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A feeling I experienced is being excited to be able to better understand critical thinking and how to teach it to our students. This will allow for better discussion and deeper learning in our classrooms.

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A step I will take...I will introduce what doesn't belong to keep my kids thinking and pushing their thinking even further. 

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A step I will take...I will introduce what doesn't belong to keep my kids thinking and pushing their thinking even further. 

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A feeling I experienced is validation I felt when thinking back about some of my best teaching moments and realizing that at the time I was developing Complex Reasoning Skills with my students ~ debates especially.  An idea I had was to find more ways for students to express their deeper level thinking without resorting to written tasks.  Finally, a step I will take is to try to use this information in my coaching.  I will have to be clever, in that I work with many new teachers.  The challenge will be to help them with their prompting routines first and then more structured tasks later on.

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A feeling I experienced is validation I felt when thinking back about some of my best teaching moments and realizing that at the time I was developing Complex Reasoning Skills with my students ~ debates especially.  An idea I had was to find more ways for students to express their deeper level thinking without resorting to written tasks.  Finally, a step I will take is to try to use this information in my coaching.  I will have to be clever, in that I work with many new teachers.  The challenge will be to help them with their prompting routines first and then more structured tasks later on.

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This isn't what we spotted after lunch today.

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A feeling I experienced...I am energized to continue trying these strategies and continue to push my own level of thinking as I work with my learners on it. I am also feeling a little isolated as one of 2 teachers in my school even thinking about this part of customized learning. I am trying to figure out how to help the rest of my colleagues to teach in the middle of the three circles. 

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A feeling I experienced...I am energized to continue trying these strategies and continue to push my own level of thinking as I work with my learners on it. I am also feeling a little isolated as one of 2 teachers in my school even thinking about this part of customized learning. I am trying to figure out how to help the rest of my colleagues to teach in the middle of the three circles. 

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An idea I had is that it is time to begin bringing back info from this PD to the teachers in my school. The plan is to start introducing complex reasoning in small bits, at learning teams, beginning with thinking strategies teachers can be trying out right now. 

# data[].attributes.subject
An idea I had is that it is time to begin bringing back info from this PD to the teachers in my school. The plan is to start introducing complex reasoning in small bits, at learning teams, beginning with thinking strategies teachers can be trying out right now. 

# data[].attributes.headline
An idea I had. I am anxious to share this learning with my colleagues. If we can make it a schoolwide goal even just to introduce and consistently use thinking routines, by Christmas we can have a schoolwide culture of thinkers. Then we can move forward together in this experience. 

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An idea I had. I am anxious to share this learning with my colleagues. If we can make it a schoolwide goal even just to introduce and consistently use thinking routines, by Christmas we can have a schoolwide culture of thinkers. Then we can move forward together in this experience. 

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An idea that I had is how am I going to go about introducing some of the information in learning teams.

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An idea that I had is how am I going to go about introducing some of the information in learning teams.

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A feeling I experienced joy in hearing this work at all grade levels.
A step I will take next is to find other who would implement and have a support group for interested parties.

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I am feeling more invigora
ted to go and teach and that it does not have to be the same ole way it has been. Plus with all the tools I know I can reach more students and help them become complex reasoners.

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Our staff keep saying that a "4" is simply moving up on the taxonomy, but I haven't seen a lot of examples of how they are intending to do that with staff.  I really want to get the guidelines for incorporating these strategies out to teachers, and practice modeling some of these with them.  I believe I have a format I can ask admin to use for this purpose.  I'm excited to work on this with staff.

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An idea that I had was to generated a comparison matrix for students to compare/contrast characters from different stories to help them think deeper about similarities and differences between characters.  

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An idea that I had was to generated a comparison matrix for students to compare/contrast characters from different stories to help them think deeper about similarities and differences between characters.  

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A feeling I experienced was that my teaching was more effective for the students.

A step I will take is to be consistent with using a comparison matrix among the variety of content areas.

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An Idea I had...

I have always had a fascination with Howard Gardner and the multiple intelligence types. I want to find a way to translate some of the graphic organizers to meet different learning styles. For example, I want to try to create a comparison matrix where all of the boxes filled our with drawings.

A Feeling I experienced...

