Making Thinking Visible

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Presentation for EDD 8113 Instructional Leadership, NOVA Southeastern University.

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Making Thinking Visible

  1. 1. Making Thinking VISIBLE Aloha Lavina EDD 8113 CRN 50777 July 29, 2012
  2. 2. How do these artifacts SHOW thinking?
  3. 3. Fishbone Diagram
  4. 4. Venn Diagram
  5. 5. Concentric Circles
  6. 6. Layers of Thought
  7. 7. Making Student Thinking Visible Embedded in lessons as a way to know what students are thinking. Address complexity in instruction. Can be used in individual or group settings. Inherently reflective. A form of assessment of student learning.
  8. 8. Why learn this skill? Feedback is one of the most important influences on student learning (Hattie, 2009). The most powerful feedback is from student to teacher (Hattie, 2009). Feedback from student to teacher is addressed when teachers facilitate ways to make student thinking visible to both the student and the teacher (Hattie, 2009).
  9. 9. Documenting Learning Visible thinking approaches learning by documenting or SHOWING the thinking processes that students employ as they learn. Documentation provides powerful, visible feedback to students on their own progress. SEEING their learning invigorates student engagement and active participation (Given, et al., 2010).
  10. 10. How can it impact classroom practice? Nonthreatening way to prepare thinking for sharing to the group (Nicolini, 2007). Nudges students to pay closer attention to class materials while forming relationships between ideas learned (Nicolini, 2007). Finding connections through visible thinking strategies cements the learning in tangible ways. Makes visible decisions that students make as they traverse complexities in the content.
  11. 11. How does it fit in various subject areas? English example 1: I used to think…but now I think…
  12. 12. How does it fit in various subject areas? English example 2:
  13. 13. How does it fit in various subject areas? Social Studies example:
  14. 14. How does it fit in various subject areas? Science example: Hormone use according to athletic Hormone use benefits coaches according to doctors
  15. 15. How does it fit in various subject areas? Arts example: Portfolio ReflectionWhat decisions did I make when I created this piece?What were my reasons for each decision?What was the result?What would I do differently next time? Why?
  16. 16. One more visible thinking diagram: reflect North: Need to know…West: Worried about… East: Excited Compass Points about… South: My stance is…
  17. 17. ReferencesGiven, H., &Kuh, L., &LeeKeenan, D., &Mardell, B., &Redditt, S., &Twombly, S. (2010). Changing school culture: Using documentation to support collaborative inquiry. Theory Into Practice, 49, 36-46. doi 10.1080/00405840903435733Greitz Miller, R. &Calfee, R.C. (2004). Making thinking visible. Science and Children, 20-25.Hattie, J. (2009). Visible Learning; A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.Hattie, J. (2012). Visible Learning for Teachers; Maximing student impact on learning. London: Routledge.Mardell, B., &Rivardi, M., &Krechevsky, M. (Jan 2012). The power of the group in a kindergarten classroom. Young Children, 12-19.McLeelan, S. (2010). Pedagogical documentation as research in early mathematics. The Alberta Journal of Educational Research, 56(1), 99-101.Nicolini, M. B., (2007). Making thinking visible: Writing in the center. The Clearing House, 80(2), 66-69.Olson, C. B. & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners. Research in the Teaching of English, 41(3), 269-303.Stickney, J. A. (2009). Wittgenstein’s contextualist approach to judging ‘sound’ teaching: Escaping enthrallment in criteria- based assessments. Educational Theory, 59(2), 197-215.Tabatabaei, O. &Assefi, F. (2012). The effect of portfolio assessment technique on writing performance of EFL learners. English Language Teaching, 5(5), 138-147. doi 10.5539/elt.v5n5p138Whitebread, D., &Coltman, P., & Pasternak, D. P., & Sangster, C., &Grau, V., & Bingham, S., &Almeqdad, Q., &Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognitive Learning, 4, 63-85.Young, L. P. (2009). Rubrics that develop creativity. English Journal, 99(2), 74-79.

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