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

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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.

After imagining that they have walked into the setting, they record what they might smell, hear, taste, touch, feel against their skin, and feel inside and record descriptive words, phrases, or sentences for each on an organizer. 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 It seems like we are in the throes of curriculum reforms designed to transform education. However, these efforts generally neglect the vital role classroom and school culture play in promoting learning. Any curriculum, good or bad, will sink or float on the culture of the classroom in which it is enacted. Culture matters not only to realize curricular goals, but also as a shaper of students’ development as powerful thinkers and learners. Routines that help students learn to formulate questions, consider alternatives, and make comparisons. You will also see your students develop a deeper understanding of the content when it is linked to a piece of art. It creates a visual peg and/or another way to connect to or build onto the concepts already known. It is brain-based teaching at its best. What about math?CBRT is different from traditional reader’s theatre. Student actors perform without costumes, props and there is no stage movement. CBRT is a rehearsed group presentation of a script. The emphasis is on voice and spoken words, facial expression, and gestures, not on staged action. The students stand in front of their audience and read aloud from a script. Students take several minutes to “finish” the sketch they had selected, but by only by using language — adding words, phrases, thoughts, and reflective writing directly on top of the drawing. These are used to demonstrate how sound is used to create mood through the elements of dynamics and tone quality. Summarizing is a skill that students will need to be able to do in every grade. Summarizing, in Bloom’s taxonomy, is found fairly low in the taxonomy- it is located in the cross between understanding and factual knowledge. Visible Thinking makes extensive use of learning routines that are rich in thinking. These routines are simple structures, for example a set of questions or a short sequence of steps, that can be used across various grade levels and content. What makes them routines, versus mere strategies, is that they get used over and over again in the classroom so that they become part of the fabric of classroom' culture. The routines become the ways in which students go about the process of learning. Routines are patterns of action that can be integrated and used in a variety of contexts. You might even use more than one routine in teaching a single lesson. Thus, you shouldn't think about the routine as taking time away from anything else you are doing; they should actually enhance what you are trying to do in the classroom.

Routines that help students find coherence, draw conclusions, and distill the essence of topics or experiences.

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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.

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