“Have you ever heard yourself say to your own children
or a student in your class, “Think about it,” or “Think
Hard”? Have you ever heard yourself or a colleagues
say, “These student just don’t think”? Interestingly , the
term thinking is a broad, vague fuzzy term that has
diffuse meanings for different people. Furthermore,
students often don’t have the foggiest idea of what we
expect from them when we say, “Now think!”
Do we want them to generate creative new ideas, focus
on a task, make connections with past knowledge,
explore consequences, or simply guess what’s in our
head?”
Authur Costa, Ed.D., California State University
Welcome!
Please respect the prevailing MASD professional
development norms
– Silence and put away handheld electronic devices
– Consider how new ideas can be incorporated into
your teaching
– Be critical of ideas, not people
– Ask questions as they arise
– Use post-its and annotations on today’s materials
to help you revisit today’s learnings
Extended thinking
refresher
Ideas and examples
from across the curriculum
EQ: How can extended thinking strategies be
used, in all of our classrooms, to enhance
student learning?
Key Learnings:
– Each of the eight extended thinking strategies can
be used within each of the disciplines we teach
– The eight extended thinking strategies can be
used flexibly throughout the diversity of unit and
lesson components
– There is a strong connection between the RWSL
standards and the eight extended thinking skills
Vignette: The Red Ball
“Imagine for a moment that you are driving down a street in residential neighborhood,
heading home. Your speed is constant. Music from the radio washes in and out of hearing.
But please don’t – step on my blue suede shoes…
Suddenly, your heads snaps to the left – a red blur, in motion, uneven trajectory. Eyes
focus. Red ball. Bouncing. Up down knee jerk. Foot to brake pedal, softly first. Scan again,
behind bushes. Focus. Eyes fix on running child. Boy, six years. Hit the brakes! Hammer
down right knee. Lock brakes. Tires shriek, drifting right. Adjust wheel to fit drift. Steady
the slide. Boy, bent to ball, looks up. You watch boy startle at sudden shriek, eyes like two
round questions, flashing quickly to the left. No thud. Passed. Done.
Your knee lets up. The force you bring to the pedal decreases. As your brakes unlock, the
wheels track again. You center the car in the road. Through the mirror over the dashboard,
you watch the boy, now appearing to be seven or eight years old, retrieve his ball from the
gutter and run back again to the game in his front yard. Your foot returns pressure to the
gas pedal. And the radio plays again.
You can do anything but lay off my blue suede shoes…
A representative of the Vermont State Police has assured me that this entire episode could
transpire in less than four seconds.”
Clarke, Patterns of Thinking
Vignette: The Red Ball
1.
2.
3.
4.
5.
6.
7.
8.
Road
Radio
Red ball
Boy
Breaking
Skidding
Radio
Road
1.
2.
3.
4.
5.
6.
7.
8.
?
Comparing / Contrasting
Classifying / Categorizing
Inductive reasoning
Deductive reasoning
Error analysis
Analyzing perspectives
?
Vignette: The Red Ball
• The easy part is that we are all born with an
inherent tendency toward these thinking skills.
• The hard part is harnessing them to promote
learning
• The exciting part is seeing how the application of
these thinking skills to our lessons reinforces
what we teach.
• Remember, Marzano determined a 45 point
effect size when extended thinking skills were
used!
When planning for Extended thinking, the
EATS, EMTS and EATES lesson formats are a
little confining.
• EATS: EQ, Activation, Teaching Strategies,
Summarizing
• EMTS: EQ, Mini-lesson, Task, Sharing
• EATES: EQ, Activation, Teaching Strategies,
Extended thinking, Summarizing
The truth is, Extended thinking skills
should be used during…
•
•
•
•
•
Unit Launch
Activation
Teaching / Formative assessment
Summarizing
Culminating activities / Summative assessment
Note how today’s examples are distributed
throughout the various components of lesson and
unit plans.
Students are extending thinking when
they…
•
•
•
•
•
•
•
•
Find patterns
Look at something from multiple perspectives
Categorize information in multiple ways
Compare and contrast information to other
content
Explain the importance of information
Draw conclusions from information
Analyze errors in information
Use the information to make predictions
Carousel brainstorming KWL
Abstracting
Error Analysis
7 minutes
per round
Comp/Contrast
Classify/Cat
Summarizing!
