"Thinking Development Self-assessment Form"

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The Development of a Culture of Thinking in My Classroom: Self-Assessment
Imagine   s omeone   w ere   t o   s top   i nto   y our   c lassroom   o n   a ny   r andom   d ay   o r   t ime.     H ow   l ikely   w ould  
this   v isitor   b e   t o   n otice   e ach   o f   t he   f ollowing   a ctions   d escribed   b elow.     F or   e ach   s tatement   a ssign  
a   r ating   b etween   5   a nd   1   u sing   t he   f ollowing   s cale:  
 
5   =   H ard   t o   m iss   i t  
 
 
 
4   =   H ighly   l ikely   t o   n otice  
3   =   H it   o r   m iss   d epending   o n   t he   c ircumstances  
2   =   N ot   v ery   l ikely   t o   n otice    
1=   I   d oubt   a nyone   w ould   n otice.      
EXPECTATIONS  
Rating  
1.
  I   m ake   a   c onscious   e ffort   t o   c ommunicate   t o   s tudents   t hat   m y   c lassroom   i s   a   p lace   i n   w hich  
 
thinking   i s   v alued.  
2.
  I   e stablish   a   s et   o f   e xpectations   f or   l earning   a nd   t hinking   w ith   m y   s tudents   i n   a   s imilar   w ay   t hat  
 
I   e stablish   b ehavioural   e xpectations.  
3.
  I   s tress   t hat   t hinking   a nd   l earning   a re   t he   o utcomes   o f   o ur   c lass   a ctivity   a s   o pposed   t o  
 
‘completion   o f   w ork’.  
4.
  “ Developing   u nderstanding”   i s   t he   g oal   o f   c lassroom   a ctivity   a nd   l essons   v ersus   k nowledge  
 
acquisition   o nly.  
5.
Student   i ndependence   i s   b eing   a ctively   c ultivated   s o   t hat   s tudents   a re   n ot   d ependent   o n   t he  
 
teacher   t o   a nswer   a ll   q uestions   a nd   d irect   a ll   a ctivity.  
 
LANGUAGE  
Rating  
1.
  I   m ake   a   c onscious   e ffort   t o   u se   t he   l anguage   o f   t hinking   i n   m y   t eaching   d iscussing   w ith  
 
students   t he   s ort   o f   t hinking   m oves   r equired   b y   v erbs   s uch   a s   ‘ elaborate’,   e valuate’,   ‘ justify’,  
‘contrast’,   ‘ explain’   e tc.  
2.
  I   s eldom   u se   g eneric   p raise   c omments   ( good   j ob,   g reat,   b rilliant,   w ell   d one)   a nd   i nstead   g ive  
 
specific,   t argeted,   a ction-­‐oriented   f eedback   t hat   f ocuses   o n   g uiding   f uture   e fforts   a nd   a ctions.  
3.
I   u se   “ conditional”   p hrases   s uch   a s   ‘ could   b e’,   ‘ might   b e’,   ‘ one   p ossibility   i s’,   ‘ some   p eople   t hink’  
 
or   ‘ usually   i t   i s   t hat   w ay   b ut   n ot   a lways’.  
4.
  I   t ry   t o   n otice   a nd   n ame   t he   t hinking   o ccurring   i n   m y   c lassroom.     F or   e xample,   m ight   I   b e   h eard  
 
to   s ay   t hings   l ike,   “ Sean   i s   s upporting   h is   i deas   w ith   e vidence   h ere”,   o r   “ Sam   i s   e valuating   t he  
effectiveness   o f   t hat   s trategy   r ight   n ow”,   o r   “ Iris   h as   p resented   a n   i nteresting   a nalogy   t oday”.  
5.
I   u se   i nclusive,   c ommunity-­‐building   l anguage   b y   t alking   a bout   w hat   “ we”   a re   l earning   o r   “ our”  
 
questions.  
 
MODELING  
Rating  
1.
  T hinking   i s   r egularly   o n   d isplay   ( my   o wn   a s   w ell   a s   s tudents)   i n   t he   c lassroom.  
 
2.
  I   d emonstrate   m y   o wn   c uriosity,   p assion,   a nd   i nterest   t o   s tudents.  
 
3.
  I   d isplay   o pen-­‐mindedness   a nd   a   w illingness   t o   c onsider   a lternative   p erspectives.  
 
4.
  I t   i s   c lear   t hat   I   a m   l earning   t oo,   t aking   r isks,   a nd   r eflecting   o n   m y   l earning.  
 
5.
Students   m odel   t heir   t hought   p rocess   b y   s pontaneously   j ustifying   a nd   p roviding   e vidence   f or  
 
their   t hinking.  
 
