Instructional IntelligenceInstructional Intelligence

Thinking SystemicallyThinking Systemically

What do we know about how kids learn, curriculum, instruction,

assessment, change and systemic change … do we act on it?

What do we know about how kids learn, curriculum, instruction,

assessment, change and systemic change … do we act on it?

• • Western Australia - 858 schools - year sevenWestern Australia - 858 schools - year seven

• • York Region - 190 schools - year sevenYork Region - 190 schools - year seven

• • Western Quebec - 40 schools - year fiveWestern Quebec - 40 schools - year five

• • North Vancouver - 40 schools - year fourNorth Vancouver - 40 schools - year four

• • Thames Valley - 190 schools - year fourThames Valley - 190 schools - year four

• • Peel Board - 210 schools - year fourPeel Board - 210 schools - year four

• • PEI - 80 schools - year threePEI - 80 schools - year three

• • Cowichan School District - year twoCowichan School District - year two

• • Upper Canada School District - year threeUpper Canada School District - year three

• • Lakeland Catholic School District - year twoLakeland Catholic School District - year two

• • Ireland - year oneIreland - year one

Ten Districts Involved

• • must attend workshops in teamsmust attend workshops in teams• • school admin must be part of teamschool admin must be part of team• • central office must also attend - director/superintendentcentral office must also attend - director/superintendent• • follow-up sessions for sharing, problem solving etc.follow-up sessions for sharing, problem solving etc.• • demonstration lessons - taped, edited, shareddemonstration lessons - taped, edited, shared• • sharing between districtssharing between districts• • build internal capacitybuild internal capacity• • research the impact internallyresearch the impact internally• • connect with local universityconnect with local university• • build an advisory committeebuild an advisory committee• • write a book on systemic changewrite a book on systemic change

Basic Conditions

Purpose of these projectsPurpose of these projects

Increase the life chances and Increase the life chances and learning chances of studentslearning chances of students

Integrate the knowledge of five key areas:Integrate the knowledge of five key areas:

• • how students learnhow students learn

• • what students are to learn (curriculum)what students are to learn (curriculum)

• • assessing the learning assessing the learning

• • instructioninstruction

• • educational changeeducational change

• • systemic changesystemic change

Basic ComponentsBasic Components

Student LearningStudent Learning

• • multiple intelligencemultiple intelligence• • learning styleslearning styles• • child developmentchild development• • students at riskstudents at risk• • motivationmotivation• • learning disabilitieslearning disabilities• • ethnicityethnicity• • gendergender• • autismautism• • ESLESL• • etc., etc., etc.etc., etc., etc.

Curriculum

Regardless of what is learned, three things are critical…

1. Grasping the cognitive complexity or demand of the learning outcome

2. Grasping the type of thinking demanded

3. Matching that demand with an appropriate selection of instructional methods

Deconstructing an Objective

Need to understand what is explicitly Need to understand what is explicitly stated in the objectivestated in the objective– What level the student will be assessed atWhat level the student will be assessed at

Need to understand what is implicitly Need to understand what is implicitly stated in the objectivestated in the objective– What level one has to teach atWhat level one has to teach at– What type of thinking will be requiredWhat type of thinking will be required

Provincial objectiveProvincial objective

By the end of grade 6 students will By the end of grade 6 students will demonstrate an understanding of demonstrate an understanding of different kinds of motion (linear, different kinds of motion (linear,

rotational, reciprocating, oscillating).rotational, reciprocating, oscillating).

Levels and Types of Thinking

Levels of ThinkingLevels of Thinking

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluation

(Bloom’s Taxonomy)(Bloom’s Taxonomy)

Types of ThinkingTypes of ThinkingInductive Inductive

DeductiveDeductive

InquiryInquiry

SequencingSequencing

RankingRanking

PredictingPredicting

IdentifyingIdentifying

PrioritizingPrioritizing

Now the question…

What instructional methods do you have that push the analysis level of thinking as well as thinking inductively?

Not having the answer is what does teachers in re outcomes -- when you have several hundred it is overwhelming -- then you have a split grade.

