Visible thinking
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Visible thinking refers to making one's cognitive processes overt, conscious, and transparent. It requires deliberate acts by both students and teachers to increase awareness of individual and collective thoughts and thought processes. Visible thinking fosters a heightened level of productivity and occurs routinely in effective business and group settings through sharing of ideas. The document outlines features and practices of visible thinking, including thinking routines, ideals, and documentation to develop a school-wide culture where thinking is valued. Routines are patterns used repeatedly in the classroom to facilitate learning goals, while thinking ideals cover areas of good thinking like understanding, fairness, and creativity.
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Visible thinking
Visible Thinking is a research-based approach to integrating student thinking with content learning across subjects. It requires overt, conscious, and deliberate acts from both students and teachers to make thinking visible. When thinking is visible, participants are aware of their own and others' thoughts and thought processes, leading to heightened individual and collective awareness and productivity. Visible thinking occurs routinely in effective groups and can be manifested in classrooms through teachers explaining their thinking aloud, students articulating thinking orally, and students engaging in discussions to form understanding.
Visible thinking
Visible thinking aims to develop students' critical and creative thinking through routines that engage student curiosity and knowledge of their own attitudes. By understanding student attitudes, it is easier to develop programs and classrooms that increase students' desire to learn English. Classroom activities should manage behavior, organize learning, and establish communication rules to support visible thinking approaches that integrate thinking skill development with content learning across subjects.
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Visible Thinking is an approach to integrating the development of students' thinking skills with content learning across subjects. It uses practices like Thinking Routines, which are short strategies to extend and deepen students' thinking, and Thinking Ideals, which are concepts that propel thinking. The goals are to cultivate students' thinking dispositions and abilities, deepen understanding of content, increase motivation for learning, and shift the classroom culture to a community of engaged thinkers.
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Visible Thinking is an approach developed by Project Zero at Harvard to make students' thinking visible. It uses thinking routines - short sets of questions - and documentation of student discussions to deepen understanding of topics. The six key principles are: 1) Thinking leads to learning; 2) Good thinking requires curiosity and open-mindedness, not just skills; 3) Thinking is social; 4) Making thinking visible through writing and discussion aids reflection; 5) Classroom culture shapes learning; 6) Schools should cultivate teacher thinking. The Think-Puzzle-Explore routine is used to make thinking visible by having students identify what they think and puzzling questions about a topic.
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the nature and concept of Philosophical inquiry and stages need and importance of Reflective Teaching
what is reflective practice
Reflective practice involves actively examining one's own experiences to gain insight and learn from them. It can be done individually or collectively to explore experiences from different perspectives and uncover shared learning. Reflective practice is structured through questioning experiences, telling stories about them, and engaging in dialogue. Maintaining regular reflection transforms the potential for learning from work into a reality by helping practitioners and organizations purposefully learn from experiences and adapt their practices.
8stepsrichmond
Sheryl Nussbaum-Beach is the co-founder and CEO of Powerful Learning Practice, LLC and president of 21st Century Collaborative, LLC. She is also the author of "The Connected Educator". The document discusses do-it-yourself professional development and becoming a connected educator through developing personal learning networks and participating in communities of practice. It provides examples of collaborative learning structures and emphasizes reflection and knowledge sharing to improve teaching practice.
Need a 150 word comment to the followingThe University of Pho.docx
Need a 150 word comment to the following:
The University of Phoenix adult learning model is based on the idea that learning does not occur in isolation. Learning occurs as individuals dialogue with others such as faculty and peers to gain new insight and perspective. For this reason, The University of Phoenix groups students in cohort communities. A cohort is a group of individuals working cooperatively to achieve common goals. Students benefit greatly from working in a cohort because they are able to share their personal and professional experiences and learn from each other. The cohort model is a microcosm of real life, as students' experiences in the cohort often mirror challenges faced in their personal and professional lives. Interacting in the cohort provides students opportunities to learn new ways of addressing personal and workplace challenges.
