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CSI: using colour to make thinking visible 

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CSI: using colour to make thinking visible 

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Div 9 K/1 little buddies and 3 Mr. Stokes 5/6 big buddies have been thinking about diversity in our winter traditions. We used colour and the symbol of the circle to make our thinking visible about what winter traditions mean to us personally. Each student explained and described why they chose the particular colour to represent their winter traditions. In the process, students also discovered patterns and noticed the symbol of light and the idea of gathering with others in all diverse cultural winter traditions. It was interesting to see more warm colours than cold to represent the significance of winter traditions! This shows how students as young as 4-5 can go deep in their thinking, and make thoughtful meaning of their personal experiences, of human relationships and community. Winter isn’t restricted to winter clothes, Christmas and snow.

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Gratitude in Mindful Cooking - growth mindset 

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Gratitude in Mindful Cooking - growth mindset 

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K/1 students in Div 9+10 practiced mindfulness in community cooking experiences during the harvest season. Here are their reflections on gratitude from their experiences. A graphic organizer is provided for students to write and draw their reflections. The circle symbol shows our thinking about being connected as a community.

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We have been looking for math in images from a picture book. I have asked students to help me see their thinking, and wonder how many ways can they show their ideas about a particular number? It is not just about giving the right answer! We sit in a circle on the carpet during our math talks and use whiteboards to record our thinking.
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In small groups, students made observations about primary sources (historical photos) on Richmond's shipbuilding industry and recorded their ideas and questions about the photos on chart paper ("What do you see?" "What do you think is happening in the picture?").  Clues to look for (facial expressions, body language, background objects) as well as the setting and time period was discussed to prime thinking.  Afterwards, ideas were posted on the board to discuss as a whole class.

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Div 9 and Div 10 K/1 classes empower all learners to make their thinking visible by using the Visual Arts  (ADST, STEAM, Loose Parts materials, provocation play ) across the curriculum. The visual arts is a universal access point for learners of different styles and needs!

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Div 9 and Div 10 K/1 classes empower all learners to make their thinking visible by using the Visual Arts  (ADST, STEAM, Loose Parts materials, provocation play ) across the curriculum. The visual arts is a universal access point for learners of different styles and needs!

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This multimodal ways of learning also help foster oral literacy. The children are given room not only to make and play but also to TALK about their thinking and show their understanding verbally with and to others in small groups (or individually).

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We have tried the mind mapping activity af sharing how we think, and what is actually going on in our heads when we are thinking.
From individual mind maps we created a collaborative class map of ways we think.

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Another "Making Thinking Visible" visual from my classroom!

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Another "Making Thinking Visible" visual from my classroom!

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We're focussing on making thinking more visible during our Pro- Days. Our staff were each given a book called "Making thinking more visible" and we will use that book by experimenting with various strategies within that book. We will feature these examples on our school web page under the "Our School Story" link.

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We're focussing on making thinking more visible during our Pro- Days. Our staff were each given a book called "Making thinking more visible" and we will use that book by experimenting with various strategies within that book. We will feature these examples on our school web page under the "Our School Story" link.

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We start every Monday morning with a “provocation” to get us thinking about the big idea for the week and connect to previous learning. Students represent their thinking with loose parts or art materials and then share and reflect.

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Using certain math apps to give some students another way of expressing their knowledge.
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In our classroom we are utilizing KWL, STW graphic organizers in conjunction with group discussions to demonstrate our understanding and knowledge of a given topic.

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Playing games as a way to summarize/review/ practice what we have learnt.
Also allows students to show others their thinking and expand their thinking.

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To make our thinking visible, we use lots of "thinking" visuals in my class!

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To make our thinking visible, we use lots of "thinking" visuals in my class!

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Each week we start with a provocation that provides a theme for our week. We share our thoughts in circle first, and listen to each other as we develop our thoughts. After sharing, each student completes a worksheet with questions that are designed to help her/him get demonstrate more depth of thought. These are posted to the Assignment section of the Portal each week. We we look at the submissions holistically, we can see the growth and refinement of the students' ability to express their thoughts.

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We use daily thinking routines (from MTV) to introduce and build a depth of understanding of the big ideas. We also use a variety of visible thinking strategies as formative/summative assessments (ex. Friday Talking Points, I Used to Think, Now I Think, 3 Image connections, Web of Knowledge, GSCE) All of these have core competency reflection components. 

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We use daily thinking routines (from MTV) to introduce and build a depth of understanding of the big ideas. We also use a variety of visible thinking strategies as formative/summative assessments (ex. Friday Talking Points, I Used to Think, Now I Think, 3 Image connections, Web of Knowledge, GSCE) All of these have core competency reflection components. 

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For students in my PE classes who have social emotional challenges, I put together a binder for them to be able to see and identify the emotion they are feeling.  This visual way of them identifying their emotions helps them cope and practice coping strategies with their classmates.
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What are your next steps to making thinking more visible for your learners...or what are you already doing?

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This Padlet - This Padlet itself is an example of how to make thinking more visible. Using this padlet as a tool for our staff to see how each of us plans to make thinking more visible for our learners may inspire new ideas, and foster a greater culture of sharing our ideas with each other. The show and tell at the staff meeting (Thanks Tanya) its yet another example. 

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This Padlet - This Padlet itself is an example of how to make thinking more visible. Using this padlet as a tool for our staff to see how each of us plans to make thinking more visible for our learners may inspire new ideas, and foster a greater culture of sharing our ideas with each other. The show and tell at the staff meeting (Thanks Tanya) its yet another example. 