MAKING THINKING VISIBLE (MTV) Presented by Francine Massue FORMATIVE ASSESSMENTS THAT WORK!!
HOW DO I KNOW WHAT MY STUDENTS ARE THINKING????
JOHN HATTIE’S RESEARCH…..
WHAT IS MTV IN A NUTSHELL? Formative Assessments MTV: (Thinking invisible?) Formative Assessments is a range of formal and with intent: Chosen at informal assessment the right time to procedures employed support classroom by teachers during the learning learning process in order to modify Makes thinking an teaching and learning explicit & overt part of activities to improve classroom discourse student attainment
MTV Core Routines that meet differing thinking processes: Observing closely & describing what is there Building explanations & interpretations Reasoning with evidence Making connections Considering differing viewpoints & perspectives Capturing the heart & forming conclusions Wondering & asking questions Uncovering complexities & going below the surface of things
AGENDA Explain the 3 Core Routine categories that make up Making Thinking Visible Demonstrate each category with Routines and student examples
Formative CORE ROUTINES Assessments
Thinking Routines Matrix Routine Key Thinking Moves Notes Routines for INTRODUCING & EXPLORING IDEAS See-Think-Wonder Description, Interpretation & Wondering Good with ambiguous or complex visual stimuli Zoom In Description, Inference, & Interpretation Variation of STW involving using only portions of an image Think-Puzzle-Explore Activating prior knowledge, wondering, Good at the beginning of a unit to direct personal or group inquiry and uncover planning current understandings as well as misconceptions Chalk Talk Uncovers prior knowledge and ideas, Open-ended discussion on paper. Ensures all voices are heard, gives thinking questioning time. 321 Bridge Activates prior knowledge, questioning, Works well when students have prior knowledge but instruction will move it in a distilling, & connection making through new direction. Can be done over extended time like the course of a unit. metaphors Solicits the group ’ s ideas and Compass Points Decision making and planning, uncovers reactions to a proposal, plan or possible decision. personal reactions Explanation Game Observing details and building explanations Variations of STW that focuses on identifying parts and explaining them in order to build up an understanding of the whole from its parts and their purposes Routines for SYNTHESIZING & ORGANIZING IDEAS Headlines Summarizing, Capturing the heart Quick summaries of the big ideas or what stands out CSI: Color, Symbol, Image Capturing the heart through metaphors Non-verbal routine that forces visual connections Generate-Sort-Connect- Uncovering and organizing prior knowledge Highlights the thinking steps of making an effective concept map that both e organizes and r veals one ’ s thinking Elaborate: Concept Maps to identify connections ’ Connect-Extend-Challenge Connection making, identify new ideas, Key synthesis moves for dealing with new information in whatever form it might raising questions be presented: books, lecture, movie, etc. The 4 C s Connection making, identifying key concept, A text-based routine that helps identifies key points of complex text for raising questions, and considering discussion. Demands a rich text or book. implications Micro Lab A protocol for focused discussion Can be combined with other routines and used to prompt reflection and discussion I used to think Reflection and metacognition Used to help learners reflect on how their thinking has shifted and changed over time. Routines for DIGGING DEEPER INTO IDEAS What makes you say that? Reasoning with evidence A question that teachers can weave into discussion to push students to give evidence for their assertions. Circle Viewpoints Perspective taking Identification of perspectives around an issue or problem. Step Inside Perspective taking Stepping into a position and talking or writing from that perspective to gain a deeper understanding of it. Red Light, Yellow Light Monitoring, identification of bias, raising Used to identify possible errors in reasoning, over reaching by authors, or areas questions that need to be questioned. Claim Support Question Identifying generalizations and theories, Can be used with text or as a basic structure for mathematical and scientific reasoning with evidence, counter arguments thinking. Tug of War Perspective taking, reasoning, identifying Identifying and building both sides of an argument or tension/dilemma complexities Word-Phrase-Sentence Summarizing and distilling Text-based protocol aimed at eliciting what a reader found important or worthwhile. Used with discussion to look at themes and implications. from the upcoming book Making Thinking Visible by Ritchhart, Morrison & Church (Spring 2011)
D e s crib ing , Wo nd e ring , INTRODUCING & Inte rpre ting , U nco v e ring , Qu e s tio ning , D is tilling , EXPLORING IDEAS Obs e rv ing , D e tails , B uilding E xp la na tio ns , U nco v e ring
INTRODUCING & EXPLORING IDEAS Why used? S EE emphasizes the importance of observation as the basis for thinking and provides time to observe before interpreting Having W ONDER as the last step ensures that students had time to take in new information through their observing and thinking. W ONDER opens up new areas to be explored. This routine is generally used at the beginning of a unit of study. Questions can be raised that might guide future inquiry.