 
 
Developed   b y   S .   B rooks   &   R .   R itchhart   2 012  
The Development of a Culture of Thinking in My Classroom: Self-Assessment
Imagine   s omeone   w ere   t o   s top   i nto   y our   c lassroom   o n   a ny   r andom   d ay   o r   t ime.     H ow   l ikely   w ould  
this   v isitor   b e   t o   n otice   e ach   o f   t he   f ollowing   a ctions   d escribed   b elow.     F or   e ach   s tatement   a ssign  
a   r ating   b etween   5   a nd   1   u sing   t he   f ollowing   s cale:  
 
5   =   H ard   t o   m iss   i t  
 
 
 
4   =   H ighly   l ikely   t o   n otice  
3   =   H it   o r   m iss   d epending   o n   t he   c ircumstances  
2   =   N ot   v ery   l ikely   t o   n otice    
1=   I   d oubt   a nyone   w ould   n otice.      
EXPECTATIONS  
Rating  
1.
  I   m ake   a   c onscious   e ffort   t o   c ommunicate   t o   s tudents   t hat   m y   c lassroom   i s   a   p lace   i n   w hich  
 
thinking   i s   v alued.  
2.
  I   e stablish   a   s et   o f   e xpectations   f or   l earning   a nd   t hinking   w ith   m y   s tudents   i n   a   s imilar   w ay   t hat  
 
I   e stablish   b ehavioural   e xpectations.  
3.
  I   s tress   t hat   t hinking   a nd   l earning   a re   t he   o utcomes   o f   o ur   c lass   a ctivity   a s   o pposed   t o  
 
‘completion   o f   w ork’.  
4.
  “ Developing   u nderstanding”   i s   t he   g oal   o f   c lassroom   a ctivity   a nd   l essons   v ersus   k nowledge  
 
acquisition   o nly.  
5.
Student   i ndependence   i s   b eing   a ctively   c ultivated   s o   t hat   s tudents   a re   n ot   d ependent   o n   t he  
 
teacher   t o   a nswer   a ll   q uestions   a nd   d irect   a ll   a ctivity.  
 
LANGUAGE  
Rating  
1.
  I   m ake   a   c onscious   e ffort   t o   u se   t he   l anguage   o f   t hinking   i n   m y   t eaching   d iscussing   w ith  
 
students   t he   s ort   o f   t hinking   m oves   r equired   b y   v erbs   s uch   a s   ‘ elaborate’,   e valuate’,   ‘ justify’,  
‘contrast’,   ‘ explain’   e tc.  
2.
  I   s eldom   u se   g eneric   p raise   c omments   ( good   j ob,   g reat,   b rilliant,   w ell   d one)   a nd   i nstead   g ive  
 
specific,   t argeted,   a ction-­‐oriented   f eedback   t hat   f ocuses   o n   g uiding   f uture   e fforts   a nd   a ctions.  
3.
I   u se   “ conditional”   p hrases   s uch   a s   ‘ could   b e’,   ‘ might   b e’,   ‘ one   p ossibility   i s’,   ‘ some   p eople   t hink’  
 
or   ‘ usually   i t   i s   t hat   w ay   b ut   n ot   a lways’.  
4.
  I   t ry   t o   n otice   a nd   n ame   t he   t hinking   o ccurring   i n   m y   c lassroom.     F or   e xample,   m ight   I   b e   h eard  
 
to   s ay   t hings   l ike,   “ Sean   i s   s upporting   h is   i deas   w ith   e vidence   h ere”,   o r   “ Sam   i s   e valuating   t he  
effectiveness   o f   t hat   s trategy   r ight   n ow”,   o r   “ Iris   h as   p resented   a n   i nteresting   a nalogy   t oday”.  
5.
I   u se   i nclusive,   c ommunity-­‐building   l anguage   b y   t alking   a bout   w hat   “ we”   a re   l earning   o r   “ our”  
 
questions.  
 
MODELING  
Rating  
1.
  T hinking   i s   r egularly   o n   d isplay   ( my   o wn   a s   w ell   a s   s tudents)   i n   t he   c lassroom.  
 
2.
  I   d emonstrate   m y   o wn   c uriosity,   p assion,   a nd   i nterest   t o   s tudents.  
 
3.
  I   d isplay   o pen-­‐mindedness   a nd   a   w illingness   t o   c onsider   a lternative   p erspectives.  
 
4.
  I t   i s   c lear   t hat   I   a m   l earning   t oo,   t aking   r isks,   a nd   r eflecting   o n   m y   l earning.  
 
5.
Students   m odel   t heir   t hought   p rocess   b y   s pontaneously   j ustifying   a nd   p roviding   e vidence   f or  
 
their   t hinking.  
 
 
 
Developed   b y   S .   B rooks   &   R .   R itchhart   2 012  
TIME  
Rating  
1.
  I   m ake   t ime   f or   s tudents’   q uestions   a nd   c ontributions.  
 
2.
  I   p rovide   t he   “ space”   f or   s tudents   t o   e xtend,   e laborate,   o r   d evelop   t he   i deas   o f   o thers.  
 
3.
  I   a void   d isseminating   a n   a bundance   o f   i deas   w ithout   t he   t ime   t o   p rocess   t hem.  
 
4.
  I   g ive   s tudents   t ime   t o   t hink   a nd   d evelop   i deas   b efore   a sking   f or   c ontributions.  
 
