{"id":5464,"date":"2024-02-07T19:04:26","date_gmt":"2024-02-08T00:04:26","guid":{"rendered":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/?p=5464"},"modified":"2024-02-07T19:04:28","modified_gmt":"2024-02-08T00:04:28","slug":"making-thinking-visible-in-the-science-classroom","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2024\/02\/making-thinking-visible-in-the-science-classroom\/","title":{"rendered":"Making Thinking Visible in the Science Classroom"},"content":{"rendered":"\n

Making thinking visible in the science classroom can look many different ways. It is vital to do so in your classroom! It is important because it helps students be more aware of their thinking. It will create metacognitive students. It is important to slow down and understand your student’s thinking process as well as your own. For example, if a student responds to a question with a far fetched answer, it would be beneficial to evaluate their response. It important to foster metacognitive students. By this I mean not just going through the motions everyday to complete the chapter by your timeline, but by slowing down and making sure the students are learning what they are supposed to be learning. A lot of students will just rush through the work to complete it and get a grade. We see this was too often. Students should focus on their thinking more and not just their performance on assignments. <\/p>\n\n\n\n

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One way to make thinking visible in your science classroom is through the use of an activity called the explanation game<\/strong>. This is where you are going to look closely at an object you are trying to understand. During the explanation game you name the object, explain it, give reasons, and generate alternatives. <\/p>\n\n\n\n