1 8:30 am 8:00am-12:30 pm V International Visible Thinking Conference: Learning by Thinking -Program at a Glance Thursday March 12 Friday March 13 Saturday March 14 Optional School Visits Registration 12:30-1:15 Welcome Protocol Dr. Angela Salmon Dr. Delia Garcia 1:15-1:45 pm Keynote Superintendent Alberto Carvalho 1:45-3:30 pm 3:30-4:00 pm 4:00-5:30 pm Plenary Session Dr. David Perkins WONDERING TO LEARN: Educating with Questions for Tomorrow's World Break Walk to breakout sessions Block 1 Featured Master Workshops 5:45-7:00 pm Wine & Cheese Reception 9:00-9:15 am Welcome Announcements Children s Trust: Dr. Stephanie Sylvestre 9:15-10:45 am 10:45-11:00am Plenary Session Slow looking and big understanding Dr. Shari Tishman Break 11:00am- 12:30pm Block 2 12:30-1:45 pm Breakout Sessions Lunch on your own 1:45-2:00 pm Welcome Announcements 2:00-3:30pm Plenary Session Dr. Arthur Costa & Dr. Bena Kallick Discovering Habits of Mind: Essential Dispositions for Success in School, Work, and Life 3:30-4:00 pm Break 4:00-5:30 pm Block 3 Breakout Sessions 8:45-9:00 am Welcome Announcements 9:00-10:45 am Plenary Session Dr. Daniel Wilson Making Learning (and Learners) Visible: Reggio Emilia-Inspired Practices From Pre-School to High School 10:45-11:15am 11:15-12:15pm 12:15-12:30pm Break Visit the Learning Gallery Book signing Pick up certificates Panel Dr. David Perkins, Dr. Arthur Costa, Dr. Bena Kallick, Dr. Robert Swartz, Dr. Shari Tishman Moderator: Dr. Erskine Dottin Closing Remarks
2 - Concurrent Sessions - Please check the courses that are available in each block and choose only one option per block. Nomenclature: TA Thursday Afternoon FM Friday Morning FA Friday Afternoon Block 1 Thursday March 12 4:00-5:30 PM TA1 TA2 TA3 TA4 TA5 TA6 ALL LEVELS TEACHERS, ADMINISTRATORS, PARENTS TODO NIVEL: MAESTROS, ADMINISTRADORES, PADRES Daniel Wilson Robert Swartz Art Costa Bena Kallick Jennifer Ryan Jessica Ross Edward P. Clapp Mark Borchelt Maria Ximena Barrera Patricia León Project Zero Harvard University National Center for Teaching Thinking Institute Habits of Mind Project Zero Harvard University Utah Valley University FUNDACIES- WIDE WORLD Qualities of Effective Professional Learning Communities Thinking-Based Learning Exploring and Engaging Habits of Mind Developing a Sensitivity to Design: Thinking Critically about the Made Dimensions of our World Embodied Learning Enseñanza para la Comprensión CBC 140 CBC 142 DM 100 RB 130 Café Space Room 141 Frost Museum GC 150
3 Block 2: 11:00 am - 12:30 pm Friday Morning. March 13 FM1 Making Thinking Visible: Shifting Teachers Discourse to Promote Language and Literacy Development in Bilingual Settings Angela Salmon FIU Ma. Victoria Gangotena Shelton Academy FM2 Making learning and thinking visible a school life experience Aura Gáfaro Elena Rokhas Buckingham School. FM3 Fostering thinking dispositions and cultures of thinking during museums field trips Cristina Cortez Nascira Ramia Universidad San Francisco de Quito. Quito, Ecuador FM4 Thinking to Learn, Learning to Think Rosemary Consentino Sharron Cramer Kingswood Primary School Melbourne, Australia FM5 Visible Thinking: Invigorating the School Dynamic Sylvia Casanova Nancy Arroyo Mount Sinai FM6 Cruzando fronteras a través del marco de la Enseñanza para la Comprensión Sergio Fernández Ainhoa Garcia Ikastola Begoñazpi Bilbao, España FM7 Visible Thinking and the Common Core Janet Navarro Grand Valley State University, Allendale Michigan FM8 Implementar una cultura de pensamiento en una institución de Primera Infancia. De la teoría a la práctica: una caja de sorpresas Carolina Villegas Natalia Bonilla Jardín Infantil Bumble Bee CBC 140 DM 144 Frost Museum Room 107 CBC 142 DM 164 DM 193 RB 130 DM 194 FM9 Toward a digital culture of thinking Kiriaki Melliou Anna Moutafidou University of Western Macedonia, Greece GC 305 FM10 Touchpoints: An Integrated Partnership to Foster Global Citizenship Kathleen Malanowski Tanya Lynch North Broward Preparatory School Coconut Creek, Florida GC 314 FM11 Creating a Culture of Shared Thinking in Costa Rica: the Journey of the Unknown Karla Staton Carolina Garcia Bellelli San José Costa Rica GC 140 FM12 Making Thinking Visible While Making Differences Invisible Marianella Nuñez Elizabeth Valbuena Biltmore School DM 110 FM13 Developing empathy in young children through global thinking routines Daniela Fenu- Foerch Florida International University Andrea Muñoz The Joy of Learning DM 100 FM14 Utilizando rutinas de pensamiento para el desarrollo de la competencia en autonomía e iniciativa personal Naiara Bilbao Universidad de Deusto Fernando Perea EmPeCemos Bilbao, España GC 150