When applying CRS in my class I felt engagement and excitement from the learners. I also saw learner who would typically be "weaker" take ownership and leadership in the learning.

A step I will take..

I want to push myself to let the CRS drive my planning and curriculum. I would love my learners to get to a point where they are able to take ownership of the CRS and choose which ones they want to use and for what purpose.

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An idea  I had is to review the workshop content and carve out 1 or 2 complex reasoning strategies I can begin to use and flesh out with my grade 1 literacy intervention students. I also plan to share information with my first grade team on declarative and procedural knowledge as this is information that has not been shared and needs to be as we continue to use targets and scales. I am very excited and grateful to have had the opportunity to participate in this training as this information is very valuable for teaching and developing PD for teachers. Thank you for your knowledge and the gracious way you present the information! (The Auburn School Department could use your expertise to work directly with groups of classroom teachers... just saying! :)

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An idea  I had is to review the workshop content and carve out 1 or 2 complex reasoning strategies I can begin to use and flesh out with my grade 1 literacy intervention students. I also plan to share information with my first grade team on declarative and procedural knowledge as this is information that has not been shared and needs to be as we continue to use targets and scales. I am very excited and grateful to have had the opportunity to participate in this training as this information is very valuable for teaching and developing PD for teachers. Thank you for your knowledge and the gracious way you present the information! (The Auburn School Department could use your expertise to work directly with groups of classroom teachers... just saying! :)

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An idea I had was to I'd love to meet again, perhaps in the spring to see how we are doing with our teaching of complex reasoning 

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An idea I had was to I'd love to meet again, perhaps in the spring to see how we are doing with our teaching of complex reasoning 

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I feel joy that I can help my students think deeply (as long as I have the procedual guidelines.
A step I will take is to teach these skills in my class. thank you for sharing your knowledge, Linda.

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An idea I had was that I would love for other teachers/ admin. to go to this  training.                                                                             A feeling I experienced was excitement to get to work with my learners... I cannot wait to share this with other teachers in my building. A step I will take is to push myself and my own thinking while planning in my classroom.

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An idea I had was that I would love for other teachers/ admin. to go to this  training.                                                                             A feeling I experienced was excitement to get to work with my learners... I cannot wait to share this with other teachers in my building. A step I will take is to push myself and my own thinking while planning in my classroom.

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An idea I had is that I will share my completed money comparison Matrix Eduplanet. 

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An idea I had is that I will share my completed money comparison Matrix Eduplanet. 

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A feeling I've experienced is educated but unprepared for class. I teach on the fly because I spend very little time during the day in prep/planning.

A step I will take will be to teach is create a purposeful timeline for teaching comparison thinking and systems analysis during for the remaining time with this seminar group!

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An idea I had when I am planning a lesson or unit, I will have rigor in mind. I will be thinking about the purpose of my assignment with complex reasoning in mind. A feeling I experienced was a new found enthusiasm for what I do in the classroom. Throughout the year, little boosts of ideas help excite me about what I'm doing. Thank you Linda! A step I will take is to use the taxonomy chart and to create routines that allow students to practice higher levels of thinking. I will continue to try to be a better teacher for my students.

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I used to think assessing complex reasoning involved essays comparing/contrasting or analyzing the science content I taught. It worked great with my AP and college level kids, but my other levels couldn't meet that level of rigor in my experience.  I now have the a-ha! that that only weeded out students who had writing difficulty, and that simple activities can gather lots of information about student content knowledge.

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I'd like to share a smartboard lesson I created for my 2-3 grade literacy class.  I'm going through the reasoning processes and this was my explicit teaching for comparing.

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I'd like to share a smartboard lesson I created for my 2-3 grade literacy class.  I'm going through the reasoning processes and this was my explicit teaching for comparing.

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I used to think challenging students meant I was creating deeper thinking, but now I realize I still was only touching the surface with critical thinking and complex reasoning skills.  Now I understand how to actually challenge a student.  Opening their minds to metacognition and teaching them to analyze their own thinking.

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I used to think challenging students meant I was creating deeper thinking, but now I realize I still was only touching the surface with critical thinking and complex reasoning skills.  Now I understand how to actually challenge a student.  Opening their minds to metacognition and teaching them to analyze their own thinking.

