# data[].attributes.body
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.

# data[].attributes.body
SSP.01
Gather information from a variety of sources, including:
● Printed materials (e.g., literary texts, newspapers, political cartoons, autobiographies, speeches,
letters, personal journals)
● Graphic representations (e.g., maps, timelines, charts, artwork)
● Artifacts
● Media and technology sources

# data[].attributes.body
Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

3b - Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

3c - Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

# data[].attributes.body
Close examination of a portion of an image to build a deeper understanding

# data[].attributes.body
In this routine, students are generally sharing their thinking at each step along the way before moving on to the next one. This allows the class to build on the group's thinking and often results in richer discussions. Allow time for the group to review each of the prompts, discussing how their thinking developed during the routine.

# data[].attributes.headline
Introduction and Exploring Classroom Example

# data[].attributes.subject
Introduction and Exploring Classroom Example

# data[].attributes.body
The Zoom In thinking routine requires learners to pay close attention to detail and make inferences. Using Google Forms students will view only sections of an image at one time. As each section is revealed, students make new inferences about the complete image. Students come to the realization that thinking is a process and minds can be changed based on new understandings.

# data[].attributes.attachment_link.title
Thinking Routine: Zoom In -- Using Google Forms

# data[].attributes.body
Iste standards for students. (n.d.). Retrieved March 26, 2021, from https://www.iste.org/standards/for-students

Social studies. (n.d.). Retrieved March 26, 2021, from https://www.tn.gov/education/instruction/academic-standards/social-studies-standards.html

Thinking routine: Zoom in -- using google forms. (2017, October 17). Retrieved March 26, 2021, from https://www.youtube.com/watch?v=ciCDqY7evh4

Zoom in. (n.d.). Retrieved March 26, 2021, from https://thinkingpathwayz.weebly.com/zoomin.html

# data[].attributes.body
1.FL.PC.1
Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence, such as first word,
capitalization, and ending punctuation.

# data[].attributes.body
Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

3b - Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

3c - Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

# data[].attributes.body
A routine to engage learners to construct meaning

# data[].attributes.body
The purpose of the Found Poem routine is to engage learners to construct meaning together. This process can be accomplished while examining a text or artifact with the focus on capturing its essence.

# data[].attributes.body
Students will examine a poem via eBook to assist them in selecting key phrases. After students have read their assigned portion, students will need to select three phrases from the text that were meaningful and powerful to them. Each phrase needs to be written out on its own piece of paper. Three phrases are selected in the event that duplicate phrases are chosen from the text. All of the students need to go to a shared space where they will make meaning together as they create a group poem. This could be in the classroom, in the hall, or even outside.
Using AudioBoom students will create their own podcast poem where they add, rearrange, or take away a phrase. Students will take turns one at a time reading each phrase as they lay their particular one down. Phrases can be placed anywhere on the poem. They do not have to go in sequential order. After each student has had a turn, move on to round two. Students can either pass, rearrange, or take away a phrase. Students will take turns one at a time reading each phrase as they lay their particular one down. Again, phrases can be placed anywhere in the poem, they do not have to go in sequential order. Finally, ask a student to read aloud the found poem students created together as a class.

# data[].attributes.attachment_link.readable_text
The resources in this packet are designed to help teachers approach online learning with a focus on sustaining community, supporting students, and creating engaging, meaningful learning experiences.

# data[].attributes.attachment_link.description
The resources in this packet are designed to help teachers approach online learning with a focus on sustaining community, supporting students, and creating engaging, meaningful learning experiences.

# data[].attributes.body
Taking found poems online. (n.d.). Retrieved March 26, 2021, from https://www.facinghistory.org/resource-library/video/taking-found-poems-online

Found poem. (n.d.). Retrieved March 26, 2021, from http://www.rcsthinkfromthemiddle.com/found-poem.html

# data[].attributes.body
K.ESS3:
Earth and Human Activity
1) Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live.

# data[].attributes.body
Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

6a - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

6b  - Students create original works or responsibly repurpose or remix digital resources into new creations.

6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

6d - Students publish or present content that customizes the message and medium for their intended audiences.

# data[].attributes.body
Highlights one's understanding of a topic in a nonlinear way

# data[].attributes.body
This thinking routine helps students create a concept map that activates knowledge of a topic and connects those ideas together.  The concept map will help to organize information in a specific way, i.e. most important to least important or chronological order.

# data[].attributes.body
Using the app Cacoo, students will create a concept map will help to  determine the relationship between the basic needs of different plants and animals and the places they live.

# data[].attributes.attachment_link.title
GCSE Mocks | Most Effective Ways To Study

# data[].attributes.body
Science. (n.d.). Retrieved March 26, 2021, from https://www.tn.gov/education/instruction/academic-standards/science-standards.html

Iste standards for students. (n.d.). Retrieved March 26, 2021, from https://www.iste.org/standards/for-students

Gcse mocks | most effective ways to study. (2020, October 25). Retrieved March 26, 2021, from https://www.youtube.com/watch?v=VXF-6hmU_k4

GSCE: Concept maps. (n.d.). Retrieved March 26, 2021, from http://www.rcsthinkfromthemiddle.com/gsce-concept-maps.html