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.
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).
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).
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.
How does it fit in various subject areas? English example 1: I used to think…but now I think…
How does it fit in various subject areas? English example 2:
How does it fit in various subject areas? Social Studies example:
How does it fit in various subject areas? Science example: Hormone use according to athletic Hormone use benefits coaches according to doctors
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?
One more visible thinking diagram: reflect North: Need to know…West: Worried about… East: Excited Compass Points about… South: My stance is…
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