Creative Teaching & Learning

Visible Thinking

Lotta Norell describes an approach to promoting engagement, understanding and independence for all learners which is being actively adapted in the Lemshaga Akademi, Stockholm.

visiblethinking.pdf

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      string(2426) "learningin combination with a considerable effort in class-roomenvironment. All parts of Visible Thinking were developedin a class-room enviroment, initially in Sweden and later inmany countries. The approach is constantly revised by itspracitioners and ideas constantly exchanged in a network likecooperation, user conferences etc. In so doing it is ascertainedthat the routines are easy to use, available and effective inorder to give nourishment to rich thinking and that bothteachers and students are engaged in a thorough manner.Visible Thinking today, is being used in education of alllevels from pre-school to university and around the world.Also museums and the professional world are beginningto see the advantages of the Visible Thinking approach toincreased effectiveness in its educational processes.So, what happened to the students working with theVikings? Well, after weeks of work, the students had gainedgood understanding and knowledge of the subject. Theperiod was rounded off by using the routine I used to think– but now I think. A routine meant to help review onesstudies – excellent way to examine and explain how and whythe thinking and ideas changed which in turn enhances thestudents’ ability to reason while demonstrating cause andeffect.Lotta Norell has over 40 years experience as an educatorin Sweden. She joined Lemshaga Akademi in Stockholm(Varmdo) in 1996 and was coordinator for a projectconducted by Project Zero at Harvard Graduate Schoolof Education 2000-2005 at Lemshaga exploring how tocultivate thinking dispositions in school settings andpresenting what was called ”Visible Thinking”. In 2010she organized an international conference within thenetwork for users of Visible Thinking at Lemshaga.She was a presenter at the International Conference onThinking (ICOT), latest in Belfast in June 2011.Referencewww.pz.harvard.edu/vt and Ritchhart/Church/Morrison: Making Thinking Visible, (Jossey Bass 2011)LeadershipSchoolThe independent voicefor school leadersTo subscribe call 0121 224 7578 NOW www.teachingtimes.comChris Watkins …on the new Ofsted Regime.Professor John MacBeath on lessons fromabroad.Malcolm Trobe on the new financialenvironment.Plus Legal Briefings, Reports Update andManager’s Briefcase.nnnnComing up in the next issue"
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Leadership

Visible Thinking

2 Nov 2011

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      string(4623) "know. Try to understand how learners are making sense and help them to see the tacit structures in their sense-making.Help learners experience where their current understandings work and where they fall down. Help learners to gain models of what more expert understanding looks like.Look for critical distinctions and disconfirmatory evidence that will drive learners towards more powerful conceptions.Position learning as a journey, not a destination.Despite the challenges, the pay-off for the quest for understanding can result in deep and big understandings that David Perkins has called, ‘lifeworthy learning’. The promise of education should offer no less!NotesPerkins, D. N. (2010). Making learning whole: How seven principles of teaching can transform education. NY, NY: Jossey-Bass. Engle, R.A., Lam, D.P. Meyer, X.S., & Nix, S.E. (2012). How does expansive framing promote transfer? Several proposed explanations and a research agenda for investigating them. Educational Psychologist 47(3): 215-231. https://doi.org/10.1080/00461520.2012.695678See for example, Driver, R., Guesne, E., & Tiberghien, A. (eds.) (1985). Children’s ideas in science. Philadelphia: Open University Press.Driver et al. (1995).A website with curriculum to help teachers assist students in assessing and revising their causal schemas can be found at www.causalpatterns.org.Chi, M.T. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In Giere, R. (ed.), Cognitive models of science: Minnesota studies in the philosophy of science (pp. 129-186). Minneapolis, MN: University of Minnesota Press.Grotzer, T.A. (2002). Expanding our vision for educational technology: Procedural, conceptual, and structural knowledge. Educational Technology, March-April: 52-59. Mathematics Teaching and Learning to Teach, University of Michigan (2010). SeanNumbers-Ofala. http://hdl.handle.net/2027.42/65013Grotzer, T.A. Derbiszewska, K., Gramling, M.D., Solis, L.S., & Bialik, M. (2015). Becoming responsible individuals: Understanding distributed causality. Causal Learning in the Classroom (CLIC) Modules. Cambridge, MA: President and Fellows of Harvard College. https://clic.gse.harvard.edu/The reasons that we accept probabilistic causation are a matter of continued discussion and may include an inability to process so much information, to hold it in mind (cognitive load) and/or forgetting in contrast with an understanding of statistics and probabilistic outcomes. See Grotzer, T.A., & Tutwiler, M.S. (2014). Simplifying causal complexity: How interactions between modes of causal induction and information availability lead to heuristic driven reasoning. Mind, Brain, and Education 8(3), 97-114. Petitto, L.A. & Dunbar, K. (2004, October). New findings from educational neuroscience on bilingual brains; scientific brains, and the educated mind. Presented at the conference on Building Usable Knowledge in Mind, Brain, and Education, October 6-8, 2004, Harvard Graduate School of Education, Cambridge, MA.Csikzentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience. New York: Harper Perennial Modern Classics. Grotzer, T.A., Vaughn, D., & Wilmot, W. (in press). Living curriculum: How does it change how education is defined? Independent School Magazine, March 2019. Knowledge Trails1.		Fostering Deep Thinking In The Primary ClassroomIs it ever too early to teach children how to think? Researchers Russell Grigg and Helen Lewis say it’s not. Here they report on the strategies uncovered during an action research project in South Wales to extend and deepen pupils’ thinking – even from a very young age. https://library.teachingtimes.com/articles/fostering_deep_thinking_in_the_primary_classroom2.		Learning In Depth: A Curriculum InnovationDeep knowledge of one topic has the potential to transform the schooling experience of nearly all children, says Kieran Egan. https://library.teachingtimes.com/articles/learning-in-depth-cross-curriculum-projects3.		Project Plan – Learning In Depth A Cross Curriculum Project with a difference. The rationale is that learning about one topic for the whole of their school career will radically change students’ understanding of the nature of knowledge.https://library.teachingtimes.com/articles/project-plan-learning-in-depth4.		The Young Researchers Ryan Hughes argues the case for Learning in Depth – a casual, yet effective, mode of teaching and learning. https://library.teachingtimes.com/articles/ctl6-4-the-young-researchers"
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Assessment

