Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners (Jossey-Bass Teacher)

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Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners (Jossey-Bass Teacher)

Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners (Jossey-Bass Teacher)

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How would the artist have been able to get the perfect number of feather strokes to fit around the base of this ancient Greek amphora? Summarizing is a skill that students will need to be able to do in every grade. Summarizing, in Bloom’s taxonomy, is found fairly low in the taxonomy- it is located in the cross between understanding and factual knowledge.

We started coaching students to understand, "Writing happens in two phases, first you must determine WHAT you want to say, then you must determine HOW you want to say it." hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. The PZ researchers working on the first Visible Thinking initiative, including Dave Perkins, Shari Tishman, and Ron Ritchhart, developed a number of important products, but the one that is best known over two decades later is the set of practices called Thinking Routines, which help make thinking visible. Thinking Routines loosely guide learners' thought processes. They are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life.In Claim, Support, Question, students make a claim about the math they see in the image, support it with evidence-based on what you know and see and ask a question about what might be left unanswered. Connecting to Math Practices Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters. At the core of Visible Thinking are practices that help make thinking visible: Thinking Routines loosely guide learners' thought processes and encourage active processing.

Art teachers can help students be more successful in math by making math academic language a regular part of their art lessons. They can do this by drawing students’ attention to the CCMP whenever analyzing, discussing, or looking at art.After reading a story, each group would identify a series of 3-5 events to retell or summarize the story. In their groups, the students collaborate to determine which big ideas or events they want to communicate and then develop a tableau for each one. All of the tableaux presents itself in a sequence to the rest of the class in a slide show format. A deeper understanding of how to make the invisible parts of thinking more visible -to both students and teachers. Hand out different copies of outdoor landscape paintings by famous artists to inspire student poetry.



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