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

Product Information

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. As students begin to make sense out of their learning, they can process these ideas by using sketch-noting. Sketch-notes (also called visual note-taking) consist of a blend of words, pictures, icons, and organizational cues (arrows, circles, dotted lines) used to make sense out of ideas. Students might sketch-note on a tablet or digital notebook (such as a Remarkable 2) or on a sheet of paper. They might do this during the direct instruction portion of a virtual meeting or while they watch a video, listen to a podcast, or read an article. The goal is that they are using their own sketches to wrestle with ideas and make learning visible. Note that it doesn’t have to look nice. As the teacher, you’ll likely need to stress to students that you are not assessing the artistry of their sketchnotes. As we collectively move into the world of distance learning, we face a lot of questions and uncertainties:

The diversity and flexibility of Visible Thinking Routines makes them ideal for exploring ideas, sparking curiosity and provoking debates in a huge variety of contexts and environments – e.g. in all types of museums (art, history, ethnographic, science, etc), historic houses, nature and conversation, zoos, theatre and dance and so on. 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, What I would like to share is how we can integrate thinking routines encourage students to visualize and make sense out of their learning in virtual environments. 1. Use visuals to spark new learning

The next two making thinking visible strategies – Collaborative Narrative and Sketch to Write – involve “pass the paper” activities. This is a good way to offer students the opportunity to be a part of the writing process but still be comfortable with giving up some control over the outcome. 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. After completing art recipes, students share them along with images of all the artworks that were used. Have the class guess which work of art they are describing. In the United States, public school educators working in schools with a free and reduced lunch rate of 25% or more OR educators working primarily with students who attend these schools. What makes Cooperative Poetry a great strategy is that it can be used in any content area, at any level and in any language!

Thinking routines are intended for repeated use, which enables participants to remember them and use them independently in no time at all As they evaluate their ideas, they can use the compass points from Making Thinking Visible, which can easily work well in a graphic organizer. The compass points stand for the following: How would the artist have been able to get the perfect number of feather strokes to fit around the base of this ancient Greek amphora?hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. The PZ researchers working on the first Visible Thinking initiative, including Dave Perkins, Shari Tishman, and Ron Ritchhart, developed a number of important products, but the one that is best known over two decades later is the set of practices called Thinking Routines, which help make thinking visible. Thinking Routines loosely guide learners' thought processes. They are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life. Eligibility guidelines: With generous support from the Saul Zaentz Charitable Foundation and many individual donations honoring Project Zero’s 50th anniversary in 2017, Project Zero is able to offer a limited number of professional learning scholarships to support a range of schools, districts, and organizations as well as a diverse group of educators. These scholarships aim to support teams of educators and individual educators working in under-resourced contexts and/or with historically marginalized students.

Simple routines that are applicable across disciplines, topics, and age groups, and can be used at multiple points throughout a learning experience or unit of study. (A good place to start if you or your students are new to thinking routines.) As an example, look at artwork by Ed Ruscha. This is an artist who experimented with words as part of the art form. Many of Ruscha’s pieces depict single words as the center or the focal point of the work.

Creating Cultures of Thinking builds the case for “enculturation” as the key to deep learning and the development of the habits of mind and dispositions needed in a changing world. He demystifies the process of creating dynamic learning communities by first identifying and then walking us through the eight forces we must marshal to build strong The routines are easy to teach and are adaptable to any grade level classroom. Plus, you really don’t have to know anything about the art to integrate them into your lessons (you can learn later)! What could be better? Or, imagine that the scene is part of a story. Is this painting telling the beginning , middle, or the end of the story? If you decide it is the middle of the story, then, what might have happened before this? What might happen after? If it is the end of the story, what happened before? When using the routines, students observe a piece of art (any teacher selected painting, sculpture, photo, or artifact). Then, respond to it by exploring, describing and connecting to what they see. What do you think is going on or might be happening in this picture? What do you see in the painting that makes you say that ?

After one minute of contemplation, give students two to three minutes to write a personal reaction to the art on a single sentence strip. This can be in the form of a complete sentence, a phrase or a series of words. I first learned about visible thinking about six years ago when I read Making Thinking Visible. A colleague had recommended the book to me and I realized that I had been using specific visible thinking routines for years after observing a colleague who was an expert at getting her students to think about their thinking. I had been integrating elements of visual thinking into our design thinking and inquiry-based projects as well as our curation process, research process, and brainstorming process. Visible Thinking has been developed over a number of years by researchers from Harvard’s Project Zerowith teachers and students. Visible Thinking is essentially a ‘ broad and flexible framework for enriching learning’ by fostering deep thinking and a better understanding of content. Central Idea Since there is no right or wrong answer in art, even the most reluctant or hesitant student is willing to write one line of poetry. It never fails that the poems are wonderful and the students are very proud of their poetry. Implementing Cooperative Poetry with Other Content AreasRoutines that help students find coherence, draw conclusions, and distill the essence of topics or experiences.