4 Block 3: 4:00 am - 5:30 pm Friday Afternoon. March 13 FA1 Cómo desarrollar el pensamiento en los niños de preescolar y primaria a través del ajedrez? Adriana Salazar Omayra Salamanca Talento/Ajedrez en el Aula FA2 Knocking Down the Classroom Walls a World of Opportunities Gina Romero Ana Seoane Biltmore School FA3 Thinking Routines to Integrate Art and Support Literacy Julie Carmean Elizabeth Diament National Gallery of Art Washington, D.C. FA4 El pensamiento visible y los hábitos de la mente Teresa Lucas Aixa Perez-Prado Florida International University FA5 The journey of creating a culture of thinkers among children, families and staff Paula Moujalli Vivyan Sanchez Heidi Reinen United Way Center for Excellence FA6 Cómo podemos hacer el Pensamiento Visible por medio del uso de la literatura infantil Carmen Medrano Pilar Gomez The Children s Forum FA7 Weaving Visible Thinking and the Project Approach in an Early Childhood Classroom Lori Elliot Cassandra Keller Treetop Academy Jupiter, FL FA8 Implementing The Habits of Mind with academically underperforming students Valeria Fontanals Values and Strengths CBC 140 DM 144 DM 163 CBC 142 DM 164 DM 193 RB 130 DM 194 FA9 Video Animation Fosters Habits of Mind Reality Mickey Weiner Maria Valarezo Barbara Johnson Erskine Dottin Charles D. Wyche Elementary in Miami DM 110 FA10 Slowing Down: Exchanging Perspectives with Young People from Around the World Natalie Belli Marblehead, Massachusetts DM 100 FA11 Visible Thinking All Day: Using Visible Thinking Routines to Deepen Student Understandings In Every Subject Kimberly Balsam Laurel Pellegrom RB 140 FA12 Creating Learning Opportunities with Art and Literature Tabbatha O'Donnell Meyer Academy Palm Beach Gardens, FL GC 140 FA13 Make it happen!!! The magical power of uncovering thinking and learning: Building contexts where learning and big understandings thrive Silvia López Babidibu GC 305 FA14 Una Rutina de pensamiento para desarrollo del pensamiento matemático en los estudiantes del preescolar John Alba Tatiana Ghitis Universidad de La Sabana Chia, Colombia DM 144 FA15 Applying and Modelling Visible Thinking in Early Childhood Teacher Continuing Education David Wells Palm Beach State College. Palm Beach, Fl GC 314
5 V International Visible Thinking Conference Learning by Thinking -Keynotes- WONDERING TO LEARN: Educating with Questions for Tomorrow's World Dr. David Perkins In traditional education, questions serve learning mostly by focusing students' attention: Do I know the answer? Can I figure out the answer? However, from Socrates to today, educators have urged giving questions and questioning a more fundamental place. Drawing on his recent book, Future Wise: Educating Our Children for a Changing World, David Perkins explores the connection between questions and wondering. A wondering question is not idle or incidental or necessarily practical, but rather a driving hunger to find out and figure out. It is not always answered today or next week or even next year. Comfort with and a feel for such questions helps to deepen content learning, cultivate thinking skills and dispositions, and develop young minds to thrive in today's and tomorrow's world. Discovering Habits of Mind: Essential Dispositions for Success in School, Work, and Life Dr. Arthur Costa and Dr. Bena Kallick We prepare students for a life of tests but do we prepare them for the tests of life? While many cite the need for critical and creative thinking, collaboration, and communication, do we align our curriculum outcomes and assessments with those thinking dispositions? These dispositions, often called the soft skills, enhance, extend and deepen the learning of academic as well as life skills. They also become the "glue" that creates school cultures of learning. In this keynote, we will focus on defining dispositions, showing the place of Habits of Mind (16 intellectual dispositions) in the curriculum, and many examples of how schools are changing their mindset so that they focus on the real purposes of education. Slow looking and big understanding Dr. Shari Tishman Time is the most precious educational resource we have. So to spend it lavishly by asking students to slow down and look closely at just one thing requires strong justification. This presentation explores the cognitive power of slow looking. Drawing on examples from several Project Zero frameworks, it shows how the practice of slow looking can help young people of any age develop complex understandings of their worlds. Making Learning (and Learners) Visible: Reggio Emilia-Inspired Practices from Pre-School to High