{"id":3496,"date":"2021-02-10T13:39:18","date_gmt":"2021-02-10T18:39:18","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=3496"},"modified":"2023-01-27T16:41:36","modified_gmt":"2023-01-27T21:41:36","slug":"science-teaching-2-0-visibility-in-learning-and-teaching","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2021\/02\/science-teaching-2-0-visibility-in-learning-and-teaching\/","title":{"rendered":"Science Teaching 2.0: Visible Thinking in Learning and Teaching"},"content":{"rendered":"\n<figure class=\"wp-block-image\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"736\" height=\"460\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/02\/Blog-2-visible-thinking-2.jpg?resize=736%2C460&#038;ssl=1\" alt=\"\" class=\"wp-image-3498\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/02\/Blog-2-visible-thinking-2.jpg?w=736&amp;ssl=1 736w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/02\/Blog-2-visible-thinking-2.jpg?resize=300%2C188&amp;ssl=1 300w\" sizes=\"auto, (max-width: 736px) 100vw, 736px\" \/><figcaption><a href=\"https:\/\/www.tasisportugal.org\/academics\/visible-thinking\">https:\/\/www.tasisportugal.org\/academics\/visible-thinking<\/a> <\/figcaption><\/figure>\n\n\n\n<p>Usually, thinking is an internal process that is invisible to\nboth students and teachers. And yet, thinking is at the core of learning. So, what\ndoes it mean to think and why should thinking be made visible? A student, Maeve\nZamuner, shares her perspective on making thinking visible in the TEDx\npresentation below:<\/p>\n\n\n\n<figure class=\"wp-block-embed-youtube wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"The Culture of Thinking: Making Thinking Visible | Maeve Zamuner | TEDxYouth@AbbeyParkHS\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/9IuEUIMan7g?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><figcaption> <a href=\"https:\/\/www.youtube.com\/watch?v=9IuEUIMan7g\">https:\/\/www.youtube.com\/watch?v=9IuEUIMan7g<\/a> <\/figcaption><\/figure>\n\n\n\n<p>Making thinking visible is important to both students and\nteachers in several ways. <\/p>\n\n\n\n<p>For students, visible thinking is useful for developing the skills to clearly identify problems, consider alternate ideas and solutions, and creatively solve problems that collectively deepen content learning (TASIS Portugal, n.d.).  <\/p>\n\n\n\n<figure class=\"wp-block-embed-twitter alignleft wp-block-embed is-type-rich is-provider-twitter\"><div class=\"wp-block-embed__wrapper\">\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\"><p lang=\"en\" dir=\"ltr\">Exemplary science teachers know that visible thinking is key to deeper, memorable, and applicable learning! <a href=\"https:\/\/twitter.com\/hashtag\/EDT432?src=hash&amp;ref_src=twsrc%5Etfw\">#EDT432<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/scienceteaching?src=hash&amp;ref_src=twsrc%5Etfw\">#scienceteaching<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/makingthinkingvisible?src=hash&amp;ref_src=twsrc%5Etfw\">#makingthinkingvisible<\/a><\/p>&mdash; Lauren Colliver Barnes (@realmrs_barnes) <a href=\"https:\/\/twitter.com\/realmrs_barnes\/status\/1359571754759450624?ref_src=twsrc%5Etfw\">February 10, 2021<\/a><\/blockquote><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script>\n<\/div><\/figure>\n\n\n\n<p>For teachers, making thinking visible allows teachers a window into what students understand and how they are understanding it, provides evidence of students\u2019 insights and misconceptions, and creates opportunities to enhance student engagement and exploration of ideas (Ritchhart et al., 2011). <\/p>\n\n\n\n<p>As teachers, we must create opportunities for thinking that\nwill take student learning to the next level. Three routines and strategies that\nprovide students with the opportunity to make thinking visible include the <em>Explanation\nGame<\/em>, the 4C\u2019s, and <em>Circle of Viewpoints<\/em>.<\/p>\n\n\n\n<p class=\"has-text-color has-background has-white-color has-medium-gray-background-color\">Routine for Introducing and Exploring Ideas: The Explanation Game<\/p>\n\n\n\n<p>This MTV strategy helps students generate causal explanations\nfor an object or occurrence by looking closely at its features and details. In\nthis routine, students focus more on the parts than the whole. Here\u2019s how to\nutilize <em>The Explanation Game<\/em> for introducing and exploring ideas:<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/02\/Blog-2-explanation-game.jpg?resize=562%2C390&#038;ssl=1\" alt=\"\" class=\"wp-image-3499\" width=\"562\" height=\"390\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/02\/Blog-2-explanation-game.jpg?w=984&amp;ssl=1 984w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/02\/Blog-2-explanation-game.jpg?resize=300%2C208&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/02\/Blog-2-explanation-game.jpg?resize=768%2C533&amp;ssl=1 768w\" sizes=\"auto, (max-width: 562px) 100vw, 562px\" \/><figcaption><a href=\"http:\/\/www.thejoyfueledteacher.com\/joy-fueled-resources\/routine-in-practice-the-explanation-game\">http:\/\/www.thejoyfueledteacher.com\/joy-fueled-resources\/routine-in-practice-the-explanation-game<\/a> <\/figcaption><\/figure><\/div>\n\n\n\n<ul class=\"wp-block-list\"><li>Set up: draw students\u2019 attention to an object you want them to better understand.<\/li><li>Name it: name a feature or aspect you notice on the object. <\/li><li>Explain it: what could it be, what role or function might it serve, why might it be there?