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<\/p>\nHello future science teachers! Ever wonder if you’re not eliciting your students to think critically, constructively, or independently. Have you considered using an MTV approach in your classroom? No it’s not the music network, but the methods of Making Thinking Visible (MTV). Through these, you can understand what your students are thinking. Here are three strategies you can use in your classroom to help start real discussions and understand student thought processes!<\/p>\n
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Three Strategies used in a science classroom<\/strong><\/p>\n It is crucial to understand what you’re students are thinking. You can correct misconceptions, celebrate extra miles, and even help meet them halfway in a topic they somewhat understand by using MTV strategies.<\/p>\n 1. See, Think, Wonder (STW)<\/strong><\/p>\n One of the most self explanatory methods. See think wonder sets up your students to say or write down what they witness. They then reflect and jot down their thoughts on what they saw. Finally, they pose questions about what they’re curious about after the fact. I would use this as a entry assessment for a concept that builds up on a previous topic. For instance, If I were introducing covalent bonding after Ionic bonding, I may pose this activity to get them thinking of the differences and why those differences might exist.<\/p>\n 2. Chalk Talk<\/strong><\/p>\n Chalk talk always reminds me of a silent auction, but with ideas. A chalkboard or posters are scattered throughout the room with a main idea on the center of the sheet. Students write what they think about the topic and can respond to other responses. It’s important to remember that this is a silent activity in order to give every student the proper thinking space. I’ve found these super helpful in starting a dialogue about a pertinent issue. I think this could be useful in any scientific classroom when some advancement in technology is controversial. You could have a chalk talk about artificial intelligence and where the progression should stop, for example.<\/p>\n 3. Circle of Viewpoints<\/strong><\/p>\n Circle of viewpoints, in a nutshell, is where you have an issue or topics, and you hand out different students a different perspective. It encourages the student to embody the position they were assigned through acting and asking questions from someone who is outside maybe their own perspective on the issue. It gets the students talking as well and developing their debate skills without talking things personally. In a classroom you could make it light and give each person the “perspective” of an ion in solution and intrigue them with what that ion wants to achieve. Or, you could get a little deeper, and discuss issues in how science affects living conditions and you could give perspectives of: a low-socio citizen, wild animals, plants, or maybe a wealthy business, for example in order to show the students how complex some arguments can get and that there’s always another side.<\/p>\n Why It’s all important:<\/strong><\/p>\n In the words of Ritchhart: “Often a teacher will tell students what is important to know and then have students practice that skill or knowledge. In the end, little thinking is happening in these classrooms! Many classrooms bustle with activity, and a teacher might play Jeopardy rather than provide a worksheet to review for a test, but the thinking necessary to turn all of the activity into understanding is often left to chance. For students to develop understanding, they must engage in the actual intellectual work needed to understand the tools and methods of that discipline.”<\/p>\n Also in the words of Ritchhart, the thinking skills in order to develop understanding are as follows:<\/p>\n “1. Observing closely and describing what\u2019s there<\/p>\n 2. Building explanations and interpretations<\/p>\n 3. Reasoning with evidence<\/p>\n 4. Making connections<\/p>\n 5. Considering different viewpoints and perspectives<\/p>\n 6. Capturing the heart and forming conclusions<\/p>\n 7. Wondering and asking questions<\/p>\n 8. Uncovering complexity and going below the surface of things” (https:\/\/www.nesacenter.org\/uploaded\/conferences\/FTI\/2016\/handouts\/Mark_Church\/D_MakingThinkingVisible_Summary_TheMainIdea.pdf)<\/p>\n I find these fractals resonate with why I think it’s critical to using MTV strategies. With the authors invested to producing those outcomes and the linearity of the paths from those styles of thinking to understanding is comforting. I think these strategies are crucial because they have deep roots in wanting the students to articulate the world and develop understanding as content, what more could a science teacher ask for?<\/p>\n https:\/\/twitter.com\/WyattBischoff\/status\/1067937106570461186<\/p>\n","protected":false},"excerpt":{"rendered":"![\"Image](\"https:\/\/i0.wp.com\/ecdn.teacherspayteachers.com\/thumbitem\/See-Think-Wonder-2184992-1460007014\/original-2184992-1.jpg?ssl=1\")
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