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<\/p>\nThe 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.<\/p>\n
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Though there are tons of strategies that Ron Ritchhart describes in Making Thinking Visible, outlined below are three of my favorites.<\/p>\n
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.<\/p>\n
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 ![\"\"](\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2018\/11\/Bird-with-crazy-feathers.jpg?resize=330%2C220\")
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.<\/p>\n
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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?”<\/p>\n
https:\/\/twitter.com\/ClaireCreight10\/status\/1068003624398331904<\/p>\n