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Do you have an extra copy of the taxonomy handout in color. I wrote all over mine and would love a blank copy to present to staff.

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Some of the best teaching I did was centered around having students take a position on their preference as readers of fiction with regard to authors using multiple narrators.  They not only gave their positions but were able to defend their reasons.

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Some of the best teaching I did was centered around having students take a position on their preference as readers of fiction with regard to authors using multiple narrators.  They not only gave their positions but were able to defend their reasons.

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I used to think that  I was teaching "deeper/complex level" thinking skills through projects like those mentioned today (which may have been considered deeper 25 years ago) but realize there is so much more to the thinking process then recreating/restating what was  initially learned in the first place

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I used to think that  I was teaching "deeper/complex level" thinking skills through projects like those mentioned today (which may have been considered deeper 25 years ago) but realize there is so much more to the thinking process then recreating/restating what was  initially learned in the first place

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I used to think that scaffolding lessons was enough, but now I know that many of my students only skimmed the surface of understanding. 

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I used to think that scaffolding lessons was enough, but now I know that many of my students only skimmed the surface of understanding. 

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I used to think my lessons were awesome, such as when I had my students read biographies and then dress up like their person. Now I think I was not giving my students any sort of critical thinking skills to go along with this lesson. What was the reasoning behind this lesson? They could have compared and contrasted. They could have read about 2 people and then used a Venn diagram to compare and contrast. 

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I used to think my lessons were awesome, such as when I had my students read biographies and then dress up like their person. Now I think I was not giving my students any sort of critical thinking skills to go along with this lesson. What was the reasoning behind this lesson? They could have compared and contrasted. They could have read about 2 people and then used a Venn diagram to compare and contrast. 

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I use to think high levels of thinking were reserved for higher grades

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I use to think high levels of thinking were reserved for higher grades

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I now think all grade levels can think critically about specific content

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I used to think teaching complex reasoning skills would be to unwieldly, but I was wrong. Just implement the six steps on page 16 - I've got this. Thanks.

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I used to think teaching complex reasoning skills would be to unwieldly, but I was wrong. Just implement the six steps on page 16 - I've got this. Thanks.

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I used to think that I wasn't really teaching the structure of this thinking well but now I think I need to spread out our opportunities to practice and provide a variety of content to try it with.

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I used to think that I wasn't really teaching the structure of this thinking well but now I think I need to spread out our opportunities to practice and provide a variety of content to try it with.

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I use to think...

that I could apply any thinking skill to any content.

Now I think...

that I would find more meaning in actually matching specific skills to specific content. I can also use multiple thinking skills with the same piece of content to deepen the learner thinking.

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I used think that teaching analogical thinking would be very difficult, but now I have some examples as guides.

Can we Dive right in to the meat of it all for next time; maybe less review

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Please email us a pdf version of the graphic organizers that would be found in Empower.

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Please email us a pdf version of the graphic organizers that would be found in Empower.

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Please, Linda, could you please give us the PDF empower resources. Thank you.

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Please, Linda, could you please give us the PDF empower resources. Thank you.

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Peter Johnston
(specifically Chapter 2 of Choice Words - Noticing and Naming)  GREAT READ!  Short chapter but very powerful!

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When talking to my learners, I am wondering if they are simply doing the critical thinking/complex reasoning when we are doing explicit examples and how I can change my instruction in order to help them transfer it from just one activity to something we do daily. We have worked with classifying and comparison and somehow they seem to be more comfortable with classifying than comparison, transferring it more often and identifying it in a variety of settings. What can I do to help them transfer this and help them to lift the level of their thinking more often?

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When talking to my learners, I am wondering if they are simply doing the critical thinking/complex reasoning when we are doing explicit examples and how I can change my instruction in order to help them transfer it from just one activity to something we do daily. We have worked with classifying and comparison and somehow they seem to be more comfortable with classifying than comparison, transferring it more often and identifying it in a variety of settings. What can I do to help them transfer this and help them to lift the level of their thinking more often?

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Socrative.

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I need more practice with the taxonomy so that I can fully understand what I am asking my learners to do
.

