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Making thinking Visible

These our not our ideas… We apologize, we are are not sure where they came from. Making thinking Visible. WHAT KIND OF THINKING DO YOU VALUE AND WANT TO PROMOTE IN YOUR CLASSROOM?. EXERCISE:.

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Making thinking Visible

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  1. These our not our ideas… We apologize, we are are not sure where they came from. Making thinking Visible

  2. WHAT KIND OF THINKING DO YOU VALUE AND WANT TO PROMOTE IN YOUR CLASSROOM?

  3. EXERCISE: Brainstorm the actions that students in your class spend most of their time doing. What actions account for 75% of what students do in your class on a regular basis?

  4. LEARNING IS A CONSEQUENCE OF THINKING

  5. Thinking moves integral to understanding • Observing closely and describing what’s there • Building explanation and interpretation • Reasoning with evidence • Making connections • Considering different viewpoints and perspectives • Capturing the heart and forming conclusions • Wondering and asking questions • Uncovering complexity and going below the surface of things

  6. Additional types of thinking • Identifying patterns and making generalizations • Generating possibilities and alternatives • Evaluating evidence, arguments, and actions • Formulating plans and monitoring actions • Identifying claims, assumptions, and bias • Clarifying priorities, conditions, and what is known

  7. HOW CAN WE MAKE THINKING VISIBLE?

  8. Learning is a Consequence of Thinking Share and Build Knowledge • Good Thinking is Not Only a Matter of Skills But Also a Matter of Dispositions Curiosity and Openmindness • The Development of Thinking is a Social Endeavor Conversations, Engagement, and Cooperative Learning

  9. Fostering Thinking Requires Making Thinking Visible Speaking, Writing, Drawing, and Graphic Organizers for Later Reflection • Classroom Culture Sets the Tone for Learning and Shapes What is Learned -classroom routines/structure -language/discussions -explicit/implicit expectations -time allocation -modeling -physical environment -relationships/interactions -opportunities • Schools Must be Cultures of Thinking for Teachers "Professional Learning Communities"

  10. HOW CAN WE MAKE THINKING VISIBLE? QUESTIONING • As teachers, questions should: • Model our interest in ideas being explored • Help students to construct understanding • Facilitate the illumination of students’ own thinking to themselves • Questions that help advance understanding • Can help the teacher to not only promote higher order thinking but can provide some guideposts for the lesson itself

  11. Facilitating and clarifying thinking • “What makes you say that?” • Facilitates and clarifies the learners own thinking • Switch the paradigm of teaching by telling • Change the traditional sequence of questioning of: question, respond, evaluate

  12. DOCUMENTING • More than a recording or representation of students thinking • Is focused on the learning process itself • Practice of observing, recording, interpreting, and sharing, in order to deepen learning. • Must serve to advance learning not merely record it

  13. How the routines are organized Routines for Introducing and exploring ideas See-Think-Wonder Zoom In Think-Puzzle-Explore Chalk Talk 3-2-1 Bridge Compass Points The Explanation Game

  14. How the routines are organized Routines for Synthesizing and Organizing ideas CSI: Color, Symbol, Image Generate- Sort- Connect- Elaborate Concept Maps Connect- Extend- Challenge The 4 C’s The Micro Lab Protocol I Used to Think…...Now I Think…..

  15. How the routines are organized Routines for Digging Deeper into Ideas What Makes You Say That Circle of Viewpoints Step Inside Red Light, Yellow Light Claim, Support, Question Tug-of-War Sentence-Phrase-Word

  16. A Strategy to Make Thinking Visible is Think-Puzzle-Explore

  17. Think about a topicIdentify Puzzling Questions Explore Puzzling Questions

  18. THINK... Arthropod

  19. What is Puzzling? Why do arthropods hang upside down?

  20. Explore Puzzling Questions ? “A pad of hairs called a scopula may surround the claws. The scopula sticks to smooth surfaces and helps the spider walk on ceilings and walls.” World Book 2000 p. 785

  21. Think-Puzzle-Explore is Similar to the KWL chart but there are Important Differences -Both tap into prior knowledge but Think-Puzzle-Explore asks "what they think they know" rather than "what they know." -Open ended approach enables students to offer thoughts rather than definite knowledge. -Encourages the reluctant student to participate in discussions, since all thoughts are accepted.

  22. Implications for Teaching Learning Process • Classroom activities become more learning centered rather than work orientated • Builds confidence of all students by increased participation • Promotes risk-free environment • Assesses student thinking using visible documentation

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