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Which Visual Thinking routine will you try next?

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Which Visual Thinking routine will you try next?

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10th grade History team that is the combination of four Visible Thinking exercises "connection to student agency: Think, Pair, Share; claim, support, question and Connect extend and challenge" were combined. This team of two is the highlight.

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We will continue to try Visible Thinking Routines. Looking into a way to share teaching ideas (post on padlet) in between Collaboration Meetings.

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See, Think, Wonder-- Natural environment at field study and back on campus-- Students used this strategy to then start writing poems.

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I used to think ...now I think using Jamboard.

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I use this most often in the ansynchrous reading/video assignments as it moved the reflection into a place where my teacher feedback in (LE/Canvas) felt more conversational.

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The KWL chart at the beginning of our first SS unit helped students to activate prior knowledge, think critically about the topic by asking questions and share their learning after researching their topics.

Think Pair Share helps students to build on their own ideas and deepen their knowledge about a topic, by collaborating with their peers.

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I