Teaching and Learning. Presented by Susan S. Silver Director of Curriculum and Instruction. Agenda. 8:00-8:45AM – Meet & Greet and Class Introduction 8:45-9:45AM – The Standards Movement 9:45-10:00AM – Break 10:00-11:30AM – Setting High Expectations for Learning 11:30-12:30PM – Lunch
Susan S. Silver
Director of Curriculum and Instruction
8:00-8:45AM – Meet & Greet and Class Introduction
8:45-9:45AM – The Standards Movement
9:45-10:00AM – Break
10:00-11:30AM – Setting High Expectations for Learning
11:30-12:30PM – Lunch
12:30-1:45PM – Critical Thinking
1:45-2:00PM – Break
2:00-2:45PM Critical Thinking
2:45-3:00PM – Questions and Feedback
1. What is your name?
2. What grade/subject do you teach?
3. What is an educated person? If education is focused on helping a student become some kind of person, what kind of person do we want him/her to become?
Reading of Ravitch (2010) chapter:
Hijacked! How the Standards Movement Turned into the Testing Movement
*Tests should follow curriculum. They should be based on the curriculum.
*The well educated person has a well-furnished mind, shaped by reading and thinking about history, science, literature, the arts, and politics.
*The well-educated person has learned how to explain ideas and listen respectfully to others.
Setting High Academic Expectations
Set and defend standard of correctness in your classroom.
How do the Capulets and Montagues get along?
Student replies, “They don’t like each other.”
Teacher replies, “Right, they don’t like each other , and they have been feuding for generations.”
-The teacher is doing the cognitive work that the student could do themselves.
Hold out for all the way.
Answer the question
Students who may not know the answer may answer a different question.
Right Answer, right time
Use technical vocabulary
Right is Right
The sequence of learning does not end with a right answer; reward right answers with follow-up questions that extend knowledge and test for reliability. This technique is especially important for differentiating instruction.
Ask how or why: Can they explain how they got their answer?
Ask for another way to answer: When a student solves it one way, it’s a great opportunity to make sure they can use all available methods.
Ask for a better word: Offer opportunities to use more specific words, as well as new words with which they are gaining familiarity.
Ask for evidence: Ask student to build and defend their conclusions and support opinions from among multiple possible answers.
Ask students to integrate a related skill: Ask students to integrate the skill with others recently mastered.
Ask students to apply the same skill in a new setting: Once students have mastered a skill, ask them to apply it in a new or more challenging setting.
Right is Right and Stretch It
“Critical thinking must, therefore, command a place in any institution committed to the pursuit of education because critical thinking is a necessary condition of it.”
What is a classroom culture that nurtures thinking?
Strategies I Use
Strategies I Will Use
Evaluate the level of thinking in your classroom by using Figure 7.2 “Elements of Classroom Culture that Nurtures Thinking.”
Rate your own level of critical thinking and the average level of the students in your class using Figure 1.3 Characteristics of Strong Critical Thinkers.
Strongly Disagree Disagree Agree Strongly Agree