School Dr. Daniel Wilson In the coming decade the culture of many classrooms will be transformed by the need to develop skills such as collaboration and critical thinking in order for students to be effective participants in an increasingly globalized and complex world. Schools can no longer afford to be places where learning is simply a transmissive, cognitive activity carried out in isolation. Instead, educators will be challenged to shape new practices in which learners and their learning are made more visible to a variety of audiences. What does visible learning look like in a range of classroom contexts? This session will present key principles and practices from the Making Learning Visible (MLV) project a 15-year exploration with leaders from Italy s renowned Reggio Emilia preschools and infant toddler centers, which aimed to distill visible learning practices and extend them to a range of classroom contexts. Daniel Wilson will make a case for reinventing classrooms as contexts in which what is learned (and who learners are) becomes more visible to teachers, students and the wider community. He will outline four core principles of visible learning learning as social, representational, empowering, and emotional and provide rich stories ( visual essays ) of classrooms organized around them. Participants will learn how the combination of two key practices in visible classrooms, those of small group learning and documentation, provide a pathway for changing the culture of learning in classrooms.
6 -Featured Master Workshops Block 1 Arthur Costa Bena Kallick Presenters Institute Habits of Mind Daniel Wilson Project Zero Harvard University Jennifer Ryan Jessica Ross Edward P. Clapp Project Zero Harvard University Mark Borchelt Utah Valley University Exploring and Engaging Habits of Mind Workshop: Title and Description Habits of Mind are patterns of thinking and behaving that are skillfully and mindfully employed by successful people when planning and striving to complete a task, working towards a goal and/or confronted with problems the answers to which are not immediately apparent. We believe that if we cultivate these Habits in children, they will be successful as well. In this workshop we will describe 16 Habits of Mind, examine their place in the curriculum demonstrate how they are taught and assessed and share resources for classroom implementation. Qualities of Effective Professional Learning Communities A marker of effective learning communities is the quality of conversations among its members how they learn from and with one another in their everyday interactions. This session will feature emerging research at Project Zero about the types of language professionals use to best support the learning of their colleagues. Developing a Sensitivity to Design: Thinking Critically about the Made Dimensions of our World During this workshop, Project Zero researchers will explore what it means to bring maker into education. Participants will engage in hands-on activities and maker-focused thinking routines aimed at cultivating observation skills and encouraging critical analysis of the made dimension of our world. Documentation and reflection prompts will help frame discussions around the learning and thinking opportunities afforded by making/design-centered experiences. The goals for this session are to (a) introduce participants briefly to the Agency by Design initiative, situating the project in the current maker/hacking/diy movement; (b) introduce participants to the core AbD idea of sensitivity to design via hands-on activities, documentation, and thinking routines; (c) explore the thinking and learning possibility space afforded through makercentered experiences; and, (d) view agency through the lens of maker/making and explore the relationship between having a heightened sensitivity to design and the AbD concept of maker empowerment. Embodied Learning Thinking and learning are not activities isolated in the brain, they are embodied experiences. Connections made within and through the body deepen the educational experience by make learning visible and reinforcing productive thinking routines. This workshop will use movement to explore how conscious awareness and engagement of the body can enhance learning potential and create generative learning environments. Participants will use movement in creative exercises to explore principles of Teaching for Understanding as well as examine how kinesthetic intelligence can be used to illuminate the process of thinking and learning while highlighting the dispositions that evolve within an arts-infused classroom.