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I have a much better understanding of the difference between declarative and procedural knowledge which is making things clearer for me.

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Understanding the taxonomy and the representation of declarative vs. procedural knowledge and its representation in the scales was an aha for me. My goal is to now transfer that knowledge to my instruction and helping my students to use the taxonomy in everyday learning.

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I really need time to decimate the difference between DK and PK. More specific examples would help.

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Can you email a picture of the taxonomy poster?

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Can you email a picture of the taxonomy poster?

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Sometimes the matrix's look overwhelming to younger students. Is there any modified matrix resources?

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I'd like to see samples for complex reasoning at the elementary level

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Understanding the difference between declarative and procedural knowledge and how to distinguish between both in Empower is unlocking a lot of info for me!  Thanks!

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Understanding the difference between declarative and procedural knowledge and how to distinguish between both in Empower is unlocking a lot of info for me!  Thanks!

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Writing questions according to the taxonomy is much harder than I thought it would be!

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The conversations and examples around declarative vs procedural knowledge was helpful -

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The conversations and examples around declarative vs procedural knowledge was helpful -

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It's helpful for me to know there is a finite number of complex reasoning skills.

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It's helpful for me to know there is a finite number of complex reasoning skills.

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I have to keep reminding myself that I work with younger learners. Their foundational skills are not yet developed so breaking these down further for them is necessary. At least that's how I feel. I do feel that they are very capable of understanding these thinking skills; however, I find a challenge in reminding all involved that their are young learners in our school and resources for them would be appreciated. As well as the understanding that this teaching will  not make them "better thinkers" right away. I believe that as the learners grow so should the instruction in each of these skills.

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I have to keep reminding myself that I work with younger learners. Their foundational skills are not yet developed so breaking these down further for them is necessary. At least that's how I feel. I do feel that they are very capable of understanding these thinking skills; however, I find a challenge in reminding all involved that their are young learners in our school and resources for them would be appreciated. As well as the understanding that this teaching will  not make them "better thinkers" right away. I believe that as the learners grow so should the instruction in each of these skills.

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I feel like I am able to take what I am already doing in the classroom (teaching targets from Empower and using the scales) and build upon that with the levels of rigor. I am still a little fuzzy on declarative knowledge and procedural knowledge and how it fits into the targets and scales. I want a cheat sheet for the taxonomy levels.

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How can I give the learners choice within the taxonomy levels ?

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I hope my administrator doesn't ask me questions about this training until I have finished Day 2 of the training.

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I hope my administrator doesn't ask me questions about this training until I have finished Day 2 of the training.

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can you color code the cahoot box answers with the taxonomy levels

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can you color code the cahoot box answers with the taxonomy levels

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How can I challenge learners to get to 3 or 4 when teaching to learn how to use tools that will help them learn through out the year (example: place value blocks). 

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How can I challenge learners to get to 3 or 4 when teaching to learn how to use tools that will help them learn through out the year (example: place value blocks). 

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In order to teach within the three circles, you have to explicitly teach both the habits of mind and complex reasoning skills before they can be integrated into daily life in the classroom. Communicating this need to all teachers, and understanding what this means is another story...how do we support each other in doing this successfully?

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In order to teach within the three circles, you have to explicitly teach both the habits of mind and complex reasoning skills before they can be integrated into daily life in the classroom. Communicating this need to all teachers, and understanding what this means is another story...how do we support each other in doing this successfully?

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For those who insist on sending homework can it be motivated by "Distributive Practice" to gain proficiency vs. improving GPA?

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For those who insist on sending homework can it be motivated by "Distributive Practice" to gain proficiency vs. improving GPA?

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Auburn School Department is building capacity by aligning the priorities and understanding of all instructional coaches.  My hope is to gain a better understanding of how complex reasoning can lift instruction and learning across the curriculum.

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Auburn School Department is building capacity by aligning the priorities and understanding of all instructional coaches.  My hope is to gain a better understanding of how complex reasoning can lift instruction and learning across the curriculum.

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I am here because I am working to gain a better understanding of how to explicitly teach complex reasoning and why the ability to think critically (critical thinking skills) is so important for our learners to be able to to independently. If I have a better understanding I can better support and scaffold the teachers in my building to independence in their knowledge of complex reasoning as they go on this learning journey also.

