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This article was very interesting. There are many things that I love and want to implement such as the desks being not front-facing, student notes, using hints and extensions to meet them where they are, and  only answering questions that are causing the student to think.
These are things that can be imp,emented in nay classroom.

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Visible thinking in the LA classroom could be easy enough to do. With reading a short story, students would be given directions (verbally) to work in their assigned group to read the section of the story they were assigned. Students would basically be T/P/S and discussing the section with questions being answered amongst group members. As the teacher, students will be guided to questions that make them think about what they are doing. Once all sections are complete, groups begin in order of the first section by retelling the classroom what their group found out. We would continue around the room and eventually, students would be asked to take turns re-telling the story in their own words.

This could also work with writing a short story...

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I teach GA Studies but I think many of these steps can be used across the board.  I really liked starting with problem solving task that does not relate to curriculum at the beginning of the year.  Teaching the students to solve problems not necessarily in the subject area they are in.
Giving task verbally is great.  I write everything out step by step for my students and I know this is not teaching them independence and self awareness but I honestly do it to stop the unending questions due to them not listening.  If we force them to listen to the instructions and know there is not a back up they can easily get to they can begin to learn the importance of paying close attention to details and even making notes for themselves as they are instructed.
I felt like all of the suggestions can be used at any age level or subject area you teach.

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I have always strived to create a collaborative classroom. I have always grouped desks together in small groups and regularly used popsicle sticks with names on them to form groups. Now that I am teaching virtually, I still use the stick method to call on students and to pick teams. I utilize small groups that are based on academics but also random groups. I like the idea of using breakout rooms but have not due to not being able to monitor my young students. I do give time to think when teaching and encourage class discussion. I view myself as a facilitator of discussions rather than leading them. I always give my students chances to ask why and explain things in their own ways. I also encourage the students to state if they agree or do not agree and why during discussions. We also routinely use dry erase boards to solve problems.

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This idea is really intriguing!  The lack of problem solving skills students have has become overly apparent in my last 3 or 4 years of teaching. The idea of a visible thinking classroom and teaching students how to solve complex problems is a wonderful solution. Verbal directions are a must. One tip I've used for several years is break down my verbal directions into parts. As I say directions I use the words "first...second...third...etc." and hold up that many fingers. I have students do it with me. Then I ask how many things they are going to be doing, we repeat the directions together, and then begin. It has really helped with breaking down complex tasks and making students think about the directions they are given.

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When I taught face to face, I always grouped the desks together in certain small groups. I would change out the groups every few weeks so different students could work together. This can work in reading very well. When we talk about a story, we always make predictions based on the titles and pictures. Since I teach virtually, I use my students punch cards to randomly choose their groups. The students go into a breakout room to discuss their predictions the story will be about and what gave them their prediction idea. This gives them the chance to explain their thinking, and for me to see if they are using the title and pictures to get their predictions, or not engaging and just saying what comes to mind. In math, students are given a question of the day, work it out, then I let students explain the steps they took to get their answer. This also helps other students to understand that there is more than one way to answer problems. For math games, I use a random name wheel to put students into groups.

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I teach high school English, and so often when I read great tips like this article provided, I am left saying, "Give me some examples for English!" I am still left saying that. I agree with each and every component of the researched thinking process and its benefits EXCEPT verbal instructions. I wholeheartedly agree that tasks really must be highly engaging. Sometimes, I struggle, even in the midst of a lesson, because I wish it was more interesting. I would love some good ideas for this! I also see the benefits and the negatives of random groups. Our school really emphasizes differentiated instruction, and it is super helpful to the learning process to purposefully select student groupings. the non-permanent stand spaces are perplexing to me--I have a classroom of 33 students. I am not sure how to pull this off where groups of 3-4 students can be standing and working to solve a problem where everyone can see them. As for verbal instructions, I have so many students out each day that the reality is, I really must type out very specific instructions in order for my absent students to be able to complete the task. Just as Mrs. McCarty pointed out, even with written instructions, I still end up answering a menagerie of questions. I think all of the ideas in principle could work well, but I am excited to see how this looks in a real classroom example.