7 Robert Swartz National Center for Teaching Thinking Maria Ximena Barrera Patricia León Agustí FUNDACIES- WIDE WORLD (Project Zero, Harvard University) Thinking-Based Learning In this workshop I will demonstrate how teachers in pre-k to K, elementary, middle, and secondary schools have used the instructional techniques that have been identified in the Visible Thinking Project to effectively transform the learning experiences of their students by infusing instruction in critical and creative thinking into standard content instruction. I call this Thinking-Based Learning. You will also see how these lessons incorporate techniques to not only make this style of thinking and learning habitual and dispositional, but also to build other broad and important thinking dispositions that drive good thinking and good learning in general. This is now a world-wide phenomenon with a long history and the examples chosen will be from a variety of schools currently practicing TBL. Enseñanza para la Comprensión (EpC) El Marco de Enseñanza para la Comprensión EpC es una visión de la educación que pone la comprensión como el centro de nuestro quehacer educativo. El Marco de la EpC sirve de guía a educadores para que tomen decisiones para que su instrucción fortalezca el desarrollo de la comprensión disciplinaria de los estudiantes. En este mini curso, los participantes explorarán los elementos del Marco de la EpC: tópicos generativos, metas de comprensión, desempeños de comprensión y valoración continua. Así mismo, se reflexionará sobre las inquietudes y desafíos que representa implementar este marco en nuestros contextos.
8 -Interactive Workshops Blocks 2 & 3 Presenters 1. Adriana Salazar Omayra Salamanca Talento/Ajedrez en el Aula 2. Angela Salmon Florida International University Ma. Victoria Gangotena Shelton Academy 3. Aura Gáfaro Elena Rokhas Buckingham School 4. Carmen Medrano Pilar Gomez Gladys Reyes The Children s Forum Workshop title and description Cómo desarrollar el pensamiento en los niños de preescolar y primaria a través del ajedrez? Los participantes conocerán una experiencia pedagógica de 32 años sobre la enseñanza del ajedrez a niños de preescolar y primaria. Esta experiencia muestra cómo conectar la Enseñanza para la Comprensión con el ajedrez y la posibilidad que ofrece para hacer visible el pensamiento de los niños. Observarán estrategias para desarrollar el pensamiento, habilidades sociales y valores. No se requiere saber jugar ajedrez para asistir. Making Thinking Visible: Shifting Teachers Discourse to Promote Language and Literacy Development in Bilingual Settings The interplay between nature and nurture determines children s learning; this presentation provides an insight into teachers discourse in the classroom and its implications in children s language and literacy development in bilingual settings. The presentation will address the relationship between language and cognition providing tools to foster children s thinking drawn from research-based VT approach from PZ. Video-documentary samples will show evidence of the efficacy of nurturing children s thinking to promote literacy development. Making learning and thinking visible a school life experience Buckingham School in Bogotá is recognized for its high standards in education. It has always been interested in being updated with the latest educational challenges in the world. Buckingham school was the first school to be certified in ISO 9000 in Colombia, today it is an IBO school certified in all three programs and has just received the Lighthouse certification from Frankly Covey Corp in The Leader in Me Program. These high standards guide us to implement Visible thinking culture in school to increase the students understanding and their academic results. Taking into account Reggio Emilia s Approach documentation, the school decided to collect audiovisual evidence of the pedagogical process, for each one of the units in Preschool and Elementary levels and some experiences in the Middle and High to assess process and share successful experiences with other teachers around the world Cómo podemos hacer el Pensamiento Visible por medio del uso de la literatura infantil Esta será una sesión interactiva en la cual se presentará un estudio investigativo a través del cual 4 casas al cuidado infantil (Family Child Care Homes) han logrado conectar la "Cultura del Pensamiento" con el desarrollo del lenguaje oral de niños de 2-3 años. Se presentará la manera como las maestras hacen evidente las fuerzas culturales en el aula de clase. Las Rutinas de Pensamiento consideradas una de las fuerzas culturales serán presentadas como una manera efectiva de ayudar a los niños pequeños a expresarse, describir lo que ven, crear explicaciones sobre sus respuestas compartiendo y escuchando las perspectivas de los otros niños, mediante el uso apropiado de literatura infantil de alta calidad.
