{"id":4929,"date":"2023-02-17T22:13:08","date_gmt":"2023-02-18T03:13:08","guid":{"rendered":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/?p=4929"},"modified":"2023-02-17T22:19:49","modified_gmt":"2023-02-18T03:19:49","slug":"thinking-made-visible","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2023\/02\/thinking-made-visible\/","title":{"rendered":"Thinking Made Visible"},"content":{"rendered":"\n<p class=\"has-text-align-center\"><img decoding=\"async\" src=\"https:\/\/lh6.googleusercontent.com\/sELVyDOkFh4jH3P7CzUR4ojeRusP5QaqxX3MaJ3Tm8yyNUlU4HaoIlqpjUtZe8e49iF2PqMl6tU2td0IYMbT-Ev3ZRQFbcMYAfwW4to-vB3JHgovyYYHsb7RI62fIHxsQOcN6j8lS87osnzLTD2VnbQ\" style=\"width: 450px\"><\/p>\n\n\n\n<p class=\"has-text-align-center has-vivid-green-cyan-background-color has-background\" style=\"font-size:15px\"> What kinds of thinking do you value and want to promote in your classroom?<br>What kinds of thinking does that lesson force students to do? <\/p>\n\n\n\n<p class=\"has-text-align-center has-white-background-color has-background\" style=\"font-size:15px\">The book, \u201c<em>Making Thinking Visible\u201d<\/em>, addresses these two questions in addition to many others. It focuses on ways educators can promote <strong>engagement, understanding, <\/strong>and <strong>independence <\/strong>for all learners.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Development of Harvard Project Zero&#039;s Thinking Routines - Ron Ritchhart\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/IFNpxBLyFQk?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><\/figure>\n\n\n\n<p style=\"font-size:15px\">Students need to be challenged to think critically and deeply about course concepts. They come into the classroom with prior knowledge they can pull from, but may not be provided the proper scaffolds and educational support necessary to access that prior knowledge in a way they are then able to draw connections to new material. \u201cClassrooms are too often places of talk and practice\u201d(Page 9). This common instructional practice puts limits on the potential our students exhibit. This informational text guides us through ways of making students&#8217; thinking visible through the use of effective questioning, listening, documentation, and facilitative structures called <strong><em>thinking routines<\/em><\/strong>. Let&#8217;s take a look at 3 MTV strategies that promote visible thinking, in more depth.<\/p>\n\n\n\n<h2 class=\"has-text-align-center has-background wp-block-heading\" style=\"background-color:#ff9c38\">Zoom In<\/h2>\n\n\n\n<p style=\"font-size:15px\">This routine focuses on looking closely and making interpretations. The key component in this thinking routine is that it reveals only small portions of an image over time. Students come to the realization that thinking is a process  and  minds can be changed based on new understandings.&nbsp; <\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>The purpose of Zoom In is to ask learners to observe a portion of an image closely and develop a hypothesis<\/li>\n\n\n\n<li>New visual information is presented, and the learner is asked to again look closely and then reassess their initial interpretation in light of the new information<\/li>\n\n\n\n<li>Since learners must deal with limited information, they know their interpretations must be tentative and might change as new information is presented<\/li>\n\n\n\n<li>This process enables learners to see that not only is it okay to change your mind about something, but in fact it is important to be open-minded and flexible enough to change your mind when new and sometimes conflicting information is available and the original hypothesis no longer holds true<\/li>\n\n\n\n<li>Choose content that is meaningful to your subject area and that will pull students in to your topic of study<\/li>\n\n\n\n<li>Students come to the realization that thinking is a process and minds can be changed based on new understandings.&nbsp;<\/li>\n<\/ol>\n\n\n\n<p class=\"has-text-align-center\"><img decoding=\"async\" src=\"https:\/\/lh6.googleusercontent.com\/q0fEjQxu-hzpQTpF31y3s7AOE5Dyb_B20Bm9XRA4fdOfQ0cmeaxA-niOGMz9GrJxp1TEtWu5pFGMj6KhfVBdS_NPsgcceF3CAVsKsGd3chC7E5--JhcoCwlv8w4fVE1JkjbvEYi-TILQrlHzz6nvFqA\" style=\"width: 350px\"><\/p>\n\n\n\n<h2 class=\"has-text-align-center has-background wp-block-heading\" style=\"background-color:#ff9c38\">Claim, Support, Question<\/h2>\n\n\n\n<p style=\"font-size:15px\">This thinking routine helps students identify and probe claims of fact or belief, look for patterns, spot generalizations, and identify assertions. Claim, Support, Question promotes students to put forth their own claims about what is going on based on their analysis of events or investigation of phenomena. The process of this routine is:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Students are asked to make a <em><strong>claim<\/strong><\/em> about the topic, issue, or idea being explored. A claim is an explanation or interpretation of some aspect of what is being examined.