1. Making thinking Visible January 25, 2012 Laurens-Marathon

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

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

4. EXERCISE: Brainstorm the actions that are most authentic to the discipline of reading and writing, that is, those things that real readers and writers actually do as they go about their work.

5. EXERCISE: Brainstorm the actions you remember doing yourself from a time when you were actively engaged in developing some new understanding of something within the discipline of reading and writing.

6. WHAT KIND OF THINKING DOES THIS LESSON FORCE STUDENTS TO DO?

7. 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

8. Thinking moves integral to understanding • Wondering and asking questions • Uncovering complexity and going below the surface of things

9. 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

10. Three ways of looking at thinking routines • As Tools • As Structures • As Patterns of Behavior

11. HOW CAN WE MAKE THINKING VISIBLE? • QUESTIONING • LISTENING • DOCUMENTING

12. 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

13. Modeling an Interest in ideas • By asking authentic questions creates a classroom culture that is intellectually engaging. • Teachers are seen as learners and foster a community of inquiry • Authentic questions help promote class inquiry and discovery, framing learning as a complex, multifaceted, communal activity as opposed to a process of simply accumulating information.

14. Constructing understanding • Questions that help advance understanding • Can help the teacher to not only promote higher or thinking but can provide some guideposts for the lesson itself • Points students towards uncovering fundamental ideas and principles that aid understanding

15. 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

16. DOCUMENTING • More than a recording or representation of students thinking • Is focused on the learning process itself by trying to capture the events, questions, conversations, and acts that provoke and advance learning over time. • Practice of observing, recording, interpreting, and sharing, through a variety of media, the processes and products of teaching and learning in order to deepen learning. • Must serve to advance learning not merely record it • Provides a stage from which both teachers and students may observe the learning process, make note of the strategies being used, and comment on the developing understanding.

17. 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

18. 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…..

19. 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