You have the answer …

Venn Diagrams

Fish Bone Diagrams

Mind Map

Concept Maps

Concept Attainment

Concept Formation

Picture Word Inductive Model

Now you have to ask …

Should they work individually?

Should they work in thoughtfully structured cooperative learning?

Should it be a combination of the two?

This leads to integrating the work of David This leads to integrating the work of David and Roger Johnson, Spencer Kagan, and Roger Johnson, Spencer Kagan, Elizabeth Cohen, Jeanne Gibbs, Robert Elizabeth Cohen, Jeanne Gibbs, Robert Slavin etc. … this is complex!Slavin etc. … this is complex!

I do not know the best way to teach … every teacher in the world could teach the same unit … teach it differently … and be equally effective or ineffective.

Key issue is to act systemically and Key issue is to act systemically and integrate ideas based on how kids learnintegrate ideas based on how kids learn

Instructional IntelligenceInstructional Intelligence

The ability of teachers (and at times The ability of teachers (and at times students) to integrate the existing students) to integrate the existing wisdom related to how we learn, what wisdom related to how we learn, what we are to learn, how we assess, how we we are to learn, how we assess, how we instruct, how we go about change and instruct, how we go about change and how we go about systemic change.how we go about systemic change.

Ignoring anyone of these is unwise.Ignoring anyone of these is unwise.

Taba’s Inductive Thinking Strategy

Phase One: Generate the data or collect the data

Phase Two: Provide a focus statement and classify the data

Phase Three: Apply/connect/look for relationships

Bruner’ Concept Attainment Phase 1: Share the focus statement and

the data set Phase 2: Share their thinking and then

their hypotheses Phase 3: Apply their thinking

Johnsons 5 Basic Elements Individual Accountability Face to Face Interaction Collaborative Skills

Social, Communication, and Critical Thinking skills

Processing the Collaborative and Academic Task

Positive Interdependence (9 types)

Positive Interdependence

Goal (like the objective or academic task Resource (shared) Sequence (beware - classroom management) Role -- only use if necessary Incentive Outside Force Environmental Identity Simulation (actually this is also a strategy)

Cooperative learning structures Numbered Heads Place Mat Round Robin Think Pair Share One Stray Rest Stay Jigsaw (around 300 small group structures)

Graphic Organizers Word Webs Time Lines Flow Charts Venn Diagrams Fish Bone Diagrams Mind Maps Concept Maps

Multiple Intelligences: Multiple Intelligences: Howard Gardner 2001Howard Gardner 2001

I have described human beings as those organisms who possess a basic set of seven, eight, or a dozen intelligences. Thanks to evolution, each of us is equipped with these intellectual potentials, which we can mobilize an connect according to our inclinations and our culture’s preferences. … Although we all receive these intelligences as part of out birthright, no two people have exactly the same intelligences in the same combination.

(pages 44 - 45)

The Brain Instruction Interface Brain needs to feel safe Brain needs to experience talk for

intellectual growth Brain is a pattern seeker Brain is about survival -- it attends to

things that are meaningful, interesting, and authentic

Bloom’s Taxonomy Remembering Comprehension/Understanding Application Analysis Evaluation Synthesis

Instruction …classifiedInstruction …classified

• Instructional concepts

• Instructional concepts that are skills

• Instructional concepts that are tactics

• Instructional concepts that are strategies

• Instructional concepts that are instructional organizers

Concept Attainment

• Concepts (only)• Safe

• Accountable

• Novelty

• Authentic

• Motivation

• Active Participation

• Skills• Framing questions• Applying wait time• Suspending judgment• Discussing the purpose of the

lesson• Responding to a ‘no’

response

Concept Attainment

• Tactics• Think Pair Share

• Brainstorming

• Venn Diagram

• Flow Chart

• Round Robin

• 3 Step Interview

• PMI

• Six Thinking Hats

• Strategies• Concept Attainment• 5 Basic Elements• Mind Mapping• Concept Mapping• Jigsaw• Academic Controversy• Group Investigation• Reading Recovery