<\/li>\n\n\n\n<li>Students then Identify <em><strong>support<\/strong><\/em> for their claim. What things do they see, feel, or know that lend evidence to their claim?<\/li>\n\n\n\n<li>Lastly students raise a <em><strong>question<\/strong><\/em> related to their claim. What may make them doubt the claim? What seems left hanging? Are there any further ideas or issues their claim raises?\n<ul class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n<p class=\"has-text-align-center\"><img decoding=\"async\" src=\"https:\/\/lh3.googleusercontent.com\/xX64_5eaWg3772xw_2PLbtrMLu28UU0hAUCziQFs6rahRCqgMf1-fDUajAFRpzcs6eSOQ5uhTfOsP_WIbeJ0dcTIkYoH2auJjEoLjYKNiRA6DJm6yBUhoFV83Z-KP49IMc-lQKUkTZOcwhC4NCa_wRg\" style=\"width: 350px\"><\/p>\n\n\n\n<h2 class=\"has-text-align-center has-background wp-block-heading\" style=\"background-color:#ff9c38\">Red Light, Yellow Light<\/h2>\n\n\n\n<p style=\"font-size:15px\">Red Light, Yellow Light is a thinking routine that focuses on students becoming more aware of specific moments that hold signs of possible puzzles of truth. This routine should be used in different ways to build sensitivity to spotting these potential puzzles of truth within claims, ideas, conclusions, generalizations, etc. As students read, view, or listen to the material for the first time, have them consider the following questions:<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2023\/02\/image-14.png?resize=346%2C260&#038;ssl=1\" alt=\"\" class=\"wp-image-4974\" width=\"346\" height=\"260\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2023\/02\/image-14.png?w=960&amp;ssl=1 960w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2023\/02\/image-14.png?resize=300%2C225&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2023\/02\/image-14.png?resize=768%2C576&amp;ssl=1 768w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2023\/02\/image-14.png?resize=678%2C509&amp;ssl=1 678w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2023\/02\/image-14.png?resize=326%2C245&amp;ssl=1 326w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2023\/02\/image-14.png?resize=80%2C60&amp;ssl=1 80w\" sizes=\"auto, (max-width: 346px) 100vw, 346px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"has-text-align-left\" style=\"font-size:15px\">Red Light, Green Light is a strategy that pushes students to question the accuracy of a piece of writing and encourages students to stop and really think or listen about what they are reading or hearing.<\/p>\n\n\n\n<figure class=\"wp-block-embed aligncenter is-type-rich is-provider-twitter wp-block-embed-twitter\"><div class=\"wp-block-embed__wrapper\">\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\"><p lang=\"en\" dir=\"ltr\">Do you know when your students are making meaning of what you are teaching? I describe ways your students can make their thinking visible in my latest blog post! Check it out!<a href=\"https:\/\/t.co\/9AQpbPxIbt\">https:\/\/t.co\/9AQpbPxIbt<\/a>(opens in a new tab) <a href=\"https:\/\/t.co\/65Ryjrni5h\">pic.twitter.com\/65Ryjrni5h<\/a><\/p>&mdash; Hannah Henry (@MissHenry1010) <a href=\"https:\/\/twitter.com\/MissHenry1010\/status\/1626783188004573184?ref_src=twsrc%5Etfw\">February 18, 2023<\/a><\/blockquote><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script>\n<\/div><\/figure>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>What kinds of thinking do you value and want to promote in your classroom?What kinds of thinking does that lesson force students to do? The <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2023\/02\/thinking-made-visible\/\" title=\"Thinking Made Visible\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":6663,"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":[106,274,50],"class_list":["post-4929","post","type-post","status-publish","format-standard","hentry","category-making-thinking-visible","tag-edt432","tag-makethinkingvisible","tag-science-education"],"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\/4929","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\/6663"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=4929"}],"version-history":[{"count":23,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/4929\/revisions"}],"predecessor-version":[{"id":4981,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/4929\/revisions\/4981"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=4929"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=4929"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=4929"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}