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I always think about Vygotzky's idea of scaffolding. Since I teach music, my students are usually grouped into classes with students in all different levels of learning, and for some of the subjects I have taught I also have up to three different grades of students in one class. My thoughts are to use my students as much as possible to "teach" what they know. When teaching F2F band, I would have my students ask a neighbor to "check their fingering, to listen to see if they were playing the correct rhythms, to find out what the accidentals were for a specific key, etc. Having students work together creates a safe environment and students feel more comfortable learning in their own space. It also challenges them to "think" when they have to evaluate a neighbor or explain a concept in their own terms to a classmate.

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I loved the ideas from this article. In my classroom, I have tables instead of the typical desks found in fourth grade classrooms. I love to have my students collaborate on learning and solving problems. I allow my students to find their own learning space in the classroom. My groups are always changing where the students can work with everyone by the end of the year. I have also taught fully virtually and utilized breakout rooms. I liked the idea of using different tools such as whiteboards, blackboards, and even window to show their work.

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I can start class with a problem solving task and arrange desk with standing room in the center for the teacher to float from groups. I utilize the wall and boards around my classroom for vertical non-permanent surfaces and allow students to use individual white boards to motorize their thinking as they move about the classroom. I will try next school year to utilize more random grouping.

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I can see where many of these strategies can be used with any subject area of the classroom. However, in a special needs self-contained classroom it may pose to be a bit more challenging. I have a wide variety of students and I'm always looking to use the strengths of students to help motivate others. It's amazing how much more motivating a peer can be rather than the teacher.

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I teach Financial Literacy so observing students lack in quality problem solving skill has been concerning. I feel this article hits home with this. While in a computer lab, I don't have the means to adjust working areas, I designate certain areas for group work. One component I agree with is the Verbal instructions. This allows me to have students repeat back to me the expectations of projects or assignments. If there is any misunderstanding, I can address this before work begins. Also, reporting out is a huge part of my assessment of knowledge. I use the term "Exit Ticket" to gauge student understanding on curriculum. Due to my content, it is important for my students not only to understand concepts, but also how they are appropriately applied.

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In the past in my traditional face to face classrooms, I tried to always create an environment where collaboration was encouraged. I would create groups using tables or desks that would change weekly by randomly pulling names. These groups were not based on academics. In my virtual classroom, I use popsicle sticks to pull names to call on students. I would like to create groups and breakout rooms, but since I can not monitor them and they are only 5 or 6 years old, I have not. I facilitate opportunities to share their opinions and explain their thinking.

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I loved this article, and have seen the same things in many classrooms throughout the years. All of his ideas were great, and will be something I will utilize within my small group instruction to help facilitate learning. This is the approach to take when teaching writing. I know that this year in particular my para pro could not figure out why I wouldn't make writing easier for them. Why couldn't I give them more sentences to use or a better layout? I kept explaining that they needed to depend on themselves to write, not on me giving them the answers. We slowly showed them how to use the room to find words they needed to spell, how to use what they know instead of sitting and asking for help, and how to just write, that their writing doesn't have to be perfect, they just need to do it! This is an approach I'd like to take in the area of reading as well, in that, I'd like my students to have the endurance they need to figure out problems using what they know.

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The core of a thinking classroom is the awareness of metacognition. In elementary settings, students need to be taught how to be self-aware of these learning processes and talking about that process in a group setting. When at all possible, using collaborative learning in virtual settings is a primary driver of spurring metacognition and helping students to create awareness of their learning. I have used visible thinking strategies for a variety of lessons including creating digital ecosystems, creating websites for the Freedmen's Bureau, creating commercials for the Gold Rush and Westward Expansion, and responding to literature.

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My F2F students always normally sit in pairs thought the school years. Each time we start a new unit pairs are changed. It gives them an opportunity to work with different classmates during the school year. one of my favorite strategies is called "divide and conquer." We will discuss a situation or event as a class and I will introduce a question that may call for an opinion or problem solving. I will instruct them to discuss with their elbow partner for 2 minutes and ask for volunteers to share with the rest of the class.

