1. Portrait of A Graduate
1.1. Creating skills to handle for jobs/situations/problems that don't exist yet
1.2. Ethical & Global Citizen
1.3. Creative & Critical Thinker
1.4. Communicator
1.5. Collaborator
1.6. Goal Directed & Resilient Individual
1.7. Similar to the idea of 21st century skills
2. Socratic Seminar, Academic Conversations, Making Thinking Visible
2.1. Socratic Seminar
2.1.1. Student centered
2.1.2. Deeper Understandings
2.1.3. Reflecting, Collaborating, Reasoning, Thinking, Questioning
2.1.4. Scaffolding & Releasing
2.1.4.1. Questioning
2.1.4.2. Etiquette
2.1.4.3. Communicating
2.1.4.4. Debating
2.1.4.5. Listening
2.1.4.6. Stems to support
2.2. Academic Conversations
2.2.1. Meaningful and deep
2.2.2. All students can access
2.2.3. Specific things to look for Figure 1 Zwiers/Crawford
2.2.4. Scaffolding/Modeling
2.2.4.1. Stems/Place Mats
2.2.5. Safe Enviornment
2.3. Questions
2.3.1. Types
2.3.1.1. Leading
2.3.1.2. Guiding
2.3.1.3. Hook
2.3.1.4. Essential
2.3.2. Create Challenges
2.3.3. Bloom's Taxonomy
2.3.4. Four Question Straetgy
2.4. Making Thinking Visible
2.4.1. Concrete
2.4.2. Active LIstening
2.4.3. Authentic Questioning
2.4.4. Focus on learning
2.4.5. Clarify & facilitate
2.4.6. Model/Scaffold
2.5. Anchor Activities
2.5.1. Fast finishers
2.5.2. Ongoing
2.5.3. Independent/Autonomy
2.5.4. Meaningful
2.5.5. Cross Curricular
3. Student Centered Coaching
3.1. Teacher Reflection
3.2. Name & Notice
3.2.1. Timely
3.2.2. Intentional
3.2.3. Growth Mindset
3.2.4. Specific & Actionable
3.3. Get into the learning
3.4. Conferring
4. Concept Based Instruction Models
4.1. Inquiry Process
4.1.1. Connect & Explore
4.1.2. Transform
4.1.3. Explain
4.1.4. Brainstorm
4.1.5. Scaffold/Model/Explicit Teaching
4.1.6. Generating & Testing Hypothesis
4.2. Workshop Model For Complex Processes
4.2.1. Flipped Clasroom
4.2.2. Process Oriented
4.2.3. Mini Lesson & Practice
4.3. PBL
4.4. Personalized Learning
4.4.1. Making learning meaningful for themselves
4.4.2. choice
4.4.3. Learning pathways
4.5. Preconceptions/ understandings
5. SCAMPER / Creative Problem Solving
5.1. fluent and flexible thinking
5.2. creativity
5.3. elaborating
5.4. risk taking
5.5. motivating and engaging
5.6. Engineering Design Process
6. Math
6.1. Math Mindsets
6.1.1. Growth Mindset
6.1.2. Okay to fail
6.1.3. Mistakes are good
6.1.4. Coach yourself
6.1.5. Preserve
6.2. Positive Norms
6.3. What does a mathematician look like/sound like?
6.4. Meaningful questions/activities
6.5. Writing and talking about math
6.5.1. number talks
6.6. YouCubed
6.6.1. tasks/resources
7. Scaffolds & Supports
7.1. Claim-Support-Question
7.2. Routines
7.2.1. Instructional
7.2.2. Behavior Management
7.2.3. Interactional
7.2.4. Thinking
7.2.4.1. Visible Thinking Routines
7.2.4.1.1. Tools
7.2.4.1.2. Integrated into lessons
8. Re-evaluating & Revamping Our School Cultures
8.1. "What do you want the children you teach to be like as adults?" (Ritchart, p.16)
8.1.1. Portrait of a Graduate Skills
8.1.2. Growth Mindset
8.2. Current Culture: "...learning in schools is often boring, largely entails memorizing and repeating facts, rarely demands that students think, and is generally an isolated exercise." (Ritchart, p.27).
8.3. "We must send new messages about what learning is and how it happens." (Ritchart, p. 29).
8.4. Changing our mindset from "How?" to 'What if?"
8.4.1. Growth Mindset vs. Fixed Mindset
8.4.1.1. Focusing on effort rather than ability
8.5. Making sure our students aren't just working and they are really learning deeply
8.5.1. No more teaching to the test
8.5.2. Distinguishing between understanding and knowledge
8.5.2.1. Teaching for Understanding Framework
8.5.2.1.1. Essential Standards, Learning Targets, I Can Statements, Performance Tasks, Feedback
8.5.2.2. Transfer and Application of Knowledge and Understandings
8.5.2.3. "What will I actually ask students to do with the skills and knowledge they are acquiring that will develop their understanding and push it forward?" (Ritchart, p. 51).
