Teacher Induction, Mentoring and Renewal

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Teacher Induction, Mentoring and Renewal

• Supporting Instructionally Intelligent Teaching

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Agenda

• Tacitly Skilled Explicitly Skilled
• A simple question
• A rubric for how we ask questions
• The System and Systemic Change
• Instructional Intelligence
• Thinking
• Evolving
• Experience it

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A simple question

• Side A
• Enthusiasm
• Humour
• Organized
• Caring
• Fair
• Empathy

• Side B
• Classroom Management
• Assessment-Rubrics
• Instructional Methods
• Mind Maps, Framing Questions, Wait Time
• How kids learn - MI

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A rubric designed by a teacher
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Five areas to consider(quickly)

• Systems and Systemic Change (boring)
• Instructional Intelligence (really boring)
• Instruction (not quite as boring)
• Thinking (interesting to me and boring)
• Evolving (important and still boring)

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Ten Districts Involved
Tasmania (Australia) - 220 schools - year 7
(14) Western Australia - 858 schools - year
six York Region - 190 schools - year six
Western Quebec - 40 schools - year four North
Vancouver - 40 schools - year three Thames
Valley - 190 schools - year three Peel Board -
210 schools - year three PEI - 80 schools -
year two Upper Canada School District - year
three Cowichan School District - year
two Lakeland School District - year two Northern
Lights School District - year one Ireland - year
one
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Basic Conditions
must attend workshops in teams school admin
must be part of team central office must also
attend - director/superintendent follow-up
sessions for sharing, problem solving etc.
demonstration lessons - taped, edited, shared
sharing between districts build internal
capacity research the impact internally
connect with local university build an advisory
committee write a book on systemic change
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Instructional Intelligence integrates six
components

• Provincial Curriculum
• Assessment
• Instruction
• Guided by how kids learn
• Change
• Systemic Change

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The instructional component can be classified

• Concepts accountability, safety, meaning
• Skills framing questions, wait time
• Tactics Place Mat, Numbered Heads, Round Robin,
  Fish Bone, One Stray Rest Stay
• Strategies Concept Formation, Johnsons 5 Basic
  Elements
• Organizers Multiple Intelligence, Brain
  Research, Gender (Womens Ways of Knowing)

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Explore the complexity of questioning

• Merging a constructivist and behaviorist approach
  to the teaching and learning process. So
  playing with Instructional Philosophy. Go to
  Chapter 12 in Beyond Monet.

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Everything a teacher does can be classified into
four areas

• Information provided
• Activities assigned or selected
• Questions asked
• Responses to students efforts
• Madeline Hunter

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So what will we do?

• First look at history
• Next, be involved in a lesson that involves these
  key ideas
• Next explore your ideas
• Then, compare them to what the research says
• Last, look at some lessons

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What do you know about questions and questioning?
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What does history have to say about framing
questions?
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John Millar, 1897

• Generally the best way of asking a question is to
  address the whole class.Each pupil should
  understand that he may be expected to reply. In
  stating the question no sign should be shown that
  would indicate who is to answer. The main thing
  is to secure that every student is held on the
  alert. Each question should be given to that
  student, who, with due regards to the interests
  of the class stands in most need of receiving it.
  This method has the great advantage of the
  teacher to apply a proper distribution of tests.
  P. 232 in the book School Management and the
  Principles of Practice and Teaching.

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Lets find out what you know.
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Playing with Instruction

• Tinkering with Tabas Inductive Thinking Strategy
  to explore our understanding of questioning.

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What will be integrated in this lesson?

• Johnsons 5 Basic Elements
• Cooperative Learning Structures
• Graphic Organizers
• Blooms Taxonomy
• Concept Formation
• (Tabas strategy)

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Johnsons 5 Basic Elements

• Individual Accountability
• Face to Face Interaction
• Collaborative Skills
• Social, Communication, and Critical Thinking
  skills
• Processing the Collaborative and Academic Task
• Positive Interdependence (9 types)

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Cooperative learning structures

• Numbered Heads
• Place Mat
• Round Robin
• Think Pair Share
• One Stray Rest Stay
• Jigsaw
• (around 300 small group structures)

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Graphic Organizers

• Word Webs
• Time Lines
• Flow Charts
• Venn Diagrams
• Fish Bone Diagrams
• Mind Maps
• Concept Maps

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Blooms Taxonomy

• Knowledge/Recall
• Comprehension/Understanding
• Application
• Analysis
• Synthesis
• Evaluation

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Inductive Thinking

• Hilda Tabas
• Concept Formation Strategy

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Inductive Thinking

• Drives or is the cognitive power behind graphic
  organizers such as Fish Bone Diagrams, Venn
  Diagrams, Mind Mapping, Concept Mapping

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One research based instructional strategy that
pushes inductive thinking is

• Tabas Concept Formation strategy

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Has three phases

• Phase I Present the data to the students or
  collect it from them
• Phase II Present a focus statement and have the
  students classify the data based on common
  attributes
• Phase III Apply the concepts that emerge
  explore relationships between them make
  predictions etc.