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I enjoyed reading the article. I have my desks arranged in groups with in my classroom but also have my students move around the room with their group. I do encourage them to use white boards. It does make it convenient for me to see how they are doing. I have my students problem solve often as a warm-up to our math lessons. Sometimes it has to do with something we have already talked about but other times it may be new content. I just like to see what they already can bring to the table. I have encountered my sudents just giving up and really just wanting me to guide their small groups toward the "answer". The article gave me some possible solutions to that problem.

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The purpose of a visual classroom is for students to learn how to seek out information from other resources other than the teacher. We use a skill called word mapping to help students learn to read/spell a word correctly. Kids are given instructions verbally including the word. One word that was used was "back". It was not written anywhere in the classroom but given verbally. Students then had to determine the letter association from the sounds produced. Some charts had bac, bak, and back. It is based on the current knowledge of the students. They then had to give an explanation as to the reason they choose which letters. The purpose was to introduce that c, k, and ck all produce the same sounds. Based on their knowledge of Kindergarten letter sounds (c, k) showed that they were able to make the letter/sound association. This then allowed them to formulate their own questions on how do you choose which sound combination to use with which words? We usually see this as a way to see understanding and have those who have mastered it, go further. You truly understand when you can teach it to a friend.

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Great article with some awesome tips. I hope I can implement some of these guidelines in my classroom to help my students who really struggle with confidence. They are capable of so much, but will often not try out of fear of being wrong. I am sure my perspective is skewed a bit. I have spent the last year teaching our support classes. Only a small fraction of these students need academic support, most of them need motivational support and they have been put in these classes because they won't do. Building a culture where we expect students to struggle and work on thinking problems has to be supported from administration. I have several colleagues who have tried alternate instructional methods and have been quickly shut down because students weren't willing to try and admin were not willing to help build these expectations. Parents expect teachers to answer questions, and as soon a little Susie runs home and says I am not answering questions, this experiment will be over.

I also think I would need significant training and curriculum supports to help me build a thinking classroom that helped teach the standards we are expected to cover.

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J. Pichardo Building a Thinking Classroom

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J. Pichardo Building a Thinking Classroom

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I teach World Languages in High School. This is a great article and, even though the title of the article is Building a Thinking Classroom in Math, it applies to me as a world language teacher because language itself is a thinking tool.

We use language, for the most part, to transfer our thoughts from our minds to somebody else’s mind. We are constantly thinking during the process. Thinking is a primary factor in communicating; therefore, building a thinking classroom is absolutely necessary to effectively teach each of the language skills. Listening, for example, is a skill that requires four stages thru which students must use thinking skills. When new vocabulary is introduced, I use simple paragraphs or passages with known words mixed with the ones I want to teach. I let them see the passage and listen for the first time. Then, they listen again but this time they listen for details. New words get identified and students engage in the process of making connections and comparisons.

The article is right on point. I agree with it in its entirety and have implemented these variables for years. Obviously, some of the variables he talks about are not easy to implement in some of our classes because our classrooms are not big enough to provide adequate space for a class of 30-32 students moving around in small groups. Therefore, variables 4 and 5 (Student work space and Room organization) are, and have always been, a real challenge for me. Everything else on this list of variables is doable and essential for teaching effectively in the 21st century.

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In Kindergarten, it is beneficial to start the thinking process early. During center time, is when I encourage them to think. Before starting the centers for the week, I give a set of instructions to guide them through the critical thinking process. They are then placed in groups of no more that 5 to complete the tasks on their own. Peter made a valid point. It helps build a culture of thinking. Once they have ended the week with enough knowledge, I provide an assessment to see what they have retained.

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This article provides great ideas. A lesson with a strong beginning of verbal and visual tasks is always positive. All students getting involved in groups set by the teacher and not the students and having them mingle with all groups can assist with more collaboration. I always like to think outside the box and move things around in a classroom–not use the traditional rows of desk. Asking open ended questions will always keep the students thinking. The questions for the students to ponder as they work through the lesson gives guidelines of structure and enforces the Formative and Summative assessment.