MUSEUM
STUDENT EXAMPLE
IN MY CLASS…
FROM THE STUDENTS…
FROM THE STUDENTS…
AND THEN THERE IS THIS….
YOUR TURN…
SYNTHESIZING & ORGANIZING IDEAS Why used? Allows teachers to “see’ what students know about a topic Allows students to express their opinions Metacognition: encourages students to consider other viewpoints
CHALK TALK
FROM THE STUDENTS…
Su mmarizing , SYNTHESIZING & Org anizing , Re fle cting C apturing the He art, ORGANIZING IDEAS Ide ntifying C o nne ctio ns , Rais ing Qu e s tio ns , A nalyzing
SYNTHESIZING & ORGANIZING Why used? Asks students to synthesize as they identify the e ssence or core of a situation or learning experience. Grasp the heart of what they are learning
STUDENT EXAMPLES…
FROM THE STUDENTS…
SYNTHESIZING & ORGANIZING IDEAS Why used? Helps students reflect on their thinking about a topic or issue and explore how that thinking is changing/shifting. Can be used to consolidate new learning Develops metacognitive skills, the ability to identify & talk about one thinking itself
YOUR TURN… 1 post-it- note for “I used to think: 1 post-it- note for “but now I think ” FOCUS QUESTION: “What are yo ur thoughts abo ut the M aking Thinking Visible Ro utines?”
Tak ing a P e rs p e ctiv e , Id e ntifying B ias , DIGGING DEEPER Rais ing Que s tio ns , Mak ing C o unte rarg ume nts , Ide ntifying C o mp le xitie s
DIGGING DEEPER Why used? Help students to understand complexities that ‘tug’ at opposing sides Needs to be a dilemma Not everything is black & white Discussion is fantastic
STUDENT EXAMPLE
FROM THE STUDENTS… (THUG?)
IN CONCLUSION…
IN TERMS OF MY INSTRUCTION… The focus of my lessons have changed Intent: Chosen at the right time to support classroom room learn rning Easily integrated into lessons – becomes part of the lessons MTV is for all ages
HOW DO I KNOW WHAT MY STUDENTS ARE THINKING????
IN TERMS OF THE ENVIRONMENT…
WORDS OF WISDOM Start small – one at a time (i.e. Tug of War & Julia) Do as described in the book/internet Set up environment
BOOKS TO READ!! Hattie, J. (2011). Visible learning for teachers: Maximizing impact on learning . New York: Routledge Publishing. Marzano, R. J. (2003). What works in schools: Translating research into action . Alexandria, VA: Association for Supervision and Curriculum Development. Ritchhart, R., Church, M., & Morrision, K. (2011). Making thinking visible . San Francisco : Jossey-Bass Publishing.
WEBSITES http://www.visiblethinkingpz.org/VisibleThinking_html_files/V isibleThinking1.html http://www.visiblethinkingpz.org/VisibleThinking_html_files/ 03_ThinkingRoutines/03b_Introduction.html My Website/Blog WEBSITE: http://francinemassue.weebly.com/ BLOG: http://makingthinkingvisiblehrhs.weebly.com/
IF TIME…
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