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College and Career Ready Instructional Framework Non-Negotiables. Critical Elements of Thinking Maps

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Critical Element Implementation Scale were created by Dr. David Hyerle as a common language to develop students ability to become successful learners and critical thinkers in all content areas. The maps
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Critical Element Implementation Scale were created by Dr. David Hyerle as a common language to develop students ability to become successful learners and critical thinkers in all content areas. The maps are tools represented as visual patterns that are aligned to the eight main cognitive processes that promote higher order thinking. Students are able to go deeper in their thinking, knowledge, and understanding through the use of the eight maps that serve as scaffolds and instructional tools. The eight maps enable students to define in context, describe, compare and contrast, classify, deconstruct, sequence, establish cause and effect, and see relationships. are utilized in every grade and content area to provide rigor and differentiation for all students. allow students more confidence and ownership in their learning to effectively make decisions and problem solve in the 21 st century. that all members of the school community are steadfast in this belief. All are willing to do what is necessary to meet high standards. There is active implementation, follow-up, and feedback. There is a sense of commitment. Leaders clearly support the constructs of the concepts by providing the formalized structures required. The work is thought of as an obligation to be met. There is evidence of follow-up and feedback. There is a sense of compliance. Concepts are talked about. Concepts are thought of as another thing to do. Leaders tend to make broadbased decisions with no follow-up or feedback. There is a limited sense of accountability. supporting a implementation supporting a implementation supporting a implementation Critical Elements of Critical Thinking: Visual Patterns, 8 cognitive skills Literacy Links: Depth and complexity Content Connections: Application in all content areas Instructional Strategies: Used by all teachers 1 Critical Thinking Visual Patterns, 8 cognitive skills Utilization of the 8 cognitive skills and Thinking Maps in collaborative groups to drive critical thinking, expand, revise, and synthesize ideas school wide Utilization of Frame of Reference for metacognition, self reflection,and assessments Utilization of the 8 cognitive skills and Thinking Maps to provide a common visual language school wide Teacher facilitates as students apply their thought process using visual patterns Novel application of beyond academic areas Teachers and students correctly apply and construct all 8 maps Utilization of the Frame of Reference Awareness of a common visual language Teacher leads the students through the thought process and making of map Students and teachers identify appropriate Thinking Maps in response to prompt or question Constructs some of the eight maps Lack of awareness of cognitive skills linked to map Frame of reference not utilized Lack of attention to the construction of Thinking Map Effectively utilizes the Frame of Reference to support metacognition, inferring, and exploring multiple perspectives Teachers use appropriate essential and guiding questions that correspond to the appropriate cognitive process Variety of evident school wide Students and teachers utilizing key words to drive thought process All stakeholders communicate a common visual language using across school environment ( PLC, Departmental Meetings, and grade level meetings) of used for real world application Common visual language utilized in silos Teacher models use of Lack of student ownership in creating and using Frame of Reference utilized to list sources not evident in classrooms or school Cognitive skill does not correspond to the correct map Maps are not constructed correctly Frame of reference not utilized 2 Literacy Links Depth and complexity utilized to help students effectively interact with new knowledge, practice and deepen knowledge, and test and generate hypothesis are used in combination to go deeper with content individually and in cooperative teams Multiple opportunities exist to share maps and use the information on the maps are used to deepen understanding of academic vocabulary and writing across curriculum have been integrated to assist students with note taking strategies, help to deepen reading, comprehension, and problem solving Students and teachers interact with at different stages of the lesson A variety of are used to analyze an idea from multiple thought processes Writing and reflection generated from Thinking Maps school wide planning, organizing, implementing and sustaining learning Creation and utilization of during problem based learning constructed and utilized on an individual basis and in collaborative teams school wide All stakeholders share maps and talk about their thought process and ideas of exemplary and authentic writing samples as an extension from the with specific teacher feedback used consistently to graphically organize ideas, but not to go deeper with thinking used consistently to interact with new knowledge Limited opportunities