Building Thinking Classrooms: Ch 15 - Pulling All 14 Practices Together

There is an order to implementing these practices.  

One simply cannot implement them all at once.

Start with the first Toolkit (focus on student behavior) and implement simultaneously.

 1) Giving thinking tasks

 2) Visibly random groups

 3) Use vertical non-permanent surfaces

The second Toolkit (teaching practices) can be implemented one at a time or simultaneously.

 4) Defronting

 5) Answer only keep thinking questions

 6) Verbally while standing give thinking task

 7) Use Check-your-understanding questions

 8) Mobilize knowledge

The third Toolkit is best implemented in the order presented in the framework.

 9) Flow

 10) Consolidate from the bottom

 11) Meaningful Notes

For the fourth Toolkit (evaluation), sequence does not matter

 12) Evaluate what you value

 13) Help  students see where they are are and where they are gong

 14) Grades based on data

Question 1

What are some of the things in this chapter that immediately feel correct?

I like the permission that I DO NOT have to implement all of these ideas at once.  That I can work my way back through the book as I train myself and my students in this new way of learning.

Question 2

What are some different ways to split a thinking classroom lesson across two lessons?

 On a block day, we will be able to do the entire sequence 

    1) Give thinking task

    2) Manage flow

    3) Consolidate from the bottom

    4) Meaningful Notes

    5) Check-you-understanding questions

On regular days, 45 minutes, 

Day 1 - Task, flow, and consolidate

Day 2 - Notes, Check for Understanding

Question 3

Where are you in your journey through the thinking classroom framework, and what are you going to introduce next?

Just beginning.  We will start with Toolbox 1 right off the bat!

Question 4

In this chapter I spoke about the classroom as a system and how systems defend themselves against change. Can you think of a time where you tried to introduce something that the system defended itself against?

Keeping the table of contents current in our ISNs.

Reflections and reporting on student progress charts

Question 5

If the best time to introduce something new to a system is in the first week of school, what do you want the start of your next school year to look like?

I will be utilizing non-curricular tasks to establish random groups and collaboration at VNPSs. 

Question 6

What are some of the challenges you anticipate you will experience in implementing the strategies suggested in this chapter? What are some of the ways to overcome these?

I will just need to refer back to the book as I implement each strategy.

Knowing WHEN the right time is to implement the next strategy.