9 5. Carolina Villegas Natalia Bonilla Jardín Infantil Bumble Bee. 6. Cristina Cortez Nascira Ramia Universidad San Francisco de Quito Quito, Ecuador 7. Daniela Fenu-Foerch Florida International University Andrea Muñoz The Joy of Learning 8. David Wells Palm Beach State College. Palm Beach, Fl 9. Gina Romero Ana Seoane Biltmore School Implementar una cultura de pensamiento en una institución de Primera Infancia. De la teoría a la práctica: una caja de sorpresas Cuando nos acercamos por primera vez a conceptos como cultura de pensamiento, enseñanza para la comprensión, nos maravillamos por su contenido y sus resultados. Sin embargo, nos preguntamos cómo hacemos para llevar esto a la práctica? Es posible hacerlo con niños pequeños? Cómo lo asumirán los padres y los maestros? Queremos compartir con ustedes nuestra experiencia. Los esperamos! Fostering thinking dispositions and cultures of thinking during museums field trips In this workshop, participants will learn about how museums can be an opportunity to create cultures of thinking; thus become a place where thinking is made visible and thinking dispositions can be activated and modeled. There will also be an interactive learning experience by using FIU s Frost Art Museum. Participants will design activities in groups for a target group to use before, during and after a museum visit. Developing empathy in young children through global thinking routines How can we transform our early childhood classrooms so that they nurture global thinkers? How do recognizing the way the mind regulates emotions and the way emotions affect other people shape empathetic preschoolers? This course offers opportunities to analyze how thinking routines engage preschoolers in the nurturing of global habits of mind that enable them to listen with empathy and think flexibly as they attempt to see the world through the perspectives of others. Special emphasis will be given to how preschoolers become aware of their own emotions, as well as to how to manage their emotions and the emotions of others. We will also discuss how collaborative reflection can provoke change in teachers. Applying and Modelling Visible Thinking in Early Childhood Teacher Continuing Education This interactive workshop seeks to engage trainers and center leaders in using Visible Thinking routines in early childhood professional development courses. Participants will understand how Visible Thinking routines effectively build critical thinking skills of early childhood professionals when applied to the content and exercises of various early childhood trainings. Participants will explore how Visible Thinking Routines can be modelled for training participants who seek methods for improving their capacity to document and assess student learning through thinking visibly. In particular participants will explore how visible thinking routines can be applied to learning the C.L.A.S.S assessment system, and for the purpose of S.T.E.A.M. curriculum planning. Knocking Down the Classroom Walls a World of Opportunities Students of all ages go to school to learn, but are they aware that learning does not only take place in the classroom? Everywhere we go; the possibilities for learning are endless. How do we know when an opportunity for learning arrives? How do we decide what is worth learning? Rather than simply teaching children what to learn we should also focus on teaching them how to learn, making a shift toward big ideas. It is the individuals that take advantage of learning opportunities that become life-long learners. True education is when knowledge gained is utilized to make a difference. Discussion on how collaboration creates greater opportunities in learning. 10. Janet Navarro Grand Valley State University, Allendale Visible Thinking and the Common Core Common Core Standards in the English Language Arts call upon teachers to move K-5 children toward deep engagement in literature and
10 Michigan John Alba Tatiana Ghitis Jaramillo Universidad de La Sabana Chia, Colombia Julie Carmean Elizabeth Diament National Gallery of Art Washington, D.C. Karla Staton Carolina Garcia Bellelli San José Costa Rica Kathleen Malanowski Tanya Lynch North Broward Preparatory School Coconut Creek, Florida Kimberly Balsam Laurel Pellegrom Grand Haven Area Public Schools Grand Haven, Michigan Kiriaki Melliou Anna Moutafidou informational text that includes critical, evidence-based thinking from multiple points of view. This interactive session highlights two thinking routines used to develop evidence-based thinking in children that is compatible with expectations as described in the Common Core. Una Rutina de pensamiento para desarrollo del pensamiento matemático en los estudiantes del preescolar En este taller los profesores de preescolar tendrán la oportunidad de participar de diferentes actividades en las que se aplicará la rutina de pensamiento Qué está cambiado?, Cómo está cambiando?, Qué va a pasar? Al mismo tiempo, reflexionarán acerca de la importancia de desarrollar y visibilizar su pensamiento matemático y el de sus estudiantes y las