Can We See Thinking?
The goal of using MTV strategies in the classroom is to be able to see our students thought processes. Each of the different strategies Ritchhart describes in the book pushes students to write down or vocalize their thoughts and explain how they drew conclusions or inferences. Making thinking Visible is important in the classroom to see how well students know the content they are being taught AND to see what is going wrong in their thought process, if it isn’t on track with what they should be learning.
How-To: Methods for Making Thinking Visible in the Classroom
Though there are tons of strategies that Ron Ritchhart describes in Making Thinking Visible, outlined below are three of my favorites.
Red Light, Yellow Light
- a strategy that pushes students to question the accuracy of a piece of writing
- encourages students to stop and really think or listen about what they are reading or hearing
- students mark a “red light” when they read something that makes them stop because they doubt what is written
- students mark a “yellow light” when they read something that makes them wonder if it is true or not
In my classroom I would use this method to introduce a research project or paper. It teaches students to stop and really pay attention to the information they are reading and questioning it instead of just taking it at face value and believing it. I would first hand each student a very biased article or excerpt and have them go through it in groups to mark any time they see a “red light” or “yellow light.” After each group is done, I’d have people call out what they marked and WHY they marked it as a red or yellow light. I would then hand out a very unbiased, well-written article or excerpt and have them repeat the process and ask them what the difference between the two readings were.
See-Think-Wonder
- this strategy aims to encourage students to look in depth and analyze an image, a piece of art, an artifact, etc.
- Let students silently look over an image, piece of art, artifact, etc. for a few minutes and then ask them simply what they saw
- no interpretations!
- Ask students what they think is happening in the image or object
- this is the interpretation part
- After the students hear everyone’s interpretations, let them wonder about what they just heard and account for the new information so that they can wonder even further
In my classroom I would use to garner interest in a new topic we were approaching and insight as to what my students might already know about it. For a lesson on genetics or sexual reproduction I 
might show them this picture (to the right) and have them see-think- wonder about what is happening between the two birds in the picture. The picture itself could garner interest from the students because we don’t see birds around here do that when looking for a mate.
Chalk Talk
- this strategy encourages students to ask questions, make connections, and answer prompts anonymously and quietly
- students are given different prompts or topics on large pieces of paper and a writing utensil
- Students walk around to each prompt or topic and write down feelings, opinions, questions, or make connections to other student’s comments
- You can either assign students to groups or let them walk around freely
- Have students return to their original prompt or topic and call out some of the common things people wrote or asked.
In my classroom, Chalk Talk could be used in so many ways. I really like that the writing is anonymous and silent because it allows introverts or maybe just scared students to have their thoughts and questions be voiced. At the start of a unit on DNA I could do a chalk talk to figure out what my students already know. I could ask them questions like “What happens when DNA has a ‘mistake’ in it?” and “Is DNA the same in humans as it is in other species like dogs or elephants?”
https://twitter.com/ClaireCreight10/status/1068003624398331904
Watch the short video above to gain a better understanding of how a “Chalk Talk” happens in a real classroom! You can hear from the teacher AND the students about what they like about using a Chalk Talk to learn.
Sick blog, Claire! The three you picked are three of my favorites – especially See-Think-Wonder. I think one that really is getting students into that scientific mode of thought! I would have loved to do Chalk Talks more as I was going through school because I was one of those shyer kids that could have benefited a lot from them. I think Red Light, Yellow Light is such an important activity to do in this age of misinformation. When there’s so much information out there that’s so easily accessible, how do we know what’s good and what’s not? You mentioned using it with well-written and well-constructed articles, but do you think there’s value in using it with incredibly biased writings like we did in the in-class example?
Thank you, Chris! I also would have loved to do Chalk Talks more, especially in classes I wasn’t always confident in, so I totally get where you are coming from. As for red light, yellow light, I definitely think there’s value in using it with incredibly biased writings because it helps students learn what kind of things to look for when critically analyzing an article or source. Bias is not always spelled out, so learning through a blatantly biased article helps students learn what the warning signs are that they should be looking for!
Great video on Chalk Talks! It helps a lot to see the technique to get an understanding. It’s important to give all students space to speak instead of just letting the more talkative ones take over.
Thanks, Will! I thought the Chalk Talk video was a great way for readers to see how the making thinking visible strategy played out in a classroom, but also thought it was very beneficial to hear how the teacher and the students felt about using Chalk Talks.
Claire,
The two things that stuck out to me in your post is your Red Light, Yellow Light and your See-Think-Wonder! Red Light, Yellow Light would be an excellent strategy for research papers! I’ve never thought of it like that. Your See-Think-Wonder activity is also an amazing way to get students engaged and elaborate on their own thinking when talking about sexual selection. Out of these three strategies, which one do you think will most effectively help you and your students in the classroom?
Michael
Thank you, Michael! I personally see myself using Chalk Talks way more out of the three, just because they are so versatile and beneficial to so many students. It gets them thinking, up out of their seats and moving, and gives each student a platform to voice their thoughts, questions, and ideas.
Claire, I loved reading your blog! I like how you initially explain that these strategies allow you to see the students thought process, which is so important! Chalk talk has to be one of my favorite MTV strategies because you can use it with almost any lesson! What’s your favorite MTV strategy? I like the idea of implementing chalk talk into your lesson on DNA! The video really shows what a chalk talk is and how it works in the classroom. The students really seem to enjoy the chalk talk, which is all you can ask for! Do you think a chalk talk can work just as easily in a chemistry classroom as much as it would in a biology classroom?
Great blog!
Katie
Thank you, Katie! I have to agree and say Chalk Talk is my favorite strategy. I had never done or heard of it until this year but plan on using it frequently in my classrooms! I think Chalk Talks are so versatile, so I whole heartedly believe that they can not only be used in a chemistry and biology classroom, but in ANY classroom. Teachers really just have to find questions or statements that get students thinking about a topic, not just yes or no’s.