Kim, 2018.03.13
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This document provides guidance for framing student comments during a Visual Thinking Strategies (VTS) discussion. It explains that framing involves contextualizing individual comments by identifying what type of thinking the student is doing and the overall big idea or theme. Examples are given of how to frame comments by labeling observations, inferences, or speculations. The document stresses using conditional language and correctly worded questions when facilitating. It also notes important aspects for facilitators to listen for like paraphrases and seeking further insights after each comment.
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The document describes the key elements of Argument-Driven Inquiry (ADI), a teaching method where students develop arguments supported by evidence. ADI lessons involve introducing a scientific question, having students collect and analyze data to address the question, and then communicate and justify their evidence-backed arguments. An example ADI lesson outlined in the document has students write a scientific question, develop claims and gather evidence to support their claims, and then evaluate which claim is stronger based on the evidence through reasoning.
Peggy 2017/01/09
- Visual Thinking Strategies (VTS) is a teaching method that uses open-ended questioning about images to develop critical thinking skills. Teachers show students images and ask questions like "What's going on in this picture?" and "What do you see that makes you say that?" to get students to analyze and discuss what they observe.
- The VTS method encourages divergent thinking, multiple perspectives, and deeper observation. When teachers remain neutral, students learn how knowledge is created through discussion and debate rather than just being delivered facts.
- VTS has proven effective as an independent learning approach that develops skills like independent thinking, collaboration, and listening.
Heidi, 2016/12/05
The document discusses a teacher's plans to engage their high school students in a schoolyard ecology project studying the retaining pond and local watershed on their school's campus. At a conference, the teacher learned the retaining pond would make an interesting subject for study. The teacher wants students to ask questions, design and conduct a study, analyze data, and explain their findings. By comparing different sites, students can assess stream health by examining macroinvertebrates. The teacher hopes to involve the project in the GLOBE program to contribute data to an international database.
Bryan, 2016/12/05
This document discusses a free scanning electron microscope (SEM) simulator called myscopeoutreach.org that could be used to teach students about how an SEM works and serve as images for lessons. It also notes that the simulator is a good resource for preparing students for a visit to the University of Oregon, where they have an actual SEM students can use. Several Next Generation Science Standards are listed that could be addressed using SEM images and the simulator to develop models of particles and cells.
Mary, 2016/11/07
This document discusses using Google Forms as a tool for organizing student writing responses. Google Forms allows teachers to create quizzes, assessments, journals, and quick writes for students. It offers various question types including paragraph, short answer, multiple choice, check boxes, and scales. Google Forms can be used for pre- and post-assessments, exams, lab reports, exit tickets, and collecting hypotheses. The document asks teachers their thoughts on using this tool and whether they would like to try it or have other preferences for student writing.
Virginia, 2016/10/24
This document discusses strategies for using writing to support learning in science classrooms. It recommends making writing low-stakes by focusing on the writing process over correctness. Strategies include having students share writing in partners or groups, differentiating learning through group work, and providing feedback that focuses on ideas rather than errors. Open-ended questions that invite broad responses are encouraged over closed questions. Visual Thinking Strategies can engage students in writing. Sample low-stakes writing prompts for science include having students describe a scientific concept or make connections between unrelated pictures. The document concludes that writing for learning can improve critical thinking skills and help students develop their voice.
Bryan, 2016/10/10
This document outlines steps for facilitating scientific arguments among students. It discusses introducing an anchor phenomenon, having students gather data and make tentative arguments, sharing ideas, and composing written arguments. Example topics covered include using claim-evidence-reasoning structures and exploring how ice melts faster on some materials. Attendees then split into groups to discuss implementing these steps for their own lessons.
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- 1. STELLAR Workshop with VTS #2 FRAMING in your paraphrase Tuesday, March 12, 2018
- 3. What do you hear in your facilitation? Conditional Language (this COULD be…Alex is wondering…they MIGHT be…) Correctly worded questions What more can we find after EVERY paraphrase? Paraphrase EVERY comment (if you skip a paraphrase – consider WHY) “Thank you” What do you hear from your students?
- 4. VTS: Reasoning in a Social Context Communicating Ideas Looking Again Making Observations Making Inferences Based on Evidence Respectful Debate Listening Re-framing Assumptions & Hypotheses Using New Information Provided By Others Cognitive Cycle Social Cycle Making an ‘Argument’; Stating an hypothesis Critical Evaluation
- 5. FRAMING Contextualize individual comments (supporting the cognitive cycle) • How is the speaker approaching the observation? • What kind of thinking is happening? • What is the BIG IDEA or the THEME of the comment?
- 6. Copyright © 2014 Visual Thinking Strategies Framing: contextualizing individual comments I. What is the student DOING? II. What is the BIG IDEA?
- 7. You are: noticing clarifying elaborating wondering speculating creating a story identifying finding evidence revising comparing Labeling or identifying THINKING Consider beginning your paraphrase with I. What is the student DOING?
- 9. Framing in a VTS discussion Student comment: “Her hairdo and dress and shoes make me think this is an image from a long time ago.”
- 10. Framing in a VTS discussion Student comment: “Her hairdo and dress and shoes make me think this is an image from a long time ago.” What are ways we can frame this comment? I. What is the student DOING? II. What is the BIG IDEA?
- 11. Framing in a VTS discussion Student comment: “Her hairdo and dress and shoes make me think this is an image from a long time ago.” “You are looking closely at the details to determine time period.” “You are noticing the woman’s style.” “You are wondering when this might be happening.” I. What is the student DOING? II. What is the BIG IDEA?
- 12. Framing in a VTS discussion Student comment: “I see that she has her arms and her legs crossed. I think she is unsure of the man.”
- 13. Framing in a VTS discussion Student comment: “I see that she has her arms and her legs crossed. I think she is unsure of the man.” What are ways we can frame this comment?
- 14. Framing in a VTS discussion Student comment: “I see that she has her arms and her legs crossed. I think she is unsure of the man.” “You are reading her body language.” “You are inferring discomfort.” “You are wondering about the relationship between the two figures.”
- 15. Framing in a VTS discussion Student comment: “There are areas of dark and light and so many vertical and horizontal lines.”
- 16. Framing in a VTS discussion Student comment: “There are areas of dark and light and so many vertical and horizontal lines.” What are ways we can frame this comment?
- 17. Framing in a VTS discussion Student comment: “There are areas of dark shadow and areas of bright light. And the fences make so many vertical and horizontal lines.” “You are examining the composition of the image.” “You are finding contrast between the light and shadow.” “You are seeing pattern and repetition in lines.”
- 18. It looks like in the background there’s Indians that’s going to kill animals. Copyright © 2014 Visual Thinking Strategies
- 19. STELLAR & VTS NEXT: Workshop with VTS #3 Tuesday, April 3 7p-8p
Editor's Notes
- 4