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How do you establish a culture  for complex reasoning

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How do you establish a culture  for complex reasoning

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Here to learn how to access student knowledge better and give accommodation to students to prove their knowledge in many ways.

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Here to learn how to access student knowledge better and give accommodation to students to prove their knowledge in many ways.

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I am here to become knowledgable of the Complex Reasoning in order to help support teachers in implementing within the classroom.

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I am here to become knowledgable of the Complex Reasoning in order to help support teachers in implementing within the classroom.

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I'm here to learn how to explicitly teach complex reasoning skills. It seems like a huge topic with many components.  As a former special ed teacher, I know the need and benefits of explicit teaching. 

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I'm here to learn how to explicitly teach complex reasoning skills. It seems like a huge topic with many components.  As a former special ed teacher, I know the need and benefits of explicit teaching. 

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I am here to get a better understanding of how to teach critical thinking skills in the classroom.

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I am here to get a better understanding of how to teach critical thinking skills in the classroom.

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I am hoping to have a better understanding of complex reasoning and how to implement it in my literacy classroom.

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As a literacy coach I need to be on top of what the school system is implementing. I need to be able to support all teachers as they learn more about customized learning.
As I work with struggling learners I need to help them become more critical thinkers by explicitly teaching these skills. Over the next 3 sessions I am looking for ways to teach these skills.

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I am looking to help my students become critical thinkers in their scientific method processes.

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I am here to learn strategies and strengthen my skills so that I am better able to support teachers through their implementation of this work.

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Learn how to teach higher levels of thinking and how to motivate students to use the strategies with increasing independence. 

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Learn how to teach higher levels of thinking and how to motivate students to use the strategies with increasing independence. 

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Training the trainer. I'm here to learn and bring the material to the faculty at Mt. Blue Campus. The variety of resources you have provided will help with the presentation/training of other faculty.

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I am here to learn, to support staff members from our district, as well as to start the planning stage for complex reasoning training in our district.

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I am here to learn, to support staff members from our district, as well as to start the planning stage for complex reasoning training in our district.

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I am here to learn how to incorporate higher level thinking with my learners. Specifically within Math and Literacy. My hope is to make them more aware of their learning goals and for their learning to be more meaningful to them.

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I am here to find a deeper understanding of the thinking skills and ways to integrate them into the learning that we are already doing in my class. I want my learners to experience and explore each of the thinking skills. After this, I want them to be able to choose between the thinking skills to demonstrate their knowledge and thought processes. I want these skills to translate to the thinking of aspects of their lives.

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To become confident with the explicit teaching of the recognition and use of Complex Reasoning skills to my Learners.
I want to feel confident in explaining this to our parents and any other stake holder of our school, as well as those individuals who ask, "why teach this way?".
I hope to become as familiar with this content as my colleagues so that we can become a united force that will help this educational movement forward into creating a plethora of metacognitive, passionate learners.
I hope to help create a generation of young learners who want to do nothing more than work hard to achieve their goals while improving their quality of life!
-CW Cornville Regional Charter School

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I am looking for knowledge on how to incorporate higher level of thinking in all areas of my daily teaching.  Before being able to do this I need to gain ideas on how to explicitly teach thinking skills, but to find a way to do this with our structured schedule at school and to not take away from what our daily nonnegotiables and teaching expectations are.  How can this be holistic with what I'm currently teaching?  

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I am looking for knowledge on how to incorporate higher level of thinking in all areas of my daily teaching.  Before being able to do this I need to gain ideas on how to explicitly teach thinking skills, but to find a way to do this with our structured schedule at school and to not take away from what our daily nonnegotiables and teaching expectations are.  How can this be holistic with what I'm currently teaching?  

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I am excited to be at this training so that I am able to gain a stronger understanding of how to implement complex reasoning and specific thinking strategies into my daily instruction. I hope to learn how to balance the explicit teaching of these strategies with other expectations as well as how to integrate complex reasoning into my instruction across the board.

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How does teaching of explicit critical thinking skills balance with teaching school behavior expectations of young learners? 

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How does teaching of explicit critical thinking skills balance with teaching school behavior expectations of young learners? 