5.
I   m onitor   t he   a mount   o f   t ime   I   t alk   s o   a s   n ot   t o   d ominate   t he   c lassroom   c onversation.  
 
 
OPPORTUNITIES  
Rating  
1.
  I   e nsure   t hat   r ich   t hinking   o pportunities   a re   w oven   i nto   t he   f abric   o f   m y   t eaching   a nd   s tudents  
 
aren’t   j ust   e ngaged   i n   w ork   o r   a ctivity.  
2.
  I   f ocus   s tudents’   a ttention   o n   b ig   s ubject   m atter   i ssues,   i mportant   i deas   i n   t he   w orld,   a nd   i n  
 
meaningful   c onnections   w ithin   m y   d iscipline   a nd   b eyond.  
3.
  I   p rovide   s tudents   w ith   o pportunities   f or   s tudents   t o   d irect   t heir   o wn   l earning   a nd   b ecome  
 
independent   l earners.  
4.
  I   t ake   p ains   t o   s elect   c ontent   a nd   s timuli   f or   c lass   c onsideration   i n   o rder   t o   p rovoke   t hinking.    
 
5.
I   p rovide   o pportunities   t o   r eflect   o n   h ow   o ne’s   t hinking   a bout   a   t opic   h as   c hanged   a nd  
 
developed   o ver   t ime.  
 
ROUTINES  
Rating  
1.
  I   u se   t hinking   r outines   a nd   s tructures   t o   h elp   s tudents   o rganise   t heir   t hinking.  
 
2.
I   u se   t hinking   r outines   f lexibly,   s pontaneously,   a nd   e ffectively   t o   d eepen   s tudents’  
 
understanding  
3.
I   a m   g ood   a t   m atching   a   r outine   w ith   a ppropriate   c ontent   s o   t hat   s tudents   a re   a ble   t o   a chieve   a  
 
deeper   l evel   o f   u nderstanding.  
4.
Have   t hinking   r outines   b ecome   p atterns   o f   b ehaviour   i n   m y   c lassroom;   t hat   i s,   d o   s tudents  
 
know   p articular   r outines   s o   w ell   t hat   t hey   n o   l onger   s eek   c larification   a bout   t he   m echanics   o f  
the   r outine,   i nstead   g oing   s traight   t o   t he   t hinking.  
5.
Students’   u se   r outines   a nd   s tructures   t o   f urther   t heir   u nderstanding   a nd   a s   a   p latform   f or  
 
discussion,   r ather   t han   a s   w ork   t o   b e   d one.  
 
PHYSICAL   E NVIRONMENT  
Rating  
1.
Displays   i n   t he   r oom   i nspire   l earning   i n   t he   s ubject   a rea   a nd   c onnect   s tudents   t o   t he   l arger  
 
world   o f   i deas   b y   d isplaying   p ositive   m essages   a bout   l earning   a nd   t hinking.  
2.
  I   a rrange   t he   s pace   o f   m y   c lassroom   t o   f acilitate   t houghtful   i nteractions,   c ollaborations,   a nd  
 
discussion.  
3.
  M y   w all   d isplays   h ave   a n   o ngoing,   i nchoate,   a nd/or   d ialogic   n ature   t o   t hem   v ersus   o nly   s tatic  
 
display   o f   f inished   w ork.  
4.
I   u se   a   v ariety   o f   w ays   t o   d ocument   a nd   c apture   t hinking,   i ncluding   t echnology.  
 
5.
A   v isitor   w ould   b e   a ble   t o   d iscern   w hat   I   c are   a bout   a nd   v alue   w hen   i t   c omes   t o   l earning.  
 
 
INTERACTIONS  
Rating  
1.
  I   e nsure   t hat   a ll   s tudents   r espect   e ach   o ther’s   t hinking   i n   m y   c lassroom.     I deas   m ay   b e   c ritiqued  
 
or   c hallenged   b ut   p eople   a re   n ot.  
2.
  I   m ake   i t   c lear   t hat   m istakes   a re   a cceptable   a nd   e ncouraged   w ithin   m y   c lassroom.  
 
3.
Students   a re   p ushed   t o   e laborate   t heir   r esponses,   t o   r eason,   a nd   t o   t hink   b eyond   a   s imple  
 
answer   o r   s tatement?     F or   e xample,   b y   u sing   t he   “ What   m akes   y ou   s ay   t hat?”   r outine.  
4.
  I   l isten   t o   s tudents   a nd   s how   a   g enuine   c uriosity   a nd   i nterest   i n   s tudents’   t hinking.     I t   i s   c lear   I  
 
value   t heir   t hinking.  
5.
I   l isten   i n   o n   g roups   a nd   a llow   t hem   t o   a ct   i ndependently   r ather   t han   a lways   i nserting   m yself  
 
into   t he   p rocess.  
Developed   b y   S .   B rooks   &   R .   R itchhart   2 012  
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