exist to share maps and use the information on the maps are used to assist with the processing of academic vocabulary have been integrated to assist students with note taking strategies and processing Students and teachers interact with once during the lesson are used to develop an idea from a single thought process Dialogue generated from to assist with planning, organizing, implementing and sustaining learning of generated during academic vocabulary instruction and note taking Writing from posted without teacher feedback are sometimes used to graphically organize ideas are sometimes used to interact with new knowledge No opportunities exist to share maps and use the information on the maps utilized as an isolated activity to teach vocabulary and note taking. Little to no opportunity to interact with during the lesson Little to no dialogue generated from Lack of writing from posted 3 Content Connections Application in all content areas The school utilizes to make connections to standards between Literature, Science, Social Studies and Mathematics utilized to process vocabulary for transfer across disciplines Professional Learning Communities share, discuss, and collect map applications across all content areas utilized to re-teach and remediate non-mastery benchmarks and enrich mastered benchmarks across disciplines Thinking maps used with all instructional strategies and programs utilized for multiple standards/concepts within a discipline to engage all learners implemented across disciplines for problem solving and collaboration Frame of reference utilized across disciplines to encourage student meta-cognition, self-reflection, mastery assessment of multiple posted across disciplines and school-wide initiatives (MTSSS, PBS, Lesson Study, FCIM) Learning logs and minutes from PLC s documenting the sharing, and discussing of used during the planning process throughout content areas utilized during the problem solving process Common language embedded across disciplines used during intervention and enrichment opportunities Writing and dialogue generated from Frame of Reference utilized for some standards/concepts within disciplines Professional Learning Communities discuss map applications across all content areas used with some instructional strategies and programs across the content areas Opportunities exist to make connections to the cognitive processes while teaching standard/concepts Frame of reference utilized across content areas/ disciplines of posted in classrooms Use of cognitive processes and key words in discussion of created during the teaching of standards/ concepts across disciplines Common language evident across content areas Frame of reference evident on maps Missed opportunities to connect cognitive processes during the teaching of standards/concepts not used with instructional strategies and programs across the content areas Frame of reference not utilized across content areas/ disciplines No evidence of posted Little to no evidence of Thinking Maps used during instruction and problem solving Common language is inconsistent across the content areas No frame of reference evident 4 Instructional Strategies Used by all teachers utilized to scaffold higher order questioning and responses across grade levels Teachers explicitly scaffold maps for improvement of student thinking abilities across levels utilized in collaborative problem solving and reflective practice during curriculum planning school-wide utilized to drive the FCIM model during planning, instruction and assessment school-wide are modeled and applied to demonstrate and introduce content and concepts across grade levels are implemented as a reflective practice Thinking maps are transferred as a tool for independent thinking are utilized to integrate other content areas/ disciplines of student, teacher, and administrative applications Maps are created on an individual basis to explain, revise, and synthesize ideas Student notebooks with correct creation of maps Lesson plans/ PLC logs of created and utilized beyond core subjects Questions generated by students using Thinking Maps to deepen knowledge understanding evident during instruction and assessment implemented during planning of teachers and leaderships using to disaggregate data and make instructional decisions of utilized to make meaning of informational text to solve a word problem or investigate a problem utilized to generate questions and responses by some teachers used to drive part of the FCIM model by some teachers are embedded into cooperative learning structures across grade levels are used as a tool to analyze content by some teachers utilized during guided practice Teachers assisting students with analysis of content evident during lesson planning Cooperative Learning with taking place Questions generated by teacher using of utilized solve a word problem or investigate a problem utilized to only graphically organize information by most teachers not utilized as a planning tool inconsistently used to generate questions and drive instruction Most teachers make little connection to cognitive process that is linked to the Thinking Map not incorporated in planning absent as an instructional and assessment tool Little to no evidence of Thinking Maps posted Few to no questions or dialogue generated from Thinking Map 5
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