Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners (Jossey-Bass Teacher)

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by a small set of “ Core Routines” that target different types of thinking, are easy to get started with, and are commonly used by teachers in many disciplines and with learners of many ages, I’ve been working on an ultimate list of ALL 100+ thinking routines as a handy instant reference guide for educators, guides and creatives working with Visible Thinking. Get inspired! Routines that help students articulate their thinking at the beginning of a learning experience and spark student curiosity and wonder, motivating further exploration. Routines that help students learn to formulate questions, consider alternatives, and make comparisons. Students might be asked to make interpretations and inferences with “I See/Hear, I Think, I Wonder”, provide evidence and reasoning with “Claim, Support, Question”, or explore viewpoints with “Perceive, Know, Care About”, to name a few.

You can choose to have students look at the art with or without a lens for looking. You can select random artwork and ask students to make any connection they want to or you can identify a specific focus.by the subject-area or topic the routines were developed to explore ( Objects & Systems, Art & Objects), and, Students can discuss the impact of words embedded in such paintings (or as the artist put it, “the evocative and artistic power of words”). Research shows that with repetition, there will be a transference of this skill to reading. You will find that the students will begin to ask What Makes you Say That ? when reading or when answering other classroom questions. Using VTM is more than just a strategy; it provides a structure for making meaning and gives participants – young or old – a chance to participate and discuss ideas with each other.

Individually, students might answer these questions in a Flipgrid video, as a comment on the class LMS, or in a journal. Next, they can discuss these questions in a small group via the Breakout Room option in a video chat.Includes questions, exercises, and discussion prompts to inspire reflection by individuals and teams

A haibun is a form of Japanese poetry that combines imagery in prose and a haiku poem. Traditionally, it was written while traveling to record personal experiences.Much more than just an instructional guide, Cultures of Thinking in Action offers readers a reflective journey into their own teaching, leading, and parenting while providing the foundation and concrete strategies needed to create and develop a culture of thinking for all learners. This book: The questions of the routine are carefully worded to allow for multiple interpretations and to open up discussions. The wording of the questions in the routines also helps guides or educators format their own open-ended questions. As we collectively move into the world of distance learning, we face a lot of questions and uncertainties: In a math class, students might look a set of data and ask about trends. But it might also be an opportunity to have students create their own questions. I love Dan Meyer’s notion of “What can you do with that?” Here, students look at a picture or a video and then develop their own questions that they eventually solve. Project Zero’s broader work on Visible Thinking can be defined as a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, the Visible Thinking research has a double goal: on the one

Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters. At the core of Visible Thinking are practices that help make thinking visible: Thinking Routines loosely guide learners' thought processes and encourage active processing. These questions are examples of two Artful Thinking routines called “What Makes You Say That?” (a routine that asks students to interpret and justify answers). And, “Beginning, Middle, End” (a routine asking students to imagine and to sequence).Ask students to imagine that he/she is a cook getting ready to prepare a favorite dish (such as popcorn, a sandwich, pizza) and think about: What ingredients would you need? How would you make it? What would you do first, next?