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Tabas Concept Formation strategy applied to
questioning

• Form groups of 3 or 4 letter off ABC(D)
• Create a Place Mat (page 172-174)
• Brainstorm all factors that impact questioning in
  the classroom
• Classify those factors based on the role they
  play in questioning
• Read about Fish Bone Diagrams
• Create Fish Bone Diagram
• One Stray Rest Stay
• Mini Jigsaw with research (page 61)

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FISHBONE
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How to Draw / Construct a Fishbone.
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Blue, please draw the fishbone and record all
the information. Each group, place the steps in
Chronological or Importance Order.
Each group should use your placemat as
areference
You have 15 minutes GO!
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How to Fill it in
Sub-Categories
MAIN TOPIC OR QUESTION
Details
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Connecting Concept Formation to Effective Group
Work

• Individual Accountability
• Promoting Face to Face Interaction
• Inserting an appropriate collaborative skill
• Processing/Reflecting on the academic and the
  collaborative objective
• Employ one or more of the nine types of positive
  interdependence (Goal is compulsory -- the rest
  optional)

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Factors page

• Complexity of Thinking
• Academic Engaged Time
• Use of Wait Time
• Responding to Student Responses
• Knowledge of Results
• Shifting from Covert to Overt
• Fear of Failure
• Public vs Private Failure
• Distribution of Responses
• Accountability and Level of Concern

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Framing Questions/Requests

• Share with your partner please. What are
  endorphins? Be prepared to share your thinking.
• Who can tell me who is the better friend -- the
  tree or the boy?
• No hands please, Ill pick several of you to
  respond. What are two explanations as to why
  boomerangs return? (After a 10 second wait time,
  Marco was selected to respond).

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Framing Questions/Requestscontinued

• Yesterday we talked about the use of wait time in
  asking questions. Could person B in each group
  please share why we use it.
• Take 5 seconds and think of the difference
  between an instructional skill and an
  instructional strategy. One of you will be asked
  to share with your group.
• Hands up please does anyone know how to solve
  this equation?

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Framing Questions/Requestscontinued

• No call outs please. After the question I will
  give you 20 seconds then I will count to three,
  on three put your thumb up if you agree down
  if you disagree and sideways if you are not
  sure. Is this equation balanced correctly?
• What could you predict would happen if we flew a
  paper airplane in the space shuttle, remembering
  that the shuttle has air pressure but no gravity?

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Framing Questions/requestsTesters

• With your partner, think of what you have to
  remember in order to bump the volleyball
  effectively. Be prepared to share that
  information as your ticket out of the gym.
• Imagine youre on a survival trek and an
  unexpected snow storm occurs. Brainstorm in your
  group how you might react to this situation.

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Lets watch a few videos
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What are all the factors to consider if you want
TPS to work?

• Odd or even number of students
• Student no one wants to work with
• Will the boys sit with the girls
• Holding them accountable to share
• Do they have the communication skills of actively
  listening and paraphrasing
• Giving enough wait time to think
• Controlling a taxonomy of thinking
• Responding to students responses
• Framing questions effectively

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The Brain Instruction Interface

• Brain needs to feel safe
• Brain needs to experience talk for intellectual
  growth
• Brain is a pattern seeker
• Brain is about survival -- it attends to things
  that are meaningful, interesting, and authentic

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Multiple Intelligences Howard Gardner 2001

• I have described human beings as those organisms
  who possess a basic set of seven, eight, or a
  dozen intelligences. Thanks to evolution, each of
  us is equipped with these intellectual
  potentials, which we can mobilize and connect
  according to our inclinations and our cultures
  preferences. Although we all receive these
  intelligences as part of our birthright, no two
  people have exactly the same intelligences in the
  same combination.
• (pages 44 - 45)

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Instruction classified

• Instructional concepts
• Instructional concepts that are skills
• Instructional concepts that are tactics
• Instructional concepts that are strategies
• Instructional concepts that are instructional
  organizers

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De Bonos Six Thinking Hats Questioning

• Red Hat
• Why does it make you feel that way?
• I wonder why I feel sad?
• How does it make me laugh?
• Can you understand why he is hurt?
• Is there another emotion I should be experiencing?

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De Bonos Six Thinking Hats Questioning

• Black Hat
• Are those reasons adequate?
• Is that good evidence for believing that?
• Is there reason to doubt that evidence?
• What would convince you otherwise?
• Can you see why that wont work?
• Would you want to see a better way?

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De Bonos Six Thinking Hats Questioning

• Blue Hat
• How could we go about finding out if that is
  true?
• What do you think the cause is?
• How does that relate to this discussion?
• What are your reasons for saying that?
• Is it possible you seem to be approaching it from
  this position?

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De Bonos Six Thinking Hats Questioning

• Green Hat
• Can someone else give evidence to support that
  cause?
• What is another alternative?
• Can we identify other approaches?
• Could you explain that further?
• But if that happened, what else would happen?

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De Bonos Six Thinking Hats Questioning

• White Hat
• What is your main point?
• Could you give me an example?
• What research supports your idea?
• What difference did that make?
• How does that apply in this case?
• In what ways is this similar to the other
  situation?

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De Bonos Six Thinking Hats Questioning

• Yellow Hat (focus is on encouraging)
• In what ways was that such a wise move?
• Why did that motivate him to continue?
• Could your actions be what caused him to make the
  right decision?
• So what are all the things you did that caused
  the group to function so effectively?

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Tabas Inductive Thinking Strategy

• Academic Task apply Tabas strategy
• Collaborative Task Equal Participation
• Directions
• 1. Groups of 3 - letter off A, B, C
• 2. Distribute a section of the paper
• 3. Tear out all articles related to change
• 4. Classify those articles (Round Table)
• 5. Find those free of conflict
• 6. Discuss the relationship between conflict and
  change
• 7. Create a Concept Map on Change
• 8. One Stray Rest Stay