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HOW TO CREATE A THINKING CLASSROOM IN ANY SUBJECT S EDMONDS

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HOW TO CREATE A THINKING CLASSROOM IN ANY SUBJECT S EDMONDS

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I believe the majority of teachers create "thinking classrooms" without "thinking" about it (pun intended). I teach business education and one assignment that sticks out to me is "The Seven Functions of Marketing". In this assignment students start off in pairs and each pair is given a function for them to become an expert on. The pairs research as much information they can gather on the function as possible. In round two, the original pairs split up and partner with someone that has a different function. During this phase students share/teach information to their new partner about their expert function. During round three one person represents one of the seven functions and share information about the function with the entire class. The class decides how one function relates to the other six. In this lesson students become experts, teach what they have learned to their classmates and then tie it all together.

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I love the idea of thinking classrooms. I try to have a thinking classroom, but over the course of the last few years I have found that students have lost the motivation or "want to" to think. They only seem to be concerned with what is the answer and not how can I get the answer. I use groups at times in the classroom and sometimes they are purposefully chosen and other times I let them choose their own groupings. I monitor the room and utilize go ask another group if you are stuck. They must ask 3 before they ask me. I also let other groups know that they can not give the answer to another group they can help but not give.

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So, when I first read this article, it absolutely terrified me. I even had a whole different post written. As I moved completely through the module, I felt much better about it. I realize the frameworks are discussed in depth in the book, but the lack of detail in the article had me a bit worried. As I moved through the sketchnote and added resources as well as some supplemental research, I realized it wasn't all that bad. Alot of it, I think teachers already do. We already create random groups, we already use jamboards and other methods like nearpod's collab boards. Other parts of the framework I feel like is an old method with a new name... student autonomy made me think of Kagan's traveling heads strategy etc. I think the one I would most like to implement in my own classroom is the reporting cycle. I'd love to be able to meet with my student's individually at the end of a term and discuss data from pretests/posttests. I think it could go alot like the data meetings teachers have with admins and I think it would transfer well to a virtual setting as well.

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Before reading this article, I had never heard of a "thinking classroom." After reading June's experience and the author's realization that the student's weren't thinking, I was intrigued! I felt that many of my students were waiting for the answers to be given to them this year - and not thinking for themselves. I can see where implementing these variables could change the culture of a classroom and encourage students to think and problem solve for themselves in any subject, virtual or face to face. I think the author's idea of addressing the classroom arrangement as well as the surface students worked on was very important. I think we have to break away from some traditional methods and be a guide for our students versus someone holding all the information.

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When reading the article, I immediately remembered my first year of teaching and how I didn't use an excellent problem-solving task, and it became a problem for the day's lesson, which I had to modify as the day went on. In recent years, I find it increasingly more concerning that students seem to be losing the ability to use critical thinking skills. I have started creating lessons where it requires students to use critical thinking skills to help them become better learners. I agree with all points mentioned in the article.

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I found this article very interesting. I like the ideas about simple tasks that slowly become content task. In my school, there is a lot of building up of old skills to meet new ones and this simple tasks could be a way to do it that gives them more power in their own learning. I also think, though worry about, the random groupings from lesson to lesson. I can see how that will help the students have to engage in different ways each days which will help them also beyond the academic. I am very curious about working towards a no front class. Though I might have to rethink the furniture we have and figure out a way to make it work with the number of students we have and size of the room. My biggest concerns are with the grading piece as I would still need grades based on district policy and would need to figure out a healthy balance.

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I found this article interesting. I like the idea of having the desks not front facing yet, "scattered" across the classroom. The idea of the teacher moving about in different locations of the classroom so they are visible to all in the class. My desks within my classroom were grouped in what I called pods. When it was time to work with other students I would use a random sorter to mix the groups up. In math, most times I will ask the students if they are sure about their answers. I would often provide them with problems to use error analysis.

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I think the article was interesting and really tries to build a way to promote collaborative learning. I have used a lot of these skills in my upper level classes, encouraging them to work together to work through a problem and come to conclusions that I expand on. I have learned through my own experiences that students have to really get use to this type of learning. Students are use to being given the answers to every question, this method puts learning in their hands and students in control of applying their knowledge and making inferences. I have had great success with this in my upper level class once we get used to how to work in groups and how to work through problems.