Cultures+of+Thinking

Creating a Culture of Thinking
media type="custom" key="2877931" A ppt presentation prepared as a way of sharing work with colleagues. //Ron Ritchhart//

What do we mean by a ‘culture of thinking’?

How do we nurture and cultivate a ‘culture of thinking’ in schools and classrooms?

A ‘culture of thinking’ takes a dispositional view of thinking

A dispositional view considers not only what one can do but also what one **does.** //Dispositions bring ability into play, by bridging the gap between the ability to think and the ability to take action that occurs as result of the thinking.//

A disposition is characterised by

- ability : the skills one posseses //(however having the skills isn’t enough)// - inclination : ones valuing of the skills //(that the skill set it important and the ability is considered worthwhile)// - awareness : an awareness of the opportunity, knowing the occasions when and where to use the skills. //(this is a crucial component)// - motivation: the motivation, in the moment, to expend the energy to apply the skills to the situation //(this is the desire to use the skill)//

Need to develop these characteristics in a wholistic way in students. When we are talking about teaching thinking we are interested in teaching the behaviours (paying attention to and valuing the skills, knowing when to use the skills and creating an environment for thinking that leads to deep understanding and action), that not just the skills

A focus on skills only, will not improve or develop the ability to think in a way that leads to deep understanding

Unlike skills, dispositions can not be directly taught. They must be enculturated over time and in diverse contexts.

Thinking Routine used to explore the word ‘culture’: //This routine was used to access prior knowledge, the reading was used to shift your responses and then to share and consider change//.
 * Strategy used within the session**

3,2,1 Bridge 321 Share ||< Individual response: 3 words: Two questions: 1 metaphor: ||< Reading on culture ||< Second Response 3 words Two questions 1 metaphor ||< The bridge is to see where your responses shifted (share with your partner your first '321' and your second '321') Explain how your responses shifted as a result of the reading. ||
 * < 1 ||< 2 ||< 3 ||< 4 ||< 5 ||
 * < _[|_Routine]


 * Cultures of Thinking**

‘.......are places in which a group’s collective as well as individual, thinking is valued and visible and actively promoted as part of the regular day to day experiences of all group members.’

'Cultures of thinking' has emotion and 'feeling' embedded within it - so it is about creating a 'feeling' not a check list of things to do

However the way schools are designed and the way they operate can inhibit the development of a culture of thinking

Cultures of Thinking - What are the shapers? What are the inhibitors?

Developed through: __Routines and Structures__ - are the learning routines put in place. It is through these routines that students find out what it will like to be a learner in this classroom. Learning routines need to be established on the first day. Structures and routines such as those relating to discipline, groupings, how to do the repetitive functions of the classroom should be implement as they are needed. Put the focus on learning routines from the very beginning rather than disciplinary routines. What kind of routines are valued in classrooms? What do these rountines communicate to students? __Use of Languag__e - what language is being used, what messages are being communicated? (verbally and non verbally) We need to examine the discourse routines of our classroom to see if we have created structures that can both direct conversation and guide students thinking. __Expectations -__ how teachers communicate expectations to students about thinking and learning. __Opportunities__ created (as teachers we create opportunities, not tasks, units, curriculum......) What opportunities do we create for learning? Interactions/Relationships - the attitudes teachers and students have about each other, how learning relationships are fostered and valued. __Physical Environment -__ the learning space, the democracy of the space, the ownership of the space What do the students learn about 'learning' from the physical enviroment __Modeling__ - modeling of who we are as teachers - in this context we do not mean instructional modeling. What do we model? What do we embody as a teacher, passion, curiosity and genuine interest in each others learning and questions.... __Time__ - what do we value? Examine how we use our time, it will reflect what is valued. There is limited time so therefore it is valuable.
 * Cultural Forces at Work**

Through cultural forces we communicate to students:


 * What is valued and expected
 * What learning looks like an how it will unfold
 * What kinds of thinking and work will be counted as important
 * How learning and thinking will be managed and documented

The cultural forces reveal the ‘action’ what it will be like (not what the teachers says)

__Defining a Culture of thinking //Operationally//__

A culture of thinking exists in a classroom when the cultural forces of that classroom are directed towards and aligned with, supporting good thinking

Leveraging the Cultural Forces to Make Thinking Visible in the classroom setting

//Expectations// ...........for thinking & learning (student or parent may have different expectations of what should happen in school, ‘getting the work done and doing it for someone else’) //Opportunities// ........ for engaging in thinking *** if you want to know if a task is an 'understanding performance' ask, 'Are there opportunities for thinking?' //Routines and structures//........that scaffold thinking and learning (become part of the fabric of the classroom ) //Language and conversation//s ....... that name, notice and highlight thinking, that model thinking //Interactions and Relationships//..... that shows the respect for students’ thinking It is not so much as asking the questions but listening for the answer, listen to the student and the next question comes from listening to them........then ask to probe their thinking further. When students feel listened to students they open up //Physical Environment// .......in which the process of thinking is made visible //Tim//e.... for thinking

//(‘What did you see that makes you say that?’ - Constant question asked by facilitators)//