8.6. Fostering and Creating Independent Learners
8.7. Becoming Role Models for our students through our own failures, mistakes and learning
9. Critical & Creative Thinking Strategies
9.1. Decisions & Outcomes
9.1.1. Cause/Effect, Considering Various outcomes
9.2. Analogies
9.2.1. Relationships & Connections
9.3. Encapsulation
9.3.1. Synthesizing Information
9.4. Point of View
9.4.1. New Perspectives
9.5. Visualization
9.6. Plus, Minus, Interesting (PMI)
9.6.1. going beyond yes and no, new answers
9.7. Fluency, Originality, Flexiblity, Elaboration (FOFE)
9.7.1. going beyond the first and immediate answer we think of
9.8. Questioning
9.9. Mindmapping
10. Point of View/Perspectives
10.1. Jigsaw/Cooperative Learning
10.2. How To learn
10.2.1. Tug For Turth
10.2.2. Compass POints
10.2.3. Step Inside
10.2.4. True For Who
10.2.5. Debates
10.2.6. Literature
10.2.7. Circle of Viewpoints
10.3. Empathy
10.3.1. explicit teaching
10.3.2. Verb
10.3.3. Hoffman's Stages of Empathy
10.4. Think, Feel, Care
10.5. Debono's Thinking Hats
10.6. RAFT/GRASP
10.7. Great Debate
11. iSearch/ Genius Hour
11.1. choice
11.1.1. passionate topics
11.2. independence
11.2.1. able to talk through with adults/peers
11.2.2. responsibility
11.2.2.1. "I want to learn..."
11.3. reflecting
11.3.1. self assessment
11.4. writing
11.4.1. first person
11.4.2. writing process
11.4.3. tells a story
11.5. inquiry based
11.6. authentic
11.7. questioning
11.8. scaffolding and encouragement
11.8.1. conferences
11.8.2. mini lessons
11.8.3. status of the class
11.9. researching skills
11.9.1. interviews
11.9.2. primary and secondary sources
11.9.3. POG
12. Historical Sleuthing
12.1. questioning and analyzing
12.2. parallel curriculum
12.3. inquiry
12.4. primary vs. secondary sources
12.4.1. Library of Congress
12.4.2. Teaching With Primary Sources Northern VA
12.5. historian's approach
12.6. concepts/generalizations as a scholar
12.7. POG Skills
12.7.1. revising and refining
12.7.2. variety of sources
12.7.3. ask questions
13. Various Languages in the classroom/schools
13.1. builds a culture of thinking
13.2. Language of thinking
13.2.1. reinforcing
13.2.2. name and notice
13.2.3. categories of thinking
13.2.4. cues action
13.2.5. metacognition
13.3. Language of Community
13.3.1. productive
13.3.2. shows our priorities/intentions
13.3.3. "we"
13.4. Language of Identity
13.4.1. members not outsiders of our subjects
13.4.2. specific roles
13.5. Language of Initiative
13.5.1. independence
13.5.2. "who is doing the thinking?"
13.6. Language of Mindfulness
13.6.1. opens doors, avoids closure
13.6.2. conditional language
13.7. Language of Praise and Feedback
13.7.1. efforts not ability
13.7.2. Growth mindset
13.7.3. specific
13.7.4. Ongoing
13.7.5. timely
13.7.6. actionable
13.8. Language of Listening
13.8.1. leads to conversation
13.8.2. meaningful
13.8.3. creates connections
14. Project Zero
14.1. Making Thinking Visible
14.2. Thinking Routine Toolbox
14.2.1. Core Thinking Routines
14.2.1.1. See, Think, Wonder
14.2.1.2. Think Pair Share
14.2.1.3. I used to think...now I think
14.2.2. Digging Deeper Into Ideas
14.2.2.1. Step Inside
14.2.2.2. Red Light Yellow Light
14.2.2.3. Peel the Fruit
14.2.3. Introducing & Exploring Ideas
14.2.3.1. Chalk Talk
14.2.3.2. 3-2-1 Bridge
14.2.3.3. Outside In
14.2.4. Objects & Systems
14.2.4.1. Imagine If
14.2.4.2. Think, Feel, Care
14.2.5. Perspective Taking
14.2.5.1. Same and Different
14.2.5.2. Circle of Viewpoints
14.2.6. Perspectives, Controversies, and Dilemmas
14.2.6.1. Tug for Truth
14.2.6.2. Who am I?
14.2.7. Possibilities & Analogies
14.2.7.1. Options Explosion
14.2.7.2. True for who?
14.2.8. Synthesizing and Organizing IDeas
14.2.8.1. The 4 C's
14.2.8.2. Headlines
14.2.8.3. Circles of Action
14.2.9. With Art or Objects
14.2.9.1. Creative Questions
14.2.9.2. Colors, Shapes, Lines
14.2.10. Can be found at : PZ's Thinking Routines Toolbox | Project Zero
14.3. Understanding Palette
14.3.1. good for perspectives/POV