{"id":1738,"date":"2018-11-28T19:49:51","date_gmt":"2018-11-29T00:49:51","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=1738"},"modified":"2018-11-28T19:49:51","modified_gmt":"2018-11-29T00:49:51","slug":"im-ashton-kutcher-and-youre-on-pranked-mtv","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2018\/11\/im-ashton-kutcher-and-youre-on-pranked-mtv\/","title":{"rendered":"I’m Ashton Kutcher and You’re on Pranked (MTV)"},"content":{"rendered":"

Now, I know what you’re all thinking, but MTV isn’t the music television channel full of crazy reality shows, it’s actually the title of a book called Making Thinking Visible<\/em>\u00a0by Ron Ritchhart. MTV breaks down different strategies of making learning come to life in the classroom. The strategies enforce students to make what they are thinking visible and also allows for teachers to get a sense of what their students are learning and\u00a0discovering.<\/p>\n

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Here, I am going to introduce 3<\/strong> strategies present in MTV that you could use in your own classroom!<\/p>\n

Zoom In<\/strong><\/h2>\n

Zoom In is a strategy that has a piece of a picture and students are asked to hypothesize what the rest of the photo is. As the activity goes on, more of the picture is revealed and students can change their ideas based on new information given. This is a great activity to get students thinking and using evidence to create claims but also shows them that it’s okay if their ideas change. This can be done individually, in groups or as a whole class.\u00a0\"\"<\/p>\n

How would I<\/em> use it?<\/p>\n

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  • In an Earth science class, I would start with a picture of a landform and ask students to figure out what it might be, it’s location, how it got there, etc. all based on what they see each round.<\/li>\n
  • At the end, I would ask students to reflect on the process, explaining what different evidence led them to change their minds.<\/li>\n
  • Students love the aspect of mystery that this would keep them engaged and thinking, while also working in teams to collaborate ideas.<\/li>\n<\/ul>\n

    Chalk Talk<\/strong><\/h2>\n

    Chalk Talk is a strategy that has students have a “conversation” without having to speak. The teacher will provide several pieces of paper around the room with different questions (or the same one) and students are asked to circulate and pose their ideas by writing comments, questions, and responding to other’s ideas. This is great for students who are introverted and allows for the activity to be exploratory.<\/p>\n

    How would I<\/em> use it?<\/p>\n

      \n
    • I would use it in the biology classroom for a controversial topic like climate change or designer babies. I would have the question(s) around the room and have students go around and comment on each.<\/li>\n
    • Once students posed their ideas, I would bring it back and ask students to share things on the different pieces of paper that surprised or intrigued them, or questions they had about different ideas.<\/li>\n
    • The conversation would be open and a great opportunity for students to compare and contrast ideas.<\/li>\n<\/ul>\n

      Here’s a video that describes chalk talk more in depth:<\/p>\n