The document discusses tools for promoting deep thinking on important issues through journalism. It presents several thinking routines that can be used in a classroom to foster quality engagement with journalism. Some of the routines highlighted include the Three Whys for making judgments about importance, Beauty and Truth for storytelling, How Else and Why? for using media strategically, Step Inside and Back for understanding other perspectives, and Before the Story for sense-making. The routines are presented as ways to teach skills like organizing information, inviting understanding of different lives, and being a voice for others.
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The Global lens: Tools to Promote Deep Thinking on Big Issues
1. The Global Lens
Tools to Promote
Deep Thinking
on Big Issues
Mark Schulte
Pulitzer Center
2. Dylan Wiliams keynote
Teachers create the learning? (NO)
Students create the learning? (NO)
A middle ground. Teachers should engineer a
learning environment by nurturing disciplinary
habits of mind.
11. Whats useful here
and how might we teach it?
Sense-maker, organizer of information
Making judgments about what is important to
know
Telling the story artfully
Inviting us into the lives of others far different
from us
Using media strategically
A voice for the voiceless
12. Making Thinking Visible
Repeatedly using simple
structures called
thinking routines to foster a
classroom culture
of deep learning around
important concepts and topics
13. Core Thinking Routines
I used to think
Now I think
A routine for reflecting on how and
why our thinking has changed
See
Think
Wonder
A routine for exploring works of art
and other interesting things
14. Our mission statement
Unlike skills or content learning, a disposition
toward quality engagement with journalism is best
learned through enculturation--that is, by
experiencing a learning environment permeated by
quality journalism habits of mind. In these
environments, quality engagement with journalism
is part of the way we do things here, modeled by
adults, and infused in daily thinking routines (short,
stepwise procedures that help students think
deeply about something).
15. Thinking routines for journalism
The 3 Ys
1. Why might this [topic, question] matter to
me?
2. Why might it matter to people around me
[family, friends, city, nation]?
3. Why might it matter to the world?
16. Whats useful here
and how might we teach it?
Sense-maker, organizer of information
Making judgments about what is important
to know: The Three Whys
Telling the story artfully
Inviting us into the lives of others far different
from us
Using media strategically
A voice for the voiceless
17. Thinking routines for journalism
Beauty and Truth
1. Do you see beauty in this {image or text}?
2. Do you see truth in this {image or text}?
3. How might beauty help us find more truth?
4. How might truth help us find more beauty?
18. Whats useful here
and how might we teach it?
Sense-maker, organizer of information
Making judgments about what is important to
know: The Three Whys
Telling the story artfully: Beauty and Truth
Inviting us into the lives of others far different
from us
Using media strategically
A voice for the voiceless
19. Thinking routines for journalism
How Else and Why?
1. What is being said?
2. How else might the journalist say this? Why?
3. How else might I say this? Why?
4. (Repeat question)
20. Whats useful here
and how might we teach it?
Sense-maker, organizer of information
Making judgments about what is important to
know: The Three Whys
Telling the story artfully: Beauty and Truth
Inviting us into the lives of others far different
from us
Using media strategically: How Else and Why?
A voice for the voiceless
21. Thinking routines for journalism
Step Inside and Back
Step Inside: In your best guess: What might this
person know, believe, care about, and why?
Step back: What made you say so? What else do
you need to learn?
22. Whats useful here
and how might we teach it?
Sense-maker, organizer of information
Making judgments about what is important to
know: The Three Whys
Telling the story artfully: Beauty and Truth
Inviting us into the lives of others far
different from us: Step Inside and Back
Using media strategically: How Else and Why?
A voice for the voiceless
23. Thinking routines for journalism
Before the Story / Behind the Story
In Front of the Story
What came before the story? (How did the
journalist come to be in that place, and what did it
take to get there?)
What is behind the story? (What larger narrative is
the story contributing to?)
Who is in front of the story? (Who is the intended
viewer?)
24. Whats useful here
and how might we teach it?
Sense-maker, organizer of information: Before
the Story
Making judgments about what is important to
know: The Three Whys
Telling the story artfully: Beauty and Truth
Inviting us into the lives of others far different
from us: Step Inside and Back, Before the Story
Using media strategically: How Else and Why?,
Before the Story
A voice for the voiceless: Before the Story
Our challenge complex texts requiring interdisciplinary thinking. No easy answers.
Veronica: (a) global competence; (b) interdisciplinary; and (c ) quality teaching and learning in disciplines (history, biology, the arts) as lenses through which to understand the world.
Purpose: This routine encourages students to develop intrinsic motivation to investigate a topic by uncovering the significance of such topic in multiple contexts, make local-global connections, and situate themselves in the global landscape.
Purpose: This routine invites students to learn about how quality journalism uses beauty to engage us to learn more about an issue and seek truth.
Disposition to communicate ideas keeping audience and context in mind.
Purpose: This routine invites students to consider the perspectives of people in a news report and recognize that understanding others is an ongoing, often uncertain process.