1. HEADLINES (a routine for capturing essence)
Module 4 - Task 2 - Thinking routines for assessment
TITLE OF THE THINKING ROUTINE:
EXPLANATION:
This routine draws on the idea of newspaper-type headlines as a vehicle for summing
up and capturing the essence of an event, idea, concept, topic, etc. The routine asks
one core question at the end of the class about the topic worked there. A second
question involves probing how students' ideas of what is most important and central
to the topic being explored have changed over time.
This routine 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.
RESOURCES:
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_Under
standingRoutines/Headlines/Headlines_Routine.html
https://www.youtube.com/watch?v=fF7SNcw7kxQ (tobacco consumption)
https://www.youtube.com/watch?v=xyQY8a-ng6g (food and brain)
HOW ARE YOU GOING TO USE IT?
We are going to work with the human body, how it works and how we can take care
about it. After some previous lessons, students will know about the different body
systems and their main functions. In this session, students are going to watch two
videos. The first one will be about consequences of tobacco consumption and the
second about how the food we eat affect our brain. After watching the videos the
teacher is going to tell them:
"Think about all that we have been watching about today in class. 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?" Then, the teacher is going
to tell students: "Share your headline with your neighbour." The teacher might close
the class by asking, "Who heard a headline from someone else that they thought was
particularly good at getting to the core of things?"
