Visible thinking

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  • 1. Ana Mercedes Garcia. English Major Year 2011Management of Technological Resources for the Teaching and Administration of the English Language (Part III) VISIBLE THINKINGVisible thinking may be described as clarity and transparency in one’s cognitiveprocesses. Visible thinking requires overt, conscious, and deliberate acts by bothstudents and teachers. When thinking is visible, participants are aware of their ownthoughts and thought processes, as well as those of the individuals with whom they areworking. With visible thinking, there is a heightened level of awareness both individuallyand collectively. There is also a heightened degree of productivity referred to assynergy. Visible thinking occurs routinely in effective business communities duringdialogues and discussions, brainstorming sessions, collaborative group situations, andcrisis-management scenarios. Effective communication is the basis for effective visiblethinking. Ideas are formulated, expanded, and refined through sharing. Acquiring thisvital skill should not be left to chance.Visible Thinking is a broad and flexible framework for enriching classroom learning andincludes: Deeper understanding of content Greater motivation for learning Development of learners thinking and learning abilities Development of learners attitudes toward thinking and learning and their Alertness to opportunities for thinking and learning (the ‘dispositional’ side of thinking) A shift in classroom culture toward a community of enthusiastically engaged thinkers and learners We learn best what we can see and hear. FEATURES AND PRACTICES 1. Visible Thinking in action Every committed educator wants better learning and more thoughtful students. Visible Thinking is a way of helping students to achieve this without a separate ‘thinking skills course or fixed lessons. This section describes Visible Thinking and examines the research into this area. 2. Getting started This section identifies the following three ways to get started using Visible Thinking:  Routines – using learning actions that are thinking-rich
  • 2.  Ideals - thinking routines that emphasize the ideal and draw out students ideas and reflections about that ideal  Documentation - a reflective and prospective examination that shapes the design of future learning situations and focuses attention on how to capture, record, and reflect on the thinking students are doing in your classroom.3. Thinking routinesEasy to use mini-strategies that are repeatedly used in the classroom and are thepatterns by which we operate and go about the job of learning and working togetherin a classroom environment.Routines exist in all classrooms; they are the patterns by which we operate and goabout the job of learning and working together in a classroom environment. A routinecan be thought of as any procedure, process, or pattern of action that is usedrepeatedly to manage and facilitate the accomplishment of specific goals or tasks.4. Thinking idealsCovers areas of what constitutes good thinking such as understanding truth, fairness,and creativity.5. School-wide culture of thinkingDevelops thinking dispositions within a culture and students experience school as aplace where thinking is valued and students are given time and rich opportunities forthinking