# data[].attributes.body
ISTE*S.1.A- Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

# data[].attributes.body
ISTE*S.1.A- Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

# data[].attributes.body
TN.MATH.7.G.B.3 - Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

# data[].attributes.body
ISTE*S.1.A- Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

# data[].attributes.body
TN.MATH.7.G.B.3 - Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

# data[].attributes.body
What is Chalk Talk?
This thinking routine is used to introduce and explore ideas specifically by uncovering prior knowledge and ideas allowing each person in a group allotted thinking time. Chalk Talk emphasizes open-ended discussion and ensuring all voices are heard (Ritchhart et al., 2011 p. 51-52). "This routine asks learners to consider ideas, questions, or problems by silently responding in writing both to the prompt and the thoughts of others. This 'silent conversation' provides learners with time to follow through thoughts without interruption by choosing when they are ready to consider other points of view and make comments" (Ritchhart et al., 2011 p. 78).

# data[].attributes.body
Chalk Talk was developed to be used on paper for the "silent conversations". Although a great way to incorporate technology into this Visible Thinking Routine would be to have students use Google Slides to demonstrate those conversations. This will allow students to have each of their voices heard, safely comment on others, and be able to collaborate through technology.

# data[].attributes.body
The later part of this 7th grade Geometry standard wants students to "give an informal derivation of the relationship between the circumference and area of a circle". Students will be prompted with the following questions that build on their prior knowledge of circumference and area of circles:

- What ideas come to mind when you consider combining the circumference and area formulas into one?

- What connections can you make to others' responses?

- What questions arise as you think about the ideas and consider the responses and comments of others?

Students will collaborate on 1 Google Slides document. Each student will record their responses on their own slide. They will then use the Comments tool to respond to others' responses respectfully. Students will be prompted to share their presentation of their "silent conversations".

# data[].attributes.body
What is C-E-C?

This thinking routine is used to incorporate and organize the students' ideas by making connections, identifying new ideas, and raising questions about the content (Ritchhart et al., 2011 p. 52). "This routine was developed due to the challenge of having students mentally extend the information given to them. Connect-Extend-Challenge thinking routine emphasizes active processing of new information by connecting the new information to what one already knows, identifying the new ideas that extend our thinking, and looking for how these new ideas challenge us to think in new ways or to question assumptions" (Ritchhart et al., 2011 p. 132).

# data[].attributes.body
CEC was developed to be used to help students become active processors after information-rich sessions as a way of synthesizing that information (Ritchhart et al., 2011 p. 133). To incorporate technology into this Visible Thinking Routine, I would have students use Google Slides to record their thoughts from each step of the routine (Set Up, Connect, Extend, and Challenge). After students would complete the last step, Share the Thinking, by presenting and discussing in groups.

# data[].attributes.body
The first part of this 7th grade Geometry standard wants students to "know the formulas for the area and circumference of a circle and use them to solve problems” (Tennessee Math Standards 2018).

After students have practiced the simple computations with the formulas, students will be asked to apply or “connect” their knowledge from the activity to what they already know. After reading Mark Church’s experience in chapter 8 from Making Thinking Visible, I would demonstrate what good connections sound like from the students. For example, does circumference connect to other similar concepts they’ve learned with other shapes? The students will be prompted with the question “How has your thinking been extended in some way, taking it in deeper directions?” The Extend section has the goal for students to extend their own knowledge by connecting their previous knowledge to the content presented. By making connections, did they develop a deeper understanding of the content, maybe to where or how it could be applied. Finally the students will be asked, “What challenges have come up in your mind about this topic now that you’ve been presented with these new ideas and information?” (Ritchhart et al., 2011 p. 133-134). As the teacher I would be looking for questions that have emerged such has “How is diameter and radius formed?” or “Do they have an origin?”

For each section, students will record their responses in Google Slides then share to the class or group for discussion on why their selections were made.

# data[].attributes.body
TN.MATH.7.G.B.3 - Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

# data[].attributes.body
What is Claim-Support-Question?

This thinking routine is often used to dig deeper into the content students are learning. It allows students to examine a topic and reason with supportive evidence. "This routine reveals and encourages the process of reasoning by asking students to formulate an interpretation of  something and support it with evidence. By pushing students to ask questions about their interpretation, it helps  students see that reasoning is an ongoing process that is as valuable for raising questions as it is for providing answers. (Project Zero, 2019)"

# data[].attributes.body
Glogster is a technology tool for students to create digital posters. Students will use this tool create a poster demonstrating 1 error analysis problem and explanation, state a claim involving the error, how they can support their claim, what questions might arise towards their claim, and is there anything else they should examine or explain. Students will submit their link to their poster to share and discuss on the class Canvas page.

# data[].attributes.body
After their study on circumference and area of circles as well as the informal derivation of the relationship between them, students will complete an error analysis activity. Each student will do so using the Claim-Support-Question thinking routine and creating a digital poster through Glogster.

First students will examine problems and explanations solved by previous 7th graders. They will state their claims, explain or interpret, what they are examining. This will be followed by demonstrating how they can support those claims for each problem. Did they find errors in the analysis of the work and/or explanations? If so, how will they support their claim? What previous knowledge on this topic can they access to show evidence? Lastly, students will raise a question related to their claim. "Is there evidence to support another way of solving? What questions do we need to raise about your claims in order to truly examine the credibility? What more might we need to examine or explain?" (Ritchhart et al., 2011 p. 193).

After their digital poster is completed students will post them to the class page in Canvas. Students will be able to create discussions for each students Glogster poster.