{"id":1784,"date":"2018-11-28T19:50:05","date_gmt":"2018-11-29T00:50:05","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=1784"},"modified":"2018-11-28T19:52:36","modified_gmt":"2018-11-29T00:52:36","slug":"three-strategies-you-wont-believe-can-literally-make-thinking-visible","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2018\/11\/three-strategies-you-wont-believe-can-literally-make-thinking-visible\/","title":{"rendered":"Three Strategies YOU WON’T BELIEVE Can LITERALLY Make Thinking Visible"},"content":{"rendered":"

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We teachers can often find ourselves jumping into new material or progressing from old material without really seeing how our students are thinking and feeling about it. Using these three strategies are methods to help assess where your students are in their level of understanding and if you should move on to new content!<\/p>\n

1. See-Think-Wonder\u00a0<\/strong><\/p>\n

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How is\u00a0See-Think-Wonder\u00a0<\/em>done?<\/p>\n

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  1. Present an image\/text\/demonstration (whatever stimulus you want to choose that pertains to your content) in a way that students can observe in as much detail as possible. Provide time for students to\u00a0see<\/em> what it is they’re learning about.<\/li>\n
  2. Prompt students to share what the\u00a0see<\/em>, not what they\u00a0infer.<\/em><\/li>\n
  3. Have students construct interpretations as to what they\u00a0think\u00a0<\/em>is happening or going on.<\/li>\n
  4. Have students use their\u00a0seeing\u00a0<\/em>and\u00a0thinking\u00a0<\/em>to pose questions about further exploration –\u00a0have them\u00a0wonder<\/em>.<\/li>\n<\/ol>\n

    When should we use\u00a0See-Think-Wonder?<\/em><\/p>\n

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    • Works great when introducing a new topic or subject matter.<\/li>\n
    • Gets students directly engaged with something exciting and helps you as a teacher understand what they want to know about.<\/li>\n
    • In the science classroom, this prompts inquiry and the start of the scientific process.<\/li>\n
    • Can help you construct lessons better tailored to them.\u00a0S-T-W\u00a0<\/em>is a phenomenal MTV activity in the science classroom and evokes the nature of science.<\/li>\n
    • For instance, convection current demonstrations with food coloring for students at younger ages will evoke so much wonder from students. If you’re teaching older students chemistry, eye-catching reactions or videos of reactions would get them thinking about reaction mechanics and what reagents\u00a0could\u00a0<\/em>be reacting that way.<\/li>\n<\/ul>\n

      2. Chalk Talk\u00a0<\/strong><\/p>\n

      What’s the purpose of\u00a0Chalk Talk?<\/em><\/p>\n

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      • Provide “silent conversations” where all students are able to engage equally and move at their own pace.<\/li>\n
      • Provide a collaborative way of building understanding and asking questions.<\/li>\n<\/ul>\n
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        \u2606CHALK TALK IN SCIENCE\u2606
        Love using this #thinkingroutine<\/a> 2 gauge where ss are at in their #Inquiry<\/a> & using their understanding & misconceptions 2 drive future learning #thinkingpathways<\/a> #CoTinAction<\/a> #InquiryMindset<\/a> #STEM<\/a> #aussieed<\/a> #pzsyd<\/a> #OLRlearning<\/a> https:\/\/t.co\/3CyKaqoY97<\/a> pic.twitter.com\/CDpHZPoybN<\/a><\/p>\n

        — Alice Vigors (@alice_vigors) October 30, 2018<\/a><\/p><\/blockquote>\n