implicaciones de esto en su práctica pedagógica. Thinking Routines to Integrate Art and Support Literacy Engage with a work of art, The Farm by Joan Miró, with Artful Thinking routines led by a National Gallery of Art museum educator. Consider the ways art, as a visual text, can help students build habits of close looking, purposeful dialogue, evidence-based reasoning, and creative questioning. Unpack processes of designing teacher programs and materials that apply Project Zero pedagogies. Creating a Culture of Shared Thinking in Costa Rica: the Journey of the Unknown This presentation will feature the journey of a small school trying to create a culture of thinking through the use of Habits of the Mind inspired strategies in a country known for its traditional educational system. Participants will have an insider's view on the opportunities, challenges, and success stories that have been part of this experience. Touchpoints: An Integrated Partnership to Foster Global Citizenship Participants will explore, investigate and understand a model of global partnerships between collaborating classes from the Meritas Family of Schools. Participants will explore and understand methods of communication, problem solving and collaboration that allow students to investigate global issues and how they affect local, national and international communities. Using several thinking routines, participants will examine and understand authentic student work and consider how the presented model might be applied to their grade level or content area. In this interactive session, participants will explore, investigate and understand a model of global partnerships between collaborating classes from the Meritas Family of Schools. Using a variety of thinking routines, participants will examine and understand the methods of communication, problem solving and collaboration that allow students to investigate global issues and how they affect local, national and international communities. Visible Thinking All Day: Using Visible Thinking Routines to Deepen Student Understandings In Every Subject Participants will learn several VT routines that can be used throughout the year, in any subject, at any time during the day. I will share several student examples of different routines in multiple disciplines that I have used. Participants will learn how to use over 10 VT strategies. We will learn how to use these routines and which subject they work best with. Graphic organizers, learning scaffolds and other management tools will be shared. We will also learn how to assess student thinking and how to deepen thinking even further. Toward a digital culture of thinking Developing and nurturing a thoughtful learning environment is related to setting several cultural forces in motion. But, to sustain a culture of
11 University of Western Macedonia, Greece Lori Elliot Cassandra Keller Treetop Academy Jupiter, FL Marianella Nuñez Elizabeth Valbuena Biltmore School Mickey Weiner Maria Valarezo Charles D. Wyche Elementary in Miami Naiara Bilbao Universidad de Deusto, Bilbao (España) Fernando Perea EmPeCemos a Aprender (consultora de formación) Bilbao (España) Natalie Belli Marblehead, Massachusetts thinking over time and extend it beyond the classroom walls is a challenge that requires an additional dynamic. Information and Communication Technologies are powerful tools for every educator concerned about making students thinking visible to a global audience. In this interactive session, participants will experience how multimedia technologies, concept mapping software, digital comics and Web 2.0 tools offer many advantages beyond traditional methods for teachers who want to cultivate and expand a culture of thinking. Photographs, videos and young students work samples will be used to model ways of meaningfully integrating ICT s into the classroom s thoughtful culture. At the end of the session participants will be engaged in a visible thinking experience so as to reflect on changes in their thinking about the use of several common ICT tools. Weaving Visible Thinking and the Project Approach in an Early Childhood Classroom When used effectively and in a relevant context, Visible Thinking routines are very powerful in the early childhood classroom. This interactive session will share the journey of how one classroom weaved Visible Thinking routines and the Project Approach together into one cohesive long term learning adventure. Making Thinking Visible While Making Differences Invisible Our goal is for participants to understand that the same cultural forces to promote in the classroom to make thinking visible can help address the students differences in an authentic inclusive way. Documentation of our Making Thinking Visible attempts show the students engagement, collaboration, communication, critical and creative thinking in unique but compelling ways. Our documentation demonstrates that under the cultural forces that makes thinking visible, our students learning disabilities become invisible. Video Animation Fosters Habits of Mind Reality Participants in our session