They could not happen.Balentine So it is not possible?Susana: YeahBalentine So you’re saying that, this is

possible?

Brooke : It isBalentine: So it’s not mutually exclusive. Balentine: Gerardo, can you rephrase Brooke

and Susana’s thinking one more time before Carlos sums it all up for us?

Gerardo: That it’s impossibleBalentine: This is impossible

Balentine: Carlos in your own words, why is this not mutually exclusive?

Carlos: Um not mutually exclusive…Balentine Just a second, I’m so sorry I couldn’t hear

him because somebody was talking. Carlos nice and loud, why is this not mutually exclusive?

Carlos: Not, because she can own both of the shoes at once.

Balentine: Excellent. Does anybody have any questions on mutually exclusive?

Analyzing VideoScaffolds for the student’s success and then

returns to the student as promisedTeacher is scripting students’ ideas on boardWriting important terms on the board as they

come upUses popsicle sticks with students names on

them to determine who to call on when no one is volunteering

Calls on students whether or not their hands are raised

Advice from KristenUse your first day of school lesson to

introduce accountable talk.Have the students turn and talk to a

partner and tell them to be prepared to share out their responses.

Remind the students to use names when speaking to each other.

Plan with othersCollaboration makes a huge

differenceConcentrate on big ideas—

Hone in on the focusIdentify student misconceptions;

confusionScaffold for students

Planning Is Important

During this turn and talk……I should see you facing your assigned partner…I should hear math talk about the question asked

While others are sharing out……you are looking at the person speaking…you are listening …you are prepared to explain, rephrase, clarify, or add on

Daily Expectations

Think/Pair/Share (Turn and Talk)

Pre-write

Let them know ahead of time

Give Them Time

1. Tell the student that you will come back to them.1. Learn how to listen and learn from classmates2. Teacher stance is, “You can do this. I will help.”3. Clear/high expectations to participate.

3. Have 1-3 students speak.4. Go back to the student.5. If they still don’t have a response—turn and talk

—revoice—don’t give up—go back to student again

Always Come Back

This skill takes time to developPatience with students a mustThis is not natural for anyone—

students/adultsNot an easy processNot always a valued part of our

culture

Listening is a Learned Skill

This is making a difference in the classroom.Student to student questioning has improved

within and beyond the whole class discussions.

Students are not afraid to make mistakes.

Students are no longer satisfied with just an answer.Why do you think that? How do you know?

Improved mathematical writing.Different from copying off the board.Teacher scripting and recording vocabulary in use

gives ELL kids entry

Kids are coming to class.

TruancyKids are Coming to Class

Gerardo 126 total absences only 4 for our class

Yesenia 70 total absences only 3 for our class

Devante’ 66 total absences only 5 for our class

Gabriel 142 total absences only 12 for our class

Student Testimonials“I know what to write about because the class said it five times.” -Guillermo

“I like to tell the class what I know.” - Brooke

“It helps me when other students say it before me.”- Gerardo

“It (accountable talk) makes me pay attention even when I don’t want to.” - Susanna

This is making a difference at our school.Share your work with other teachers.Visit each other’s classes.Get your coaches or department chairs

involved in what you want to work on.Volunteer for initiatives; coaching support,

etc.

Welcome To Day 2We invite you to take a few minutes to engage

individually and reflectively in this minds on activity:

3 things from yesterday that resonate with you about thinking and how we can make it visible with colleagues and students.

2 things you want to take back and go more deeply with in your practice with colleagues and students.

1 thing you will try, starting Monday, with colleagues and/or students around talk moves.

Make Public Your CommitmentPlease do a quick round robin at your table

during which each person reads aloud the two things they want to think more deeply about and the one thing they are committed to doing on Monday in terms of talk moves.

Were there any themes? If so, post the themes so we can learn what wants to emerge.

KaizenWhat is the smallest step you can take to

begin to achieve your goal?If you take that step for 21-30 days, you will

create a new habit and will be ready to take the next step.

Summarizing Key Points from Yesterday

Learn To LearnThe number one characteristic of people who

will be successful in the 21st century are those who know how to learn.FriedmanThe World Is Flat

Learning At LevelsIndividualIn the classroom, the faculty room, the

principal’s office, the boardroom.Transform schools into learning

organizations in which everyone has something to learn and something to contribute to the learning of others and the profession.

Agents of Change: How Content Coaching Transforms Teaching and Learning

What is a learning organization?An organization that is continually curious

about what is and isn’t working and making incremental adjustments aligned with its primary purpose

The players at every level inhabit an inquiry stance and practice asking difficult, challenging questions

Influencers Attend to 6 Variables

Accountable talk includes:Accountable to the communityAccountable to the contentAccountable to the reasoning employed in

that domain

3 Basic Essential Talk MovesTurn and Talk—has the potential to get 100% of

the students engaged and willing to take a standTell me more…OR Why do you think that?—puts

the emphasis on finding out what others think and how they came to the conclusion they did. (Develops awareness, capacity to think about one’s thinking, reasoning, precision)

Who can repeat/paraphrase what was just said? (Establishes clear expectation to listen; hones capacity to reflect on ideas, construct viable arguments)

When to use turn and talk:When lots of hands are raisedWhen no one seems ready to speak whole groupStudents need time think something throughDecide where you stand (agree/disagree/not sure)Explain an idea under discussionClarify Opportunity to explore and participate in order to

listen/engage in whole groupArticle available on web site: www.lucywestpd.com

Talk Matters A LotThe environment in successful high

poverty schools is more conversational and less interrogational

Interactions invited conversationTeachers worked to get kids to think

aloud and modeled thinking aloudWhen classes are conversational the

achievement gains are twice as large Richard Allington

Learning from other countries:Instruction between teacher and individual student

is often sustained over a sequence of several question-answer exchanges

Questions are designed to encourage reasoning and speculation, not just elicit right answers