Concept Attainment

• Organizers• Multiple Intelligence

• Gender

• Ethnicity

• Culture

• Brain

• Child Development

• Learning Difficulties

• At Risk Environment

• Others• Fish Bone Diagram• Word Web• Enthusiasm• TRIBES• PWIM• Community Circle• Lesson Design• Cooperative Learning• Critical Thinking

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

CBAM (Concerns Based Adoption Model)

• Levels of Use• Non-User• Orientation• Preparation• Mechanical• Routine• Refined• Integrative

• Levels of Concern

• No Concerns• Awareness• Information• Personal• Impact on Students• Collaborative

Perkins (Outsmarting IQ)IQ is a poor predictor of intelligent

behaviour … four areas predict intelligent behaviour:

Experience -- to develop patternsReflection -- to identify, create and

connect patternsStrategies -- to respond to the patternsEnough neurons -- to function normally

…intelligence is ‘learnable’

Charles Darwin

…studied the differences in humanity and maintained that “except for fools, men did not differ much in intelligence, only in zeal and hard work.”

Sternberg 2003 (Models of Intelligence)

A set of abilities assessed by conventional tests measure only a small portion of the kinds of expertise relevant for life’s success …they predict about 10 percent.

Intelligence theorist agree on one thing “…that intelligence means the ability to adapt flexibly to the environment.”

David Perkins (1994)

It is an everyday observation that often It is an everyday observation that often people do not develop robust intelligent people do not develop robust intelligent behaviours in areas where they have a behaviours in areas where they have a great deal of experience. We do not great deal of experience. We do not automatically learn from experience, automatically learn from experience, even extended experiences. For instance, even extended experiences. For instance, people play chess or bridge for years people play chess or bridge for years without ever getting better at it. (p. 109)without ever getting better at it. (p. 109)

• Implementation dip (drop, ditch, blip)

• Initiate, Implement, Sustain Change

• Skill Training Model

• Concerns Based Adoption Model

• School Culture

Educational Change

That is enough of the boring stuff for

now.

Curriculum

This also implies understanding the relationship between critical thinking, inductive thinking, deductive thinking, inquiry, questioning, effective group work, levels of thinking, creative thinking etc.

And if that is about student learning

Then how does classroom management and teacher personality connect to curriculum, assessment, instruction, and what we know about how students learn?

Change change, who needs change? Things are bad enough the way they are!

Lord Salisbury.

Why Change

Assessing LearningAssessing Learning

Assessing how we teach -- why not Assessing how we teach -- why not employ Venn Diagrams, Fishbone employ Venn Diagrams, Fishbone Diagrams, Concept Mapping, Ranking Diagrams, Concept Mapping, Ranking Ladders, Concept Attainment, Role Ladders, Concept Attainment, Role Playing, etc., in the assessment Playing, etc., in the assessment process?process?

Instruction

• Do we understand how instructional methods play off each other … do we understand the difference between an instructional concept, skill, tactic, strategy and organizer; do we understand how they interact?

