MTV in My Classroom

The three main points behind Making Thinking Visible (MTV) that influenced me the most as an educator are:

1. Foster Deeper Thinking: One of the guiding principles of making thought transparent is the idea of metacognition, or thinking about one’s own thinking. Encouragement for students to examine their thought processes, test their assumptions, and consider various points of view can have a significant impact on learning. Teachers who place a strong emphasis on metacognition assist students in learning how to evaluate and refine their own thinking, which is crucial for lifelong learning.
2. Change the role of students and teachers: Putting thinking routines into practice in the classroom gives teachers useful resources to make thinking visible. These procedures provide methodical ways to lead students through the stages of critical thought. Teaching strategies like “Think-Pair-Share,” “See-Think-Wonder,” or “I Used to Think…But Now I Think…” can help students get a deeper understanding of difficult ideas by engaging them in the learning process.
3. Enhance formative assessment practice: Making thinking visible is a potent way to provide constructive criticism during formative evaluation. Teachers can more successfully adapt their instruction when they can observe and understand how their students are thinking about a particular topic or problem. With the use of this method, teachers may give students rapid feedback that is specifically tailored to help them improve their thinking and learning techniques. 

https://x.com/Simone__Hartley/status/398427208173109248?s=20

In math class this week, I used the “Peeling the Fruit” strategy. 

How it went:

Purpose: Use “Notice and Wonder” to introduce students to the concept of adding fractions and help them understand why common denominators are important. 

• Notice: I presented the picture of the pizza posted below. I displayed it on the ViewBoard at the front of the classroom for all students to see. 
• Wonder: I asked students open-ended questions
  • What do you notice about this picture? 
  • What do you wonder about these pizzas? 
  • How would you describe what you see to someone who has never seen it before? 
• Class Discussion: I encouraged students to share their observations with a peer first. I told the class that there is no “right” answer as long as each student is able to back up their thoughts and ideas. After student pairs discussed for a minute, I asked students to share with the whole class. I wrote down some of their responses on the whiteboard. I put stars next to the ones that emphasized the focus of “Peeling the Fruit”, the importance of common denominators. 

Student Response Examples: 

• I noticed the slices aren’t the same size. 
• I wonder who gets what piece. 
• I notice there are olives on the pizza. 
• I wonder why they are not cut up the same way.

Successes: Students at all levels of mathematical understanding enjoyed this routine.  It helps students make the connection between abstract ideas like fractions and real-world examples. Students better understood why it is important when adding and subtracting to have common denominators. Also, this routine encourages the use of math and good conversation.

Challenges: Some students were too shy or afraid to share their thoughts or questions with the class. Also, the way students answered the “Notice and Wonder” questions was very different. Some students gave deep insights, while others made some observations or asked some questions.

Next Time: I will make it clear that every answer is important and that the goal is to get people to think and be interested. Responses that are different can be used to start classroom talks and lead to more research. Also, stress that “wondering” is a normal part of learning and that there are no “wrong” thoughts or questions.

TCE Threshold Concepts and How They Relate: 

1. Teaching as Intellectual Engagement- Learning is a dynamic process in which teachers and students actively engage in critical thinking, questioning, and reflection. “Peeling the Fruit” method fits with this idea because it aims to get students involved in their education. Students are encouraged to watch, reflect, and ask questions rather than just passively taking in information. This engaging activity promotes students’ intellectual curiosity and motivates them to take an active role in their education.
2. Teachers and Students Engage in Critical Consciousness- is centered on the notion that education should not only impart knowledge but also equip teachers and students with the skills necessary to critically evaluate and query their surroundings. “Peeling the Fruit” gives kids the opportunity to participate actively in the learning process by inviting them to express their observations and inquiries. This is consistent with the notion that education should enable students to take an active role in both their own education and society.