Teacher feedback provides information and diagnosis on which the child can build, rather than judgment alone

Teaching has pace, but without the clock watching pressure—cognitive pace verses organizational pace

Alexander, 2010

Learning from other countries:Talk tends to display greater attention to

discrimination and precision in vocabulary, grammar and syntax, to volume, clarity and expressiveness, and to the development of the distinctive registers required for different subjects (the oral equivalent of writing genres)

The culture of classroom talk is more public and confident. Children talk loudly and clearly. They listen and expect to be listened to. And the making of mistakes in front of other children is intrinsic to learning rather than shameful or embarrassing.Alexander, 2010

Learning from other countries:Oracy is regarded as no less important than literacyRelationship between talking, reading and writing is

clearly articulated—talk intrinsic to literacySustained oral work in most lessonsSome formal assessments are oralPurpose of classroom talk is mainly cognitive

rather than about developing confidence—focuses on developing thinking

Teachers model talk at its best. Alexander, 2010

Why the focus on discourse?John Hattie’s 750+ meta analyses to identify

major influences on achievement—50,000 studies involving 200 million students-

Effect size: .72Average effect size of interventions that

matter .40

Achievement Strategies Related to DiscourseStrategies No. of Studies No. of Effects Effect Size

Feedback 1276 1928 .72

Questioning 214 312 .49

Challenging Goals

454 671 .56

Metacognitive Strategies

43 123 .67

Teaching Students Self-Verbalization

92 1061 .67

Cooperative Learning

2285 1519 .49

What doeach of the 6 C’s look, feel, and

sound like?

How committedare you to the

6 C’s?

What newskills, beliefs,

or pedagogy is needed to

incorporate the 6 C;s

Where do the 6 C’sfit into the

present curriculum?

Turning Our Attention to Assessment

Like Role SeatingOnly one or two people from the same boards

at a table. Fill up each table-- 10 to a table.Sit with people who do the same work you do:

Left back quadrant—Support folks from Boards (e.g. Superintendents, Instructional Consultants, Coaches)

Right back quadrant—Building level instructional leaders and administrators (e.g. principals, assistant principals, coaches)

Left front quadrant—Secondary teachersRight front quadrant—Elementary teachers

Practice Taking a Learning StanceMindset: I wonder what I can learn from folks who

do the same work I do in places outside my board?Commitment: To LISTEN well to the ideas and

concerns of others and to INQUIRE more deeply into their thinking, experience and beliefs.

Self-awareness: To notice when I’m open and willing to learn from others, what role I’m playing in the group, how I’m choosing to engage, when I’m acting like I already know, when I’m judging others, when I’m thinking critically and deeply, and so forth.

InvitationIndependently and individually take a moment to

think of a time when you gathered really useful information in an informal or unusual way that helped to guide your instruction, your coaching, your supervision and be willing to share this strategy with your colleagues.

In a round robin fashion spending no more than 1-2 minutes per person, share the example you came up with. If you were unable to come up with an example, either pass or pose a question. (Do not answer the question during this first round please.)

Invitation--Round 2What were one or two ideas that came up that you

want to hear more about?Feel free to sit break into partnerships, triads,

quads, whatever so you get to hear more details from the person who shared an idea that has you thinking.

If no one had an idea you want to probe further, then make a list of questions and challenges you have regarding assessment independently or with a partner and be prepared to share you questions with the group.

You have 5 minutes for this part of the work.

Video ClipsClip 4—Dave—preconferenceClips 1 and 2—Dave—lessonClips of conferring with individual students

AssessmentWhat constitutes assessment?What are the purposes of assessment?In what ways are evaluation and assessment

the same things?What is the difference between assessment

for, as amd of learning and how would the tools used for each kind of assessment differ?

How to both informally assess often and regularly AND grade with numbers, letters, etc. on report cards and so forth?

Purposes of AssessmentAssessing student prior knowledge to guide

instructionAssessing student present thinking to guide

instruction either individually or collectivelyAssessing student interests and learning

preferences to differentiate instruction, provide choice

Student/adult self-assessment to development next steps, metacognitive habits of mind, social/emotional awareness and skills

Shared reflection on the learning process

Stance of AssessorVisible listening—notes, slides, videos to

understand student’s path’s, processes, thinking

Pedagogy of listening throughout a lesson (e.g. classroom discourse, stop and jot, inviting questions)

Inquisitive and responsive—tell me more, show us what you mean, give an example, draw, write, describe, explain, help me understand, convince me

What question are you seeking to answer? Why?What do I (you) know about…How do I (you) know I (you) know that?How deeply do I (you) understand the content

under study? Under what circumstances can I (you) apply the

knowledge in question?What misconceptions, partial knowledge,

questions do (I) you have? How might we address these?

How can I (you) support further learning?What learning strategies work for (me) you?

When and How Do We AssessAssessment through conversationAssessment through the use of videoAssessment through student work samplesAssessment through stop and jot momentsAssessment through exit ticketsSelf, peer, teacher, coach, authentic audience

assessmentBefore, during, at the end and after through

reflection

What do you want next time?When we meet in the Spring, what do you

want to go deeper in?Think individually Round RobinEach table submit 1-3 themes for next time.Please list table numbers when you respond

so we can intentionally seat tables together based on interest.