<\/li><li>Give reasons: what makes you say that or why do you think it happened that way?<\/li><li>Generate alternatives: what else could it be and what makes you say that? <\/li><\/ul>\n\n\n\n<p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n(Ritchhart\net al., 2011).\n\n\n\n<\/p>\n\n\n\n<p class=\"has-text-color has-background has-white-color has-medium-gray-background-color\">Routine for Synthesizing and Organizing Ideas: The 4C\u2019s<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/02\/Blog-2-4Cs.jpg?resize=282%2C362&#038;ssl=1\" alt=\"\" class=\"wp-image-3500\" width=\"282\" height=\"362\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/02\/Blog-2-4Cs.jpg?w=609&amp;ssl=1 609w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/02\/Blog-2-4Cs.jpg?resize=234%2C300&amp;ssl=1 234w\" sizes=\"auto, (max-width: 282px) 100vw, 282px\" \/><figcaption>  <a href=\"http:\/\/acultureofthinking.weebly.com\/listing-of-routines.html\">http:\/\/acultureofthinking.weebly.com\/listing-of-routines.html<\/a> <\/figcaption><\/figure><\/div>\n\n\n\n<p>The 4 C\u2019s is an MTV strategy that encourages students to go\nbeyond the first impressions and contend with information read in a text in a purposeful\nand structed way. To guide students in synthesizing and organizing ideas, use the<em>\n4C\u2019s<\/em>:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Set up: students read the selected text either before or during the session. List the 4C\u2019s in a place visible to students to indicate that it is the framework for the discussion.<\/li><li>Connections: what connections to you draw  between the text and your own life or other learning? <\/li><li>Challenge: what ideas, positions, or assumptions do you want to challenge or argue with in the text?<\/li><li>Concepts: what key concepts or ideas do you think are important and worth holding on to from the text? Changes: what changes in attitudes, thinking, or action are suggested by the text, either for you or others?<\/li><\/ul>\n\n\n\n<p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n(Ritchhart\net al., 2011).\n\n\n\n<\/p>\n\n\n\n<p class=\"has-text-color has-background has-white-color has-medium-gray-background-color\">Routine for Digging Deeper into Ideas: Circle of Viewpoints<\/p>\n\n\n\n<p>Using the <em>Circle of Viewpoints<\/em>, students can identify\ndifferent perspectives that could be present in or affected by what was read,\nheard, or seen. These perspectives are recorded around an issue or event at the\ncenter, where one of the perspectives is further explored using the prompts\nbelow to dig deeper into the ideas: <\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/02\/Blog-2-circle-of-viewpoints.jpg?resize=351%2C263&#038;ssl=1\" alt=\"\" class=\"wp-image-3501\" width=\"351\" height=\"263\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/02\/Blog-2-circle-of-viewpoints.jpg?w=676&amp;ssl=1 676w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/02\/Blog-2-circle-of-viewpoints.jpg?resize=300%2C225&amp;ssl=1 300w\" sizes=\"auto, (max-width: 351px) 100vw, 351px\" \/><figcaption> <a href=\"https:\/\/thinkingpathwayz.weebly.com\/circle-of-viewpoints.html\">https:\/\/thinkingpathwayz.weebly.com\/circle-of-viewpoints.html<\/a> <\/figcaption><\/figure><\/div>\n\n\n\n<ul class=\"wp-block-list\"><li>I am thinking of [name of event\/issue] from the point of view of\u2026<\/li><li>I think\u2026 [describe the topic from your viewpoint. Be an actor \u2013 take on the character of your viewpoint]. Because\u2026 [explain reasoning]<\/li><li>A question\/concern I have from this viewpoint is\u2026<\/li><\/ul>\n\n\n\n<p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n(Ritchhart\net al., 2011).\n\n\n\n<\/p>\n\n\n\n<p>References<\/p>\n\n\n\n<p>Ritchhart, R., Church, M., &amp; Morrison, K. (2011). <em>Making\nThinking Visible<\/em>. Jossy-Bass, A Wiley Imprint. \n\nTASIS Portugal. (n.d.). Visible Thinking. <a href=\"https:\/\/www.tasisportugal.org\/academics\/visible-thinking\">https:\/\/www.tasisportugal.org\/academics\/visible-thinking<\/a><\/p>\n\n\n\n<p>TASIS Portugal. (n.d.). Visible Thinking. <a href=\"https:\/\/www.tasisportugal.org\/academics\/visible-thinking\">https:\/\/www.tasisportugal.org\/academics\/visible-thinking<\/a> <\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>Usually, thinking is an internal process that is invisible to both students and teachers. And yet, thinking is at the core of learning. So, what <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2021\/02\/science-teaching-2-0-visibility-in-learning-and-teaching\/\" title=\"Science Teaching 2.0: Visible Thinking in Learning and Teaching\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":3148,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[7],"tags":[106,68],"class_list":["post-3496","post","type-post","status-publish","format-standard","hentry","category-making-thinking-visible","tag-edt432","tag-science-teaching"],"jetpack_featured_media_url":"","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3496","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/users\/3148"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=3496"}],"version-history":[{"count":3,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3496\/revisions"}],"predecessor-version":[{"id":3519,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3496\/revisions\/3519"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=3496"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=3496"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=3496"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}