Visible Thinking sac conference 2011


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This is an overview of the Visible Thinking approach developed by Project Zero at Harvard University. It includes the main features of the theory and photos and videos of class observations I conducted at the BIltmore School in Florida, US.

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Visible Thinking sac conference 2011

  1. 1. Visible Thinking Language Study Group December Meeting, 2011 Lic. Mariana Ferrarelli
  2. 2. <ul><li>Harvard University </li></ul><ul><li>Graduate School of Education </li></ul><ul><li>Project Zero (Research Group) </li></ul><ul><li>Cultures of Thinking </li></ul><ul><li>Innovating with Intelligence </li></ul><ul><li>Artful Thinking </li></ul><ul><li>[email_address] </li></ul><ul><li>Visible Thinking </li></ul>
  3. 3. Visible Thinking – ppt layout <ul><li>PART ONE: Theory </li></ul><ul><li>Main Tenet </li></ul><ul><li>The Big Question </li></ul><ul><li>Elements of the approach: </li></ul><ul><ul><li>Routines </li></ul></ul><ul><ul><li>Ideals </li></ul></ul><ul><ul><li>Documentation </li></ul></ul><ul><li>PART TWO: Practice </li></ul><ul><li>Sample Routines </li></ul><ul><li>Visible Thinking at the Biltmore School (Class observation: videos & photos) </li></ul><ul><li>Florida International University </li></ul>
  4. 4. PART ONE Theory
  5. 5. 1. Visible Thinking – Main Tenet <ul><li>When thinking becomes a more visible and apparent element in the classroom… </li></ul><ul><li>Students develop thinking dispositions … </li></ul><ul><li>which in turn allow for thoughtful and deep learning . </li></ul>
  6. 6. 1. Visible Thinking – Main Tenet VISIBLE THINKING DEEP LEARNING
  7. 7. 2. Visible Thinking – The big Q <ul><li>How can teachers make thinking visible so that genuine and long-term learning can take place? </li></ul><ul><li>ROUTINES DOCUMENTATION </li></ul><ul><li>THINKING IDEALS </li></ul>
  8. 8. 3.1. ROUTINES <ul><li>Routines can be used at any level / age / subject area </li></ul><ul><li>From an epistemological point of view routines consist of a few steps which demand a series of cognitive behaviours as students are asked to… </li></ul>
  9. 9. 3.1. ROUTINES <ul><li>Think critically </li></ul><ul><li>Provide evidence </li></ul><ul><li>Justify with explanations </li></ul><ul><li>Compare & connect </li></ul><ul><li>Summarise </li></ul><ul><li>Explore multiple perspectives </li></ul><ul><li>Identify parts in a whole </li></ul><ul><li>Draw conclusions </li></ul><ul><li>Hypothesize </li></ul><ul><li>Reflect on their own learning process </li></ul>
  10. 10. 3.2. THINKING IDEALS <ul><li>UNDERSTANDING FAIRNESS </li></ul><ul><li>TRUTH CREATIVITY </li></ul><ul><li>They constitute the aims at which thinking is oriented. </li></ul><ul><li>They can be used to assess students’ progress. </li></ul>
  11. 11. 3.3. DOCUMENTATION <ul><li>When thinking is visible it can be recorded in different ways: </li></ul><ul><li>Mind maps </li></ul><ul><li>Charts </li></ul><ul><li>Lists </li></ul><ul><li>Videos of classroom work </li></ul><ul><li>Diagrams </li></ul><ul><li>Students’ reflections in a journal or logbook </li></ul>
  12. 12. 3.3. DOCUMENTATION <ul><li>Once students’ work has been documented, teachers get together in study groups and analyze what their students have achieved. </li></ul><ul><li>LAST** </li></ul><ul><li>MYST** </li></ul>Protocols ** For more information refer to:
  13. 13. RECAP ROUTINES THINKING IDEALS Thinking DOCUMENTATION Visible Deep Learning ≠ rote learning personal involvement new to prior knowledge
  14. 14. PART TWO Practice
  15. 15. 1.1. Sample Routines Looking 10x2 <ul><li>1. Look at the image or artifact for at least 30 seconds. Let your eyes wander. </li></ul><ul><li>2. List ten words or phrases about it </li></ul><ul><li>(3. Share your thoughts with your partner) </li></ul><ul><li>4. Repeat steps 1 & 2 </li></ul><ul><li>This routine helps students explore a new topic and compare different perspectives. </li></ul>
