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Better understanding of content - deep dive into the content

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Better understanding of content - deep dive into the content

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Continually have the discussion about learning versus grades. As a class the pursuit of knowledge and critical thinking is far more important than a grade.

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It scaffolds students to be able to
support their claims

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Start with something that matters to them, like should students be able to use their cellphones during school hours?

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Start with something that matters to them, like should students be able to use their cellphones during school hours?

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The creation of an emotionally safe learning environment is going to be key in creating a culture where productive struggle is not only okay, but encouraged.

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The creation of an emotionally safe learning environment is going to be key in creating a culture where productive struggle is not only okay, but encouraged.

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Modeling and co-constructing with students, so they can learn the routine, then discuss how the routine helps them to organize their thoughts, especially if they are asked to write a response.

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Modeling and co-constructing with students, so they can learn the routine, then discuss how the routine helps them to organize their thoughts, especially if they are asked to write a response.

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Students are able to delve deeper into their reading which should increase their knowledge.

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Students are able to delve deeper into their reading which should increase their knowledge.

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Students think deeply about ideas, questions, problems they are studying and that they are facing.

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Students think deeply about ideas, questions, problems they are studying and that they are facing.

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How do we get more of the HOT Routines into the hands of teachers who are currently teaching CERs so that they can make these strategic selections with their students?

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How do we get more of the HOT Routines into the hands of teachers who are currently teaching CERs so that they can make these strategic selections with their students?

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Students will have a grater understanding of content

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Students will have a grater understanding of content

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modeling struggle and then reaction. Teach struggle and reaction.

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Having the training and access to multiple HOTR so teachers have options for use in the classroom.

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Not always being the provider of info and evaluating if student work is right or wrong. Have them develop and ask HOTR questions.

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Be transparent - show students that "I" make mistakes and model struggling  over a skill or concept 

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Be transparent - show students that "I" make mistakes and model struggling  over a skill or concept 

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Learning is better than anything else. Show them as teachers that we are wrong sometimes and that is okay or that we have to look up info as well.

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Helps them make the connections between discrete pieces of content that are often necessary for deep understanding

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Helps them make the connections between discrete pieces of content that are often necessary for deep understanding

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HOTR takes students into the content on a much more comprehensive level, and helps them to think more critically about what's been presented.

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HOTR takes students into the content on a much more comprehensive level, and helps them to think more critically about what's been presented.

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Building relationships with students, making space for and encouraging student voice

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They provide a guide for students as they analyze their content.

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Requires students to critically think about an issue rather than surface analysis or paraphrasing information.

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Explaining that you make mistakes as well and if something is hard it means your brain is growing

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Explaining that you make mistakes as well and if something is hard it means your brain is growing

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Standards-based grading.  I get to keep working on something until I'm proficient.

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Standards-based grading.  I get to keep working on something until I'm proficient.

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Students need to understand they are learning with the teacher in a safe environment. The students are encouraged to learn from their struggles. It is a good idea for students to see the teacher struggle through a process.

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gives a way to control how to access information

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gives a way to control how to access information

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common/shared means of access

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You have to create a classroom environment where students know it is okay not to know and it is okay to struggle, but that they are supported in the learning process.

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You have to create a classroom environment where students know it is okay not to know and it is okay to struggle, but that they are supported in the learning process.

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It is all about their likes and interests so do something that they will be interested in. Then they will be invested and want to learn or at least show some intrigue in the not so exciting stuff.

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Not trained in the CE routines. Need to request them from my district or explore microcredential if I’m allowed as a PD LS

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find topics that are of high interest to the students and show them how it will help them discuss their ideas and beliefs more effectively.

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Think aloud - engage in some "co-HOTs," if you will... where you share your thinking process out loud, and encourage them to add to it.

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Think aloud - engage in some "co-HOTs," if you will... where you share your thinking process out loud, and encourage them to add to it.

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Start with a question or topic that they want more information or clarity on. Hook them in.

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HOT Routines seem to require more writing on the device than the other CERs. Wondering if this means we need students to type on their HOT devices, or if handwriting on them will still work.

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HOT Routines seem to require more writing on the device than the other CERs. Wondering if this means we need students to type on their HOT devices, or if handwriting on them will still work.

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Engage students by modeling - use gradual release model (I do, We do, You do)

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Engage students by modeling - use gradual release model (I do, We do, You do)

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time/means to share this information with other teachers to help with transfer of knowledge

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time/means to share this information with other teachers to help with transfer of knowledge

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building trust and a safe environment where productive struggle is encouraged and honored in the learning process

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Having teachers learn as many of the routines as possible and knowing when to use which routine. Also using the routine with fidelity and not just giving students a "graphic organizer" to fill out.

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It provides students with a way to tackle answering the question

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It provides students with a way to tackle answering the question

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time to incorporate into already tight schedule

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time to incorporate into already tight schedule

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Sometimes they take a long time and end up being cut because of testing and timelines. I always start with some idealism and big plans. But there are a lot of agendas that take up a lot of class time.

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My only concern is that students feel safe in there being no "wrong" answers, just answers that lead us to the right conclusions.

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My only concern is that students feel safe in there being no "wrong" answers, just answers that lead us to the right conclusions.

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They do not seem to be as readily available as some of the other routines, plus there is a big focus on interventions here and many look at the strategies first for that instead of routines so it is difficult to encourage people to learn routines.

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relating the purpose to what they will be able to do outside of school

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relating the purpose to what they will be able to do outside of school

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How do we get general education teachers to embrace these strategies?

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How do we get general education teachers to embrace these strategies?

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In the world of social studies we have the C3 Framework and Inquiry Design Model (IDM) where the teacher uses compelling questions to hook student interest. It turns students into historical detectives, making the topics interesting to them even if it's a topic that occurred hundreds or thousands of years in the past.

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after practice with the routine in class, students could use the routine independently for their own topic

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after practice with the routine in class, students could use the routine independently for their own topic

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use principles of UDL to offer options to all for engagement, expression

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use principles of UDL to offer options to all for engagement, expression

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One concern I have is the implication that if  teachers have not mastered all the routines, then they cannot use the ones they do know most efficiently.  That is not an encouragement to teachers to learn or use them.

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It provides a routine and scaffold for thinking at higher levels of Bloom's taxonomy and helps them to build those deeper connections between the content they are learning. The connections help them reach to those higher levels of thinking.

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Working through the Cue-Do-Review process and the Linking Steps through co-construction engage students. The co-construction is key and provides a "think aloud" atmosphere for students to construct their thinking.

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Purposefully finding ways to develop the classroom culture so that students feel comfortable to struggle through these more advanced thinking processes, especially students who have or are currently struggling academically

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Growth mindset stories are a great way to engage in some of these discussions. Teachers share their story with their students as well.