INVOLVESDESIGNED

TO IMPROVE

SUCH AS.ENHANCEDTHROUGHIMPACTED BY

OCCURS IN

3

24

51

IMPLIES UNDERSTANDING AND ACTING ON

IMPLIES VALUING

MUST ACT ON SYSTEMIC

CHANGE AS A

ENACTS

INFORMS

IMPACTED BY

WORKS AGAINST

INFORMS

IMPACTED BY

AFFECTS

OCCURS IN

INTEGRATES

IMPACTS

INFORMS

MUST RESPECT

INVOLVES

1

2

3AFFECTED BY

AFFECTED BY

AFFECTED BY

EDUCATIONAL SYSTEMIC CHANGE

ALL STAKEHOLDERS

STUDENT LEARNING

MINISTRYUNION

UNIVERSITYk

TEACHER LEARNING

STAKEHOLDERS GRASP OF EDUCATIONAL CHANGE AND SYSTEMIC CHANGE

FIVE KEY AREAS

ASSESSMENT

CURRICULUMINSTRUCTION

HOW STUDENTS

LEARN

CLASSROOM MANAGEMENT

HOW TO INITIATE, IMPLEMENT AND DETERMINE THE IMPACT

OF CHANGE OVER TIME

A LONG-TERM PROCESS

DISTRICT CUSRRICULUM

POLITICAL PROCESS

PRINCIPAL SUPPORT

LEARNINGCOMMUNITY

THREE PHASESINITIATION

IMPLEMENTATION

IMPACT

• Access to Information

• New Policy, Funds

• Central Office Support/Collegiality

• Community SupportPressure

• Understanding of Change and Systemic

Change Wisdom

• Support of External Change Agent

• Teacher, Consultant, Principal

Advocacy

• Characteristics of the District, Community, Principals, Teachers

• Responding to the Characteristics of

Change - Need Clarity, Complexity, Quality,

Practicality, Coherence

• Building Professional Learning Communities

• Acting on Change and Systemic Change

wisdom

• Involvement of Other Stakeholders - (external

factors)

• Widespread Use

• Career Cycle Sensitivity

• Internal Capacity and Sustainability

• On-Going Research within the

District

• Periodic Research from Outside the

District

• Level I, II, & III Research

FactorsComplexity of ThinkingAcademic Engaged TimeUse of Wait TimeResponding to Student ResponsesKnowledge of ResultsShifting from Covert to OvertFear of FailurePublic vs Private FailureDistribution of ResponsesAccountability and Level of Concern

Critical issue …Critical issue …

The ability and willingness to collectively act The ability and willingness to collectively act -- with wisdom -- on the existing information -- with wisdom -- on the existing information related to improving classrooms, schools, and related to improving classrooms, schools, and school districtsschool districts

Remember, it is far easier to research and write Remember, it is far easier to research and write about change -- than to be a player in the about change -- than to be a player in the process of change -- to be the ones who do it.process of change -- to be the ones who do it.

Two Dimensions of Classroom Management

What we do to prevent misbehaviour or to encourage appropriate behaviour

What we do to respond to students when they make the decision (intentionally or unintentionally) to misbehave

The Principal PrincipleThe Principal Principle The more the principal and assistant principal

understand the innovations being implemented the greater the chances they will support those innovations being implemented; the further they are away from it … the less likely it is they will provide the needed resources. Oh, and one more thing … if those at central office do not understand and show their support, the less likely the principal will show support. Organizational efficacy begets teacher efficacy.

Observing Teachers …Observing Teachers …

What lenses do you employ What lenses do you employ when you go in to observe a when you go in to observe a

teacher … whether it is for sixty teacher … whether it is for sixty seconds or sixty minutes?seconds or sixty minutes?

Everything a teacher does can be classified into four areas …Everything a teacher does can be classified into four areas …

Information providedActivities assigned or selectedQuestions askedResponses to students efforts

Day OneDay One

Play with how classroom management, connects to the idea of Instructional Intelligence -- explore what effective/experienced teachers do to encourage appropriate behaviour and how they respond to students when students choose to misbehave…with a ‘side bar’ of effective group work.

Day TwoDay Two

Play with the process of effective group work and how that connects to the idea of instructional intelligence. This implies paying attention to cooperative learning and how it relates to effective groups work …with a ‘side bar’ connection to classroom management.

Day Two

• Play with Jerome Bruner’s Concept Attainment Strategy and from that grasp out framing questions and some of the simple cooperative learning structures such as Think Pair Share and Place Mat

• One can also sense how the Johnsons’ 5 basic elements of effective group work play out.

The First Two DaysThe First Two Days

Instructional concepts and skills associated with framing questions -- this will also include information related to effective group work and small group structures -- we also weave in Venn Diagrams

Connect the above to Bruner’s Concept Attainment strategy

Systemic Change

• Involve all stakeholders so that if you lose key people or funding you do not lose your momentum … sustainability

• Prince Edward Island - 70 schools• Tasmania - 220 schools• Western Australia - 858 schools• Durham Board of Education - 140 schools