Bliink2

Wednesday, November 30, 2011

Agenda

1. Name the network2. Literacy Frame3. Bliink2 Draft Smart Goal4. Curriculum Embedded Critical

Thinking Deconstructing the curriculum – Gallery Walk Break Learning Goals and Success Criteria Critical Challenge Reflection

Literacy Frame

Bliink2 Draft Smart Goal

Draft Smart Goal:

Through effective, engaging instruction across the multi-literacies each student will demonstrate an improvement in their ability to think critically by June 2012

Curriculum Embedded Critical Thinking

Learning Goals

We are learning to deconstruct and understand

the curriculum through the lens of critical thinking by means of the multiliteracies.

We are learning to build a community of thinkers

Parking Lot

Deconstructing the Curriculum

1.8 – Grade 4 – Language CurriculumResponding to and Evaluating Texts

- express opinions about ideas and information in texts and cite evidence from the text to support their opinions

Your Turn!

Deconstruct the curriculum expectation 1.8 for your grade.

Highlight nouns, verbs and adjectives.

What does this mean in our literacy program?

Gallery walk

Post your deconstructed expectation

Walk and Talk

What do you notice across the grades?

A Great Discovery

Record your thinking using a graffiti.

Break

Learning Goal

1.8 – Grade 4 – Learning Goal

We are learning to respond to text by expressing opinions and making reasonable judgements using evidence.

Learning Goal - Our Process Used the title of the curriculum

expectation: Responding to and Evaluating Text

Used student-friendly language

Focussed on an overarching learning goal

Embedded key messages from curriculum expectation

Success Criteria

I can express my opinion using ideas and information from different kinds of texts

I use ideas and information from different kinds of texts to make judgements

I can show that my judgements are reasonable by using evidence from the text

Success Criteria – Our process Student-friendly language Qualititative vs. quantitative: use of the

achievement chart

1)variety of text2)Evaluating (making judgements)3)Expressing opinion4)Support information making connections to ideas and

information in the text

Read and Reflect

Read through Making Thinking Visible

p.58 What is Visible Thinking? and; p. 59 Thinking Routines: Tools for

Making Thinking Visible

Critical Thinking in the Curriculum

Critical Challenge

Think about the language curriculum expectation 1.8

What are the links to critical thinking?

How we Developed the Question

•Referred to document Asking Effective Questions, LNS

•Made links to Learning Goal

•Anticipated student responses and thinking (media literacy, inferring, purpose and audience, environment)

•Focused on an open-ended question

•Thought through Gini-Newman’s type 3 questions

Guiding Questions

Form an opinion and make a judgement about this clip. As you are watching keep in mind the following questions:

What is the purpose of this clip?

Who is the audience?

What is the message?

Video Clip Take 1

The Question and our Criteria

Does this video have a significant impact on your thinking around the environment?

Global warming

Recycling

Urban development

Reflecting on our Criteria

Does this video have a significant impact on your thinking around the environment?

Global Warming

Urban development

Recycling

Additive Teaching

This video is a commercial!

Now does this video have a significant impact on your thinking around the environment?

Urban development

RecyclingGlobal warming

Additive Teaching

This video is a commercial!

Now does this video have a significant impact on your thinking around the environment?

Urban development

RecyclingGlobal warming

Activate your Schema…

•Commercial for what product?•Has your thinking changed?

Reflecting on our Criteria

Now, does this video have a significant impact on your thinking around the environment?

Urban development

Urban development

Recycling

Summary of Critical Thinking

Deconstruct and understand the curriculum through the lens of critical thinking by means of the multiliteracies.

Reflect and Record

In groups of three, determine the three most important messages that you will take with you today.