Doctoral Learning and Communities of Practice
According to Reynolds and Herbert (1998), cohort learning provides students with the opportunity for ongoing and supportive interaction between peers, between students and facilitators, and between students and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build student confidence, and challenge individuals to strengthen and apply their critical thinking skills.
Doctoral learning differs from learning at the bachelor's or master's levels. Doctoral learning in general, and doctoral writing in particular, require the integration of feedback and dialogue to formulate scholarly thought. Doctoral faculty often insist that doctoral students may not rely upon personal opinion when reaching conclusions. Rather, students must support their ideas and opinions with scholarly evidence and be able to generalize their findings. As previously stated, one way to advance scholarly thought is through interaction in a learning cohort. Another way to advance scholarly thought includes reading scholarly (peer-reviewed) publications and supporting ideas with citations from these publications. Another way to promote scholarly thought is to participate in a community of practice.
According to Wenger, McDermott, and Snyder (2002), a community of practice is a group of individuals with a shared quest and interests, who interact regularly to improve their learning. A community of practice is not simply a group of individuals with surface commonality; for example, people who share the same taste in music or like the same type of movies. Members of a community of practice are practitioners of a common discipline. They dialogue with peers to validate and generalize their practitioner experience. They create a collection of resources, practices, and tools; sharing these res ...
Lesson
The document discusses reflective practice, which involves thoughtfully considering one's experiences to improve practice. Reflective practice was introduced in 1987 and is important for developing as an allied health professional. It allows individuals to identify strengths and weaknesses by reflecting on actions and experiences. The document also discusses the importance of reflective practice for problem solving, the use of reflection journals, and how field experiences can be used to encourage reflection in three phases: problematizing situations, observing other teachers, and engaging in experimentation.
Mi gr2 wk2v3
Constructivism is a theory of learning that states that individuals create their own understanding and knowledge from their experiences. According to constructivism, learning occurs as learners are actively engaged in making meaning by connecting new information to prior knowledge through hands-on exploration and discovery. Key principles of constructivism include linking new concepts to existing knowledge, using real-world problems and experiments to promote understanding, and placing emphasis on meaningful learning activities rather than rote memorization. In the classroom, constructivist teaching strategies include collaborative and project-based learning to encourage critical thinking skills based on Bloom's Taxonomy. Differentiating instruction to accommodate different learning styles and providing a creative learning environment also support the constructivist approach.
Learning Styles of Multiple Intelligence
The document discusses learning styles and multiple intelligences. It defines learning styles as how a learner perceives, interacts with, and responds to their environment. It describes four types of learning styles: mastery, interpersonal, understanding, and self-expressive. It also lists eight multiple intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document provides an overview of different learning styles and intelligences to help the reader understand how individuals learn best.
Learner centered principles
Students construct knowledge through activities that go beyond simply reproducing or learning information, and instead require generating new ideas or understandings. An effective activity for knowledge construction is interdisciplinary, with clear goals incorporating multiple subjects, and requires students to apply their new knowledge to support further construction in a new context. Strategic thinking and metacognition play important roles in knowledge construction, as strategic thinking allows for planning and assessment, while metacognition involves self-awareness of one's cognitive processes. Different learning contexts, such as orienting, instructional, and transfer contexts, provide different types of environments to support knowledge construction.
Entry 5
Visible Thinking is a research-based approach that integrates the development of students' thinking with learning academic content. It provides a framework for enriching classroom learning across subjects and fostering intellectual growth. The program aims to make thinking visible and concrete through various techniques, allowing students' reasoning and understanding to be assessed and improved as their thinking is shared with peers and teachers. When thinking is visible, learning is seen as exploring ideas rather than just memorizing facts.
Philosophies of Instructional Strategies for Effective Learning
This document discusses various instructional strategies for effective learning, including the Socratic method, peer tutoring, flipped classroom, teachable moments, meta-reasoning, mini-lessons, working independently, reality-based teaching, and modeling. It explains the goal and importance of each strategy. In conclusion, it states that these strategies can work individually or together, across disciplines and ability levels, and teachers should consider the student perspective to provide a supportive learning environment.
