{"id":1755,"date":"2018-11-27T16:58:33","date_gmt":"2018-11-27T21:58:33","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=1755"},"modified":"2018-11-27T17:12:01","modified_gmt":"2018-11-27T22:12:01","slug":"do-you-see-what-i-see","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2018\/11\/do-you-see-what-i-see\/","title":{"rendered":"Do You See What I See? – Making Thinking Visible"},"content":{"rendered":"

Have you ever given a presentation and asked for questions at the end to which no one responded? Are you frustrated when you aren’t sure whether or not your audience is understanding the topic? Do you want to be able to know what your students are thinking in the classroom?<\/p>\n

IT’S YOUR LUCKY DAY!!!!
\nBy using strategies for making thinking visible, you can see where your students are at in their thinking and understanding of the content.<\/p>\n

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What are some strategies for MTV?<\/h2>\n

Strategy 1: Chalk Talk<\/h3>\n

What is it?<\/strong>
\nA chalk talk allows students to explore questions or ideas in a silent way while sharing ideas with each other through a stream of consciousness type way.<\/p>\n

How does it work? What do I do?<\/strong>
\nFirst<\/em>, set it up. You will need to put large pieces of paper on each table and write a different question or phrase on each. Leave markers out for students.
\nSecond<\/em>, allow students to write their initial thoughts about the prompt on the paper after having time to think about the topic.
\nNext<\/em>, allow students to circulate either in groups or individually to the other tables to expand, comment, or respond to other students thoughts on their topic. This should continue until everyone has made it to all the tables.
\nLast<\/em>, have students share the thinking. Have them return to their original table and see what others have written in response to their original thoughts. Have a discussion and try to establish what themes they may have seen emerge. Discuss how their thinking developed throughout the process.<\/p>\n

How can I use this in my classroom?<\/strong>
\nYou can use this with a large variety of topics. You can specifically use it if you are discussing\u00a0a topic that has ethical concerns or is controversial. These can include designer babies, medical ethics, HeLa cells, etc. In addition to controversial topics, you can also have students write responses to claims such as “An ecosystem approach should be taken rather than a species approach in regard to conservation.” This allows the students to show what they know and how to back up opinions with evidence.<\/p>\n

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Strategy 2: CSI – Color, Symbol, Image<\/h3>\n

What is it?
\n<\/strong>This strategy allows students to boil down the essence of an idea to things that don’t have to do with words. This is especially useful for ELLs and more visual learners as well as encourage metaphorical\u00a0thinking in all students.<\/p>\n

How does it work? What do I do?\u00a0<\/strong>
\nFirst,<\/em>\u00a0have students think about what they have just read\/watched\/listened to etc. They should be thinking about the core idea of things.
\n\u00a0 \u00a0 Next,<\/em>\u00a0have students either individually or in groups choose a color, symbol, and image that represents this idea. They should sketch these out.
\n\u00a0 \u00a0 Last,\u00a0<\/em>students should share with the class what they chose and why they chose them.<\/p>\n

How can I use this in my classroom?\u00a0<\/strong>
\nEasy! CSI can be used with tons of topics. You can use it specifically to see if students understand the concepts such as evolution, cell organelles, ecosystems, anything! Since this is getting students to make connections and delve deeper into the material, they can use almost any concept and relate colors, symbols, and pictures to it. They are metaphors. There are no wrong answers, but this gives you good insight into where your students are in learning.<\/p>\n

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Strategy 3: Red Light, Yellow Light<\/h3>\n

What is it?<\/strong>
\nThis strategy allows students to critically examine texts to help them to learn to dive deeper than what is written on the page. It also allows for teachers to see what concepts keep coming up as a red or yellow light.<\/p>\n

How does it work? What do I do?
\n<\/strong>\u00a0 \u00a0 \u00a0 First,<\/em> you need to very briefly introduce the material. You do not want to say too much about it to sway the students’ opinions.
\n\u00a0 \u00a0 \u00a0Next,\u00a0<\/em>students should work either alone or in groups to identify red lights or yellow lights in the text. When analyzing the source, students should be looking for things like bias, overgeneralization, credibility, etc. The glaring things that make them stop are red lights and the things that are less glaring but still should be noted are yellow lights.
\n\u00a0 \u00a0 \u00a0Last,\u00a0<\/em>students should share what they found from analyzing their source. Try to draw conclusions about themes or recurring red or yellow lights.<\/p>\n

How can I use this in my classroom?\u00a0<\/strong>
\nThis can be used when introducing a new topic so that the red lights can become words or concepts the students don’t know and the yellow lights are things they’ve heard before but aren’t quite sure what they are. This allows the teacher to gauge where students are at. This also can be done when teaching students to critically analyze scientific articles to determine if they are credible or not. You can do this throughout many topics and throughout the whole year.<\/p>\n

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These strategies are critical to understanding where your students are at in their learning. This\u00a0shows<\/em> you what they know and what their thinking process is. They allow for every type of student to participate and facilitates critical thinking.<\/h2>\n

https:\/\/www.youtube.com\/watch?v=nhiWJNa-a1U<\/a><\/p>\n

This video shows some of the strategies actually happening in a classroom and how the students participate and interact!<\/p>\n

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Want to actually see what your students are thinking? Using these strategies to make thinking visible, now you can! https:\/\/t.co\/tmYLboZ3nl<\/a> \u2026 @AnnMacKenzie<\/a> #NSTA<\/a> #scienceteaching<\/a> #EDT431<\/a> #studentengagement<\/a> #culturesofthinking<\/a> #growthmindset<\/a> @RonRitchhart<\/a><\/p>\n

— Margaux Haiber (@margaux_haiber) November 27, 2018<\/a><\/p><\/blockquote>\n