The Quest for Deeper Understanding

8 Jan 2019

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      string(5253) "were given some time to discuss with each what they had written down. Students then had time to mingle a bit as they had been sitting for a while: ‘Those who feel comfortable, write some items on the whiteboard from your list.’ Students would start heading to the board to write information. This allowed Jeff to circulate to those students who were still at their desks to see if they had any questions or confusion, or just to talk about what they had written down. It gave the students some space to ask him things that maybe they wouldn’t have asked in front of the whole class. Once the whiteboard was filled with information, Jeff then told the students: ‘Let’s take a few minutes and head to the whiteboard with a marker and put a question mark next to any item that is puzzling to you. Perhaps you can put a star next to the items that you feel comfortable with.’ Consider for a minute about this type of interaction versus the original QRE interaction. In the original way of introducing systems, the teacher and one other student were telling the class what system to solve and how to solve it. It left little room for debate, questioning or creativity. The new pattern of discourse gave the students time to get all of their thinking sorted out, then gave them a chance to bounce it off of their peers, while allowing time to get it on the board for clarification. Finally, the new way allowed students to put question marks next to their puzzles in a somewhat anonymous manner so it took any stigma away of being ‘wrong’. It also allowed the students’ ideas to direct the lesson for the day. Why spend time on, say, the substitution method of solving a system if none of the students put a question mark next to it on the board?‘But, what about whole group discussion? We can’t always break away from that and do something else – it’s going to happen. How do we change it? This is a very important question. There will be times where you will be standing at a whiteboard in front of the whole class – that is inevitable. What are small things that can be done to promote better interactions in this circumstance?Try to instill the idea in your students that what you say as a teacher is important, but that is only one piece of the puzzle. What their peers contribute is key as well. We have noticed many times that when a student has a contribution to make or has a question, other students will tune out because it is not their question or their contribution. We will say to students, ‘be sure to listen to what everybody is saying in whole group discussion. Listen carefully as if you had to respond to everybody’s contribution.’ When a student asks a question or is providing a comment, look at the floor or look elsewhere. This will force the student to make eye contact with the other learners in the room as they won’t have anywhere else to look. We sometimes tell them, ‘look around at your peers as if you are talking to all of us, because you are!’ This will help to break the QRE model.Many times a student will ask a question. Another student will start responding to the question, but they will look at the teacher when they are doing so. We will frequently point to the originator of the question and say to the student answering, ‘talk to them’. The two students then look at each other and start interacting and discussing. Change your location in the room. If you position yourself with other students in between you and the speaker it will encourage them to make eye contact with other students. Instead of the ‘hands-up norm’,8 try using the TeamShake app available on your smart phone. It allows you to enter your class lists, and then you can tap on the list to generate a random name to call on. We use this not as a ‘trap’ or a ‘gotcha’, but as a way to help more students to join the conversation.As with Opportunities, the Interactions that we are fostering in our classrooms are a work in progress, ultimately aiming to move away from simple transmission and placing more emphasis on rich interactions. Designing lessons that leverage these forces is an iterative, exciting process that takes time, creativity and trial-and-error.NotesRitchhart, Ron. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. New York: San Francisco: Jossey-Bass, 2015, p. 203.Watson, J., & Winn, R. (2018). Cultivating a culture of thinking. Creative Teaching and Learning, 8(2-3): 30-37. https://library.teachingtimes.com/articles/acultureofthinkingMYP is the Middle Years Programme – the pre-diploma years of the International Baccalaureate Programme https://www.ibo.org/programmes/middle-years-programme/ ‘What Makes You Say That?’ Visible Thinking. http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/WhatMakes/WhatMakes_Routine.html‘Think Pair Share.’ Visible Thinking,  http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ThinkPairShare/ThinkPairShare_Routine.html  Ritchhart, 218. Ritchhart, 213.Ritchhart, 225."
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Creative Teaching & Learning