Structural Learning Overvi.pdf
The document provides information about Structural Learning, a toolkit and approach for developing students' learning skills. It discusses:
1. The Structural Learning toolkit which includes resources for planning, facilitating, and assessing learning such as thinking frameworks, visual tools, classroom talk strategies, and graphic organizers.
2. Professional development support for teachers which includes training workshops to help implement the resources and monitor their impact on students.
3. How the approach aims to cultivate student independence, metacognition, strategy use, and self-regulation to enhance comprehension, writing, thinking, and lifelong learning outcomes.
Become a leading learner. Connected learning: A Smart framework for educators
As we move forward with the use of a range of technologies and pedagogies to meet rapidly expanding future needs, teachers are deluged with expectations of becoming a future oriented teacher to meet the future learning needs of our students. There are numerous frameworks to use when planning curriculum activities and the challenge is to decide which one best fits a given set of needs. Frameworks need to provide guidance and structure while still enabling flexibility. Connected learning, design thinking and digital literacy are principles, methodologies and literacies that must be incorporated into everyday teaching if future learning needs are to be met.
During the webinar, participants will explore some frameworks and discover one framework for learning developed by the presenter.
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Need a 150 word comment to the followingThe University of Pho.docx
Need a 150 word comment to the followingThe University of Pho.docx
Philosophies of Instructional Strategies for Effective Learning
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Become a leading learner. Connected learning: A Smart framework for educators
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- 1. Ana Mercedes Garcia. English Major Year 2011 Management of Technological Resources for the Teaching and Administration of the English Language (Part III) VISIBLE THINKING Visible thinking may be described as clarity and transparency in one’s cognitive processes. Visible thinking requires overt, conscious, and deliberate acts by both students and teachers. When thinking is visible, participants are aware of their own thoughts and thought processes, as well as those of the individuals with whom they are working. With visible thinking, there is a heightened level of awareness both individually and collectively. There is also a heightened degree of productivity referred to as synergy. Visible thinking occurs routinely in effective business communities during dialogues and discussions, brainstorming sessions, collaborative group situations, and crisis-management scenarios. Effective communication is the basis for effective visible thinking. Ideas are formulated, expanded, and refined through sharing. Acquiring this vital skill should not be left to chance. Visible Thinking is a broad and flexible framework for enriching classroom learning and includes: Deeper understanding of content Greater motivation for learning Development of learners' thinking and learning abilities Development of learners' attitudes toward thinking and learning and their Alertness to opportunities for thinking and learning (the ‘dispositional’ side of thinking) A shift in classroom culture toward a community of enthusiastically engaged thinkers and learners We learn best what we can see and hear. FEATURES AND PRACTICES 1. Visible Thinking in action Every committed educator wants better learning and more thoughtful students. Visible Thinking is a way of helping students to achieve this without a separate ‘thinking skills' course or fixed lessons. This section describes Visible Thinking and examines the research into this area. 2. Getting started This section identifies the following three ways to get started using Visible Thinking: Routines – using learning actions that are thinking-rich
- 2. Ideals - thinking routines that emphasize the ideal and draw out students' ideas and reflections about that ideal Documentation - a reflective and prospective examination that shapes the design of future learning situations and focuses attention on how to capture, record, and reflect on the thinking students are doing in your classroom. 3. Thinking routines Easy to use mini-strategies that are repeatedly used in the classroom and are the patterns by which we operate and go about the job of learning and working together in a classroom environment. Routines exist in all classrooms; they are the patterns by which we operate and go about the job of learning and working together in a classroom environment. A routine can be thought of as any procedure, process, or pattern of action that is used repeatedly to manage and facilitate the accomplishment of specific goals or tasks. 4. Thinking ideals Covers areas of what constitutes good thinking such as understanding truth, fairness, and creativity. 5. School-wide culture of thinking Develops thinking dispositions within a culture and students experience school as a place where thinking is valued and students are given time and rich opportunities for thinking