1. Making thinking Visible
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
Switch the paradigm of teaching from trying to transmit what is in our heads to our students and toward trying to get what is in students’ heads into our own so that we can provide responsive instruction that will enhance learning
Traditional sequence of: question, respond, evaluate pattern is replaced with: understand student’s comments (“Can you tell me more about that?”), push the student to further elaborate and justify (“What does that tell you then?”)

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 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 topic Identify 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