Transferring Ownership of Learning

8 Jan 2019

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      string(338) "Ron Ritchhart, leader of PZ’s ‘Cultures of Thinking’ project, has been a powerful advocate for educational practices that bring out the best in people, and creating places where thinking is valued, visible and actively promoted. We sat down with him to discuss his research and thoughts on the current ..."
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      string(383) "... Making Thinking Visible was authored by the PZ team of Ron Ritchhart, Mark Church and Karin Morrison.Additional Reading:Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools.Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote ..."
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      string(354) "Ron Ritchhart, leader of PZ’s ‘Cultures of Thinking’ project, has been a powerful advocate for educational practices that bring out the best in people, and creating places where thinking is valued, visible and actively promoted. We sat down with him to discuss his research and thoughts on the current state of education."
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      string(5516) "downtimes, our brain is actually forming the richer connections and that students actually do better when we allow them those times. Rather than seeing that as a distraction, it is really integral to the learning process. So, for me the ‘Pedagogy of Play’ project is really a very, very exciting project going on right now that I’m following very closely. 1. Steve Sydell, Mara Krechevsky and Ben Mardell wrote a book called Making Learning Visible, which is connected to the Reggio Emilia approach. Additionally, a 2011 book called Making Thinking Visible was authored by the PZ team of Ron Ritchhart, Mark Church and Karin Morrison.Additional Reading:Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools.Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass.Ritchhart, R. (2004). Intellectual character: What it is, why it matters, and how to get it. San Francisco, Calif: Jossey-Bass Pfeiffer.More resources, including Cultures of Thinking resources can be found at www.ronrichhart.comThinking RoutinesThese routines are simple structures involving a set of questions or a short sequence of steps that can be used across various grade levels and content. They promote the development of students’ thinking and help achieve deeper inquiry and engagement with content.There are many types of Thinking Routines. Some are core routines, which can be used more generally, and others are geared towards understanding, fairness, truth and creativity. Some are good for introducing concepts and introducing ideas, some are great for synthesising and organising ideas, and others are geared towards digging deeper into ideas. Here are a few of the core routines to get you started. Additional examples can be found in the book Making Thinking Visible by Ritchhart, Church and Morrison and on its supporting website http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html Think-Puzzle-Explore This routine is inquiry based, asking students to think about their prior knowledge, express curiosity and plan what they want to do to answer their questions. This is great for introducing a topic to help connect to prior knowledge, to stimulate curiosity and to lay the groundwork for more independent work. Ask the students to answer the following questions, individually and/or in groups: Think: What do you think you know about this topic? Puzzle: What questions do you have or are curious or puzzled about this topic? Explore: How can we explore these questions or puzzles?I Used to Think… Now I Think… This is a good routine for students to reflect on how and why their perceptions, opinions or knowledge has grown or changed over time. It can focus on an ideal, like ‘fairness’ or ‘truth’, or on a topic or unit such as ‘creative writing’, a book that they’ve read, a mathematical process like measuring angles, a world event in the news or in history. Students are simply asked to reflect on paper (can be in words, pictures, diagrams, etc.) in response to these prompts: I used to think … Now I think…What Makes You Say That? This teaches students to provide evidential reasoning for their observations. It helps them describe what they observe or know and then encourages them to support their interpretation with evidence.Through this exercise, students are also encouraged to recognise and understand alternative explanations and multiple perspectives. After presenting students with a particular concept or object, ask them the following questions:What’s going on? What do you see that makes you say that? Knowledge Trails:1. The Real Power of Questions https://library.teachingtimes.com/articles/ctl24thepowerofquestionsPromoting a deep-thinking classroom culture is a result of teachers posing the right type of questions, says Ron Ritchhart.2. Cultivating a Culture of Thinking http://library.teachingtimes.com/articles/acultureofthinkingCultural forces exist in all classrooms that can be leveraged to develop a culture of thinking. Jeff Watson and Roger Winn demonstrate how to harness these forces to develop students’ thinking skills in secondary Maths and Chemistry classrooms.3. Shaping Reality with the Language of Thinking http://library.teachingtimes.com/articles/shapingrealitywiththinkingThe power of language extends beyond the world of syntax. Erika Lusky shows how using the Cultures of Thinking framework is transforming the learning culture and offering students the ability to truly think for themselves.4. The Thinking Skills Debate http://library.teachingtimes.com/articles/thethinkingskillsdebateDoes the teaching of thinking skills help learners or is it a waste of time? Peter Gardner, Steve Higgins and Geoff Hinchliffe debate their points of view.5. Framing Learning as a Social Endeavour https://library.teachingtimes.com/articles/framinglearningStudent-led collaboration can bring out the individual gifts of students as they develop within a community. Julie Rains shows how group learning and reflection can make students feel successful as active participants in their own learning."
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Creative Teaching & Learning

Leveraging Culture with Ron Ritchhart

8 Jan 2019