will see how WonderGrove animated videos can be used in an elementary school setting to enhance the learning and understanding of the Habits of Mind. Listening, viewing, reading, writing and thinking can be integrated across any content area to show that practicing the Habits of Mind can help everyone solve problems. The purpose of our presentation is to show how animated videos can be used to enhance the teaching and learning of the habits of mind for elementary students in primary and intermediate classrooms. Our session will focus on the habit of mind "Impulsivity Control" and lessons which were taught in a first and fourth grade classroom. Utilizando rutinas de pensamiento para el desarrollo de la competencia en autonomía e iniciativa personal Hoy día, la autonomía se erige como un pilar clave sobre el que fundamentar una vida plena, tanto en el ámbito personal como en el profesional. El papel de la escuela en este proceso es insustituible. Será ahí donde el estudiante comenzará a adquirir de modo sistemático las herramientas, las habilidades y los recursos necesarios que le permitirán desenvolverse en la sociedad del futuro. Esta investigación pretende demostrar que el uso de rutinas de pensamiento en las primeras etapas de escolarización juega un papel dinamizador indiscutible en el desarrollo de la competencia que trabaja la autonomía personal y profesional. Explicitando procesos cognitivos y reflexionando acerca del propio pensamiento, posibilitamos que nuestros estudiantes puedan observar y mejorar su modo de pensar. Para ello, se ha llevado a cabo una implementación de varias rutinas de pensamiento en la etapa de Primaria (6-12 años) de un centro escolar del País Vasco (España). Slowing Down: Exchanging Perspectives with Young People from Around the World In this course we will draw from Project Zero s collaboration with Pulitzer Prize-winning journalist Paul Salopek, who s seven-year Out of Eden Walk involves retracing the migratory pathways of our ancient human ancestors and generating slow journalism. We will engage in a
12 Paula Moujalli Vivyan Sanchez United Way Center for Excellence Rosemary Consentino Sharron Cramer Kingswood Primary School Melbourne, Australia Sergio Fernández Sixto Ainhoa Garcia Orejas Ikastola Begoñazpi Bilbao, España Silvia López Babidibu variety of thinking routines and activities that encourage students to learn from the stories and perspectives of others as well as to reflect in new ways about themselves and the wider world. Participants will be introduced to Out of Eden Learn, Project Zero s free, online learning community for elementary, middle and high school students, and our activities will also be applicable to off-line classroom contexts. The club is open to all but may be of particular interest to upper elementary students. The journey of creating a culture of thinkers among children, families and staff We want participants to have the opportunity the time it may take to reach the goal of creating a culture of thinkers in an early childhood. What is the time it may take to bring staff and families on board in order to benefit children? During this presentation you will see the parallel process of understanding of how to create a culture of thinking among teachers, children, and parents. This is done by establishing a community of learners in which we study the cultural forces and how they are reflected in the classroom. We will explain how each is implemented in a classroom and how each is valued. There will be examples of how families are included in a classroom investigation, showing their participation and understanding of what their children are learning. In this session we will show how we promote problemsolving skills and critical thinking in children so that they are not memorizing but understanding what they are learning. By doing this we are educating children and empowering families for global competence. There will be videos showing examples to facilitate conversations among participants. Thinking to Learn, Learning to Think Rosemary Cosentino and Sharron Cramer are from Melbourne, Australia. They will share with you their school s journey on Making Learning and Thinking Visible. The development of a Thinking Culture school led to the rapid increase of student enrolments, making Kingswood the school of choice in the area. Participants will learn why Kingswood Primary School adopted a Thinking to Learn, Learning to Think Approach as a framework for building the Foundations of Success, and a force for student learning. Participants will gain an insight into how Cultural Forces such as Environment, Opportunity, Language, Relationships, Expectations, Time and Thinking Routines have supported the school s implementation of a Thinking Culture over the last 3 years. The inclusion of Habits of Mind to support students and teachers as successful thinkers and learners will be presented. Cruzando fronteras a través del Marco de la Enseñanza para la Comprensión En esta sesión, queremos compartir la experiencia de integrar el Marco de la Enseñanza para la Comprensión