  16. 16. <ul><li>1. What's going on? </li></ul><ul><li>2. What do you see that makes you say that? </li></ul><ul><li>This routine helps students describe what they see or know and asks them to build explanations *. It calls for evidence and helps learners learn how to justify their claims. </li></ul>1.2. Sample Routines What makes you say that? * Source:
  17. 17. <ul><li>If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be? </li></ul><ul><li>This routine helps students think of a summary or synopsis of the topic discussed. It works especially well at the end of a class discussion or session in which students have explored a topic and gathered a fair amount of new information or opinions about it*. </li></ul>1.3. Sample Routines Headlines
  18. 18. 2. Visible Thinking at the Biltmore School <ul><li>School: </li></ul><ul><li>Founded in 1926 </li></ul><ul><li>150 students & 30 teachers </li></ul><ul><li>Annual tuition & fees: USD 10,000 </li></ul><ul><li>Headmistress: </li></ul><ul><li>Gina Romero </li></ul>
  19. 19. <ul><li>Class: </li></ul><ul><li>3rd form </li></ul><ul><li>8 & 9 year-olds </li></ul><ul><li>Teacher’s name: </li></ul><ul><li>Daphne Vega </li></ul><ul><li>Number of Stds: </li></ul><ul><li>12 </li></ul>Visible Thinking at the Biltmore School
  20. 20. CLASS OBSERVATION 1. Intro: Looking 10x2 (video)
  21. 21. 2. Share-Look again (video)
  22. 22. 3. Where are they from?
  23. 23. 4. Smart-board search
  24. 24. 5. Headlines
  25. 25. Aulas Heterogéneas (video)
  26. 26. 3. FIU – Angela Salmon, PhD
  27. 27. <ul><li>Learning is doing , not just absorbing information passively </li></ul><ul><li>Learning starts with the learner’s own ideas: students are asked to draw on previous knowledge motivation </li></ul><ul><li>Learning is an active process in which learners construct new knowledge by building on ideas they already have </li></ul>3. FIU Highlights
  28. 28. <ul><li>Learning means getting personally involved engagement </li></ul><ul><li>Questions are means and ends: routines are based on questions to create debates, look for connections and expand knowledge </li></ul><ul><li>Learning is an enquiry-oriented process </li></ul>3. FIU Highlights
  29. 29. <ul><li>Visible Thinking allows for metacognition </li></ul><ul><li>the thinking process becomes explicit and so it can be analyzed, assessed and finally improved </li></ul>3. FIU Highlights
  30. 30. FURTHER RESOURCES <ul><li>&quot;Making Thinking Visible&quot; Ron Ritchhart and David Perkins. &quot;Making Thinking Visible,&quot; Educational Leadership 65, no. 5 (February 2008): 57-61. </li></ul><ul><li>&quot;Uncovering Students' Thinking about Thinking Using Concept Maps&quot;- a paper prepared for the AERA Conference, March 2008. </li></ul><ul><li>Cultivating a Culture of Thinking in Museums Ron Ritchhart, “Cultivating a Culture of Thinking in Museums,” Journal of Museum Education 32, no. 2 (Summer 2007): 137-54. </li></ul><ul><li>Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness Ron Ritchhart and David N. Perkins, “Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness,” Journal of Social Issues 56, no. 1 (2000), 27–47. </li></ul><ul><li>Making Thinking Visible David N. Perkins, “Making Thinking Visible,” (2003) </li></ul><ul><li>Visible Thinking Shari Tishman and Patricia Palmer, “Visible Thinking,” Leadership Compass 2, no. 4 ( Summer 2005). </li></ul><ul><li>The Thinking Classroom , Shari TIshman, David Perkins & Eileen Jay. Allyn & Bacon, 1994. </li></ul><ul><li>Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners , Ron Ritchhart, Mark Church & Karin Morrison, Jossey-Bass, 2011. </li></ul>
  31. 31. [email_address]