{"id":5391,"date":"2024-02-06T14:06:26","date_gmt":"2024-02-06T19:06:26","guid":{"rendered":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/?p=5391"},"modified":"2024-02-06T14:06:27","modified_gmt":"2024-02-06T19:06:27","slug":"lets-make-our-thinking-visible-in-science","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2024\/02\/lets-make-our-thinking-visible-in-science\/","title":{"rendered":"Lets Make our Thinking Visible in Science!"},"content":{"rendered":"
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A science classroom sets up an opportunity for students to think critically, explore new information, and engage in thought-provoking discussions based on the content presented in the class. Knowing this, how can we make our students’ thinking visible? How are we, as teachers, able to hold our class accountable for thinking critically but also recognizing when these different thoughts are occurring?<\/p>\n\n\n\n

Ron Ritchhart provides meaningful insight on how teachers are able to make thinking visible in the classroom. While it is helpful foe teachers to examine how students are perceiving information presented to them, it can also be helpful for the student as well to see how their learning grows from the experiences they have in class. Let’s take at look at some strategies that teachers can implement in their class:<\/p>\n\n\n\n

Red Light Yellow Light<\/strong><\/p>\n\n\n

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This is a strategy that is more reading focused, causing students to slow down and really absorb the information that they are being presented with. For this activity, I think it would be very beneficial in a science classroom to present students will scientific articles that include bias, improper sampling techniques, or other areas of concern for ethical scientific research. <\/p>\n\n\n\n