en las aulas de primaria de nuestra institución. Creemos que en cualquier entorno educativo, la comprensión debe ser el eje del día a día en las aulas. Para ello, existen diferentes estrategias, teorías y métodos (rutinas de pensamiento, destrezas de pensamiento, inteligencias múltiples, aprendizaje cooperativo...) que combinados entre sí, dentro de un mismo marco, fomentan el desarrollo de la comprensión. Queremos mostrar cómo hacer el pensamiento visible nos ha ayudado a desarrollar la comprensión de los estudiantes, así como realizar una valoración basada en un proceso continuo de mejoramiento. Queremos destacar la importancia de hacer el pensamiento visible para realizar una valoración basada en la comprensión, es decir, profundizar en el proceso llevado a cabo, para lograr esa comprensión mediante una retroalimentación continua que les ayude a los estudiantes a ser conscientes de su propio proceso de aprendizaje, impulsando así su responsabilidad y autonomía. Nuestra principal meta es ayudar a los estudiantes a desarrollar estrategias de pensamiento que les resultarán indispensables en sus vidas. Make it happen!!! The magical power of uncovering thinking and learning: Building contexts where learning and big understandings thrive What impact do you expect your children to make on the world, and the world on them, 25 years from now? 21st century requires changing the stories of teaching and learning. It s time to nurture passionate, critical and creative thinkers, empathetic students who are curious, aware
13 Sylvia Casanova Nancy Arroyo Child Care Center Mount Sinai Medical Center Miami Beach, FL Tabbatha O'Donnell Meyer Academy Palm Beach Gardens, FL Teresa Lucas Aixa Perez-Prado Florida International University Valeria Fontanals Values and Strengths and interested in interpreting the world, not only reasonably but emotionally. But where do we start, especially with children ages 1 to 5? During this interactive course we ll explore how to build engaging and passion-based learning environments where students become immersed in a culture of thinking and develop dispositions and habits of mind that support the most powerful thinking and learning experiences across subject areas. We ll examine how the V.T framework broadens and deepens understandings and how it also can be an effective assessment tool for teachers and students. We ll focus on the magical power of making learning and thinking visible and ways to make it happen. Visible Thinking: Invigorating the School Dynamic This Session we will take you through the experience of how teachers of young children share their own story of learning from mentors in Visible Thinking. Including, how they plunged into Visible Thinking routines with very young children amazed at the children s capacities for further inquiry, the ability to pull from the children and how it changed them in their own thinking about thinking. How the shift to be intentional, reflective and collaborative permeates in the environment and the culture of the school. The impact of shifting to a culture of thinking in practices and evidence of the work by the children and teachers will be shared. A look at how you can use the Visible Thinking framework by Project Zero with very young children. How the tools are used for evidence gathering inspiring other educators. We will share our passion for Visible Learning and hope participants will translate or adapt it as an effective tool in promoting their thinking classrooms. Creating Learning Opportunities with Art and Literature Learning thrives when students thinking is made visible and when there is time for student collaboration. This interactive course will give participants the opportunity to experience and learn about how using thinking routines with art and literature can enhance students thinking, understanding and reflection in an elementary classroom setting. Documentation of student learning will be shared, and participants will see how these students progressed in their understanding of their own and others' perspectives. El pensamiento visible y los hábitos de la mente La ciencia nos comprueba que el cerebro sigue en desarrollo durante toda la vida. A través del pensamiento visible y los hábitos de la mente, podemos crecer y ayudar a nuestros estudiantes a ver lo que piensan para poder actuar con inteligencia, formando hábitos que les proporcionarán una vida productiva y feliz. Conozcan los hábitos, y como implementarlos en la clase. Implementing The Habits of Mind with academically underperforming students Participants will leave with a broad understanding of the benefits of using the Habits of Mind framework with children who are struggling in school. Also, they will experience some of the habits of mind in their own lives, and will have examples of how to implement activities within a clinical setting as well as how to work those habits along with parents. Implementation of Habits of Mind framework with underperforming students and their parents in a clinical setting. Hands on activities and samples of interventions will be provided.