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Focus Question #1 - Do our activities and assessments allow them to engage in deep, critical thinking?  Or What are examples of activities and assessments that allow them to engage in deep, critical thinking?

The last PD we had we asked you to "try something" and provided 8 different examples that could be used to create common formative assessments.

Focus Question #2 - As we are trying these,  do our cultural forces support the type of thinking that we are asking students to do?

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http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html - This link will allow you to investigate to a deeper level some routines that allow our students to take their thinking to a deeper level

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I am asking you to display your thinking in the following columns because we need to know what your thinking is if we are to move forward.  We have to understand what the questions are, what you think is important, and what you don't understand.  

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I am asking you to display your thinking in the following columns because we need to know what your thinking is if we are to move forward.  We have to understand what the questions are, what you think is important, and what you don't understand.  

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I am a visual learner, and learning by podcast is challenging!

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we need to continue to work on developing thinkers

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Thinking dispositions!

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measurement of learning is performance on tests...but they don't show us many aspects of learning.

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I am hearing impaired and I am having a hard time understanding what is being said.  I do a lot of lip reading and other visual clues.

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I am hearing impaired and I am having a hard time understanding what is being said.  I do a lot of lip reading and other visual clues.

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Test scores only show part of the learning. Though I disagree that it has to be all or nothing as far as a small mistake leading to an incorrect answer.

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is the new 339 plan in agreement with this where we need other indicators of success?

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this all seems great in a perfect world where students want to learn or value education.  Where is student responsibility here?

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this all seems great in a perfect world where students want to learn or value education.  Where is student responsibility here?

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Test scores don't show learning, they only show memorization, but they don't show any measurement of the ability to use that information

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Test scores don't show learning, they only show memorization, but they don't show any measurement of the ability to use that information

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intellectual character is identified by one's ACTIONS in the world

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demonstration of character is action...demonstration of learning is action

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This is all very Will Richardson... great in theory, but we work in a public school and there are some basic expectations and requirements that we can't ignore.

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But how do you measure intellectual character?

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But how do you measure intellectual character?

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you have to have knowledge, but it has to be connected to something

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knowledge vs understanding
understanding = application of knowledge
knowledge can be gained passively
understanding is in-depth endeavor; must use/apply/connect

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Students are able to gain knowledge without questioning, but then where does the depth come from?

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understanding is a personal matter.  We all need something different to really understand.  It comes down to our questions that get us there as learners

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Questioning is essential to understanding

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Questioning is essential to understanding

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Understanding is not passive, requires questions, and is a personal endeavor

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Understanding is not passive, requires questions, and is a personal endeavor

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Is the pursuit of knowledge ultimately for making money? That's kind of offensive.

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Is the pursuit of knowledge ultimately for making money? That's kind of offensive.

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the power of knowledge arises when we understand!

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Sparking inquiry in learners is vital. As educators, we should be able to take any topic and offer opportunities for students to make connections! 

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Sparking inquiry in learners is vital. As educators, we should be able to take any topic and offer opportunities for students to make connections! 

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the forces are not a choice, we already have each of these. The choice comes with how we use them to promote thinking

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What do our routines emphasize or value?

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we are never going to 20 hour teaching schedule

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Deep and slow is nice. Tell that to College Board.

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Deep and slow is nice. Tell that to College Board.

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need to understand how what they are learning relates to world around them, how it applies to their career interests

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we need to look at our routines, reflect & review, and search to improve those basic methods to reach our students better

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to teach students to reflect and learn from failure

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Seems like we are trying to increase the amount of learning and content without considering increasing the allotted time to do so.   If time is such a limitation, why have we stuck with 180 days for so long.

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In curriculum, we have been working on what do we determine to be essential learning

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Who determines what those "Foundational pieces" are ....teachers, admin, college board??

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struggles dont define our practice, they motivate our practice

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All teachers can show interest in their students. This makes a difference in teaching and learning.

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good theory with apprenticeships, but not a reality

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PLC's can function to provide feedback and help for us to improve together

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Share effective strategies with one another.  Learn from one another

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I feel like some of these points are very well put, but the reality is that funding controls so much of what we are able to do. Case in point a "teacher residency" would be awesome, but how realistic could it be without a lot of extra funding.

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teaching residency....hmmm

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He mentioned Finland's education...

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What matters is what they can DO with their learning.

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What matters is what they can DO with their learning.