The Big Idea

Our aim is to develop students who can connect learning to concepts; who are able to think deeply using higher-order thinking skills; who are capable of doing the heavy lifting in the classroom. These learners can organize facts or ideas by categorizing them conceptually, like John Hattie calls 'coat hangers in a closet.'

What kind of teacher are you?

Teachers who learn to pull the concepts from the curriculum content (or standards) can then facilitate relevant, meaningful inductive, interdisciplinary learning. These teachers can scaffold the thinking throughout the research process. They can embed language development for communication through deep discussions or debates. This is through a functional approach to language learning or Systemic Functional Linguistics.

When we organize the learning for thinking skills and communication skills as one seamless unit of inquiry, we become efficient and effective. These teachers lead students to think and communicate conceptually. And these teachers make learning so relevant that heart connections to local issues lead to authentic student action. Sometimes this looks like service learning.

You can be one of these, too! Ask me how...

Displays make thinking visible AND provide visual scaffold for language development.

Harvesting and sorting student questions from factual to conceptual plays a critical role in inquiry-based learning.

Concepts sorts are conducted with the students. Students sort citing evidence to justify reasoning.

Color coding supports sorting however does not always influence thinking. Multiple sorts on the floor are required.

Documentation of discussions and ideas with student names supporting tracking participation.