How will you remember it?
Extended Thinking: Abstracting _____________
Carousel #1
•
•
•
•
Abstracting
Deductive Reasoning
Inductive Reasoning
Error Analysis
Once we begin, the presentation will auto-run
through the cycle, so don’t get bogged down too
much at any one point!
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Carousel Brainstorming!
Don’t forget, we’ll have time to share at the end of
the first Carousel rotation.
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Carousel Brainstorming!
Don’t forget, we’ll have time to share at the end of
the first Carousel rotation.
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Please close your Strategy folder, pass it clockwise
around the table and begin your next round of
Carousel Brainstorming!
Don’t forget, we’ll have time to share at the end of
the first Carousel rotation.
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This concludes the first round of Carousel
BrainstormingNow it’s time to share!
Carousel #1
Extended thinking
strategies
Examples
• Abstracting
• A Database is like a… (Fourbox Synectics)
• Deductive Reasoning
• Gender of nouns in Spanish
• Inductive Reasoning
• What’s in store for our
stores?
• Error Analysis
• Paging Mr. Ponzi
Carousel #2
•
•
•
•
Analyzing Perspectives
Classifying and Categorizing
Compare / Contrast
Constructing Support
What do you KNOW?
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Please close your Strategy folder, pass it clockwise
around the table and begin your next round of
Carousel Brainstorming!
Don’t forget, we’ll have time to share at the end of
the first Carousel rotation.
What do you KNOW?
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Please close your Strategy folder, pass it clockwise
around the table and begin your next round of
Carousel Brainstorming!
Don’t forget, we’ll have time to share at the end of
the first Carousel rotation.
What do you KNOW?
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Please close your Strategy folder, pass it clockwise
around the table and begin your next round of
Carousel Brainstorming!
Don’t forget, we’ll have time to share at the end of
the first Carousel rotation.
What do you KNOW?
0 0 0 56 021345 9876543210
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Carousel #2
Extended thinking
strategies
• Analyzing Perspectives
Examples
• “Sexting” Legislation and
Primary sources
• Classifying and Categorizing • What qualifies as “art”?
• Compare / Contrast
• Semantic Feature Scales
• Constructing Support
• Dear Senator,…
Please continue the discussion…
• http://blogs.mbgsd.org/mfloreck/novemberpd-extended-thinking-strategies/
• http://blogs.mbgsd.org/mfloreck/novemberpd-succeeding-with-at-risk-students/
This concludes your ride on the
extended thinking Carousel
Please step off the ride carefully and
move on to the next event.
MASH to Cafeteria by 9:30
MMS to Lunch and back by 12:00
Abstracting is the process used to form metaphors, similes, and
analogies. In this process, we are identifying patterns or themes
and then identifying something else that uses the same pattern
or theme. This depends on the understanding of the essential
concept.
1. Analyze a specific case and identify important attributes.
–
Separate important from basic information
2. Make generalized statements from the attributes of the
specific case that might apply to other cases.
–
–
Eliminate technical vocabulary
Summarize information
3. Find a new situation where the generalizations apply
– In a teacher-centered lesson, the two specific cases and categories for
generalization should be provided in order to constrain the learning.
– In a student-centered lesson, consistency of learning is only
constrained by the manner in which students will discuss the material.
For instance, students might be asked to create an abstraction for a
cell, but without being told to compare it to a factory or which parts to
analyze.
Deductive reasoning involves the identification of
specific information to support a generalization;
students work from the general to the specific.
1. Identify the generalizations or principles that
apply to the situation you are considering.
2. Identify the conditions that have to be in
place for those generalizations or principles
to apply.
3. If the conditions are in place, identify the
things that must be true based on the
generalizations or principles.
Inductive Reasoning involves the analysis of specific facts to
draw a conclusion. Students look for patterns or connections in
the materials given, to move from the specific to the general.
Marking inferences is an inductive process.
1. Collect specific pieces of information related to a
problem being careful not to assume anything –
these details need to be concrete.
2. Look for patterns in these details that allow you to
make a generalization about them.
3. Make a general statement that explains the pieces
of information.
4. Test new observations against the generalization to
see if it continues to fit the problem. Adjust the
generalizations as necessary to provide the best
solution to the problem.
What’s in store for our stores?
Look at the
clothing shown in
these pictures, and
record specific
things you see.
What patterns do
you see?
General
What other sources
conclusions or
could you evaluate
predictions can you
to confirm your
make for this year’s
predictions?
clothing trends?
Error Analysis involves the identification and description of
errors in thinking or performance – both self and others.
Independent thinking and analyzing skills are thus developed in
students.
1. Determine if the information is trying to
persuade, change behavior or based on facts.
2. Identify unusual claims or reasoning.
3. Look for errors in the claims or steps of the
process.
4. If errors are found, ask for clarification or
more accurate information.
Paging Mr. Ponzi…Mr. Ponzi…where
are you?
• Students evaluate a written scenario
describing a new investment opportunity
• Students compare the necessary investments
and promised returns with typical products
• Students develop a list of questions that
should be asked to Mr. Ponzi prior to making
an investment
Analyzing perspective involves developing background
information for a personal viewpoint and the opposing viewpoint
of others; the critical step is for them to demonstrate empathy
and understanding of others.
1. On a controversial issue, students determine
their own perspective.
2. Students identify their reasons or logic
behind that perspective.
3. Students Identify a different perspective.
4. Students try to determine the reasons or
logic behind the other perspective.
Drug testing in the workplace
Now that we have completed the unit on the effects of
drugs on the body, analyze perspectives on whether or
not employees within the field you hope to work
should be submitted to mandatory drug testing.
My perspective
Reasons / logic:
Conclusion:
Another perspective
Reasons / logic:
Classifying and Categorizing involves the process by which we organize
things into groups based on their attributes. The items, attributes and
categories may be constrained by the teacher (scaffolding) or left open
to the students (Enrichment)
1. Generate a list of items to classify: this may be
provided to students (teacher-centered), or be the
product of brainstorming (student-centered).
2. Select an item and identify its attributes.
3. Find other items with like attributes and name the
rule by which they are grouped.
4. Repeat this process until all of the original items are
placed into a category based upon their attributes.
What qualifies as “art”?
1. Students are provided a set of pictures with
objects (e.g. fashion, furniture, paintings,
photographs, sculptures) on them.
2. Students sort cards into groups based upon their
attributes, one of which is “not art”.
3. Students create category names for each of the
other groups, and create a rule for each.
4. Students explain to the class the categories they
chose and explain why they eliminated the
things they did.
Compare/Contrast involves the identification
and articulation of similarities and differences
among items.
1. Select items to compare: these might be student
selected or teacher selected, but in many cases the
LEQ has already defined two things that should be
compared / contrasted.
2. Explain how items are similar by describing the
characteristics that they have in common.
3. Select characteristics of the items on which to base
comparison.
4. Explain how items are different in regards to the
characteristics selected.
5. Using the graphic organizer that was completed,
summarize, in writing, the similarities and differences.
Constructing Support actively engages students in providing
proof in support of statements for an argument or position. In
order to do this, students need to collect data and develop a
deeper understanding of the information.
IDEA
1. Identify the issue.
2. Decide your position and write an opening
statement that describes it.
3. Examine the reasons and identify them in writing.
4. Argue your position by elaborating on each of your
reasons using facts, examples and other evidence.
RAFTS writing: students write a letter to a
senator regarding the funding of
embryonic stem cell research.
1.
Students are assigned a RAFT for one of four viewpoints:
Role: This will be selected randomly.
_____ Tax payer FOR embryonic stem cell funding by the NIH (Ethical approach)
_____ Tax payer AGAINST embryonic stem cell funding by the NIH (Ethical
approach)
_____ Scientist FOR embryonic stem cell funding by the NIH (Scientific approach)
_____ Scientist AGAINST embryonic stem cell funding by the NIH (Scientific
approach)
2.
Audience: United States Senate
Format: A letter to your senator and a presentation to the committee she has
formed to investigate both sides of the issue
Topic: Many members of society have grown concerned over the place our
government should hold in funding and regulating research into the use of
embryonic stem cells for regenerative medicine.
Strong Verb: First in writing, and then orally, persuade your senator that your
position is the one she should support.
Each student writes a persuasive letter to their senator and makes a speech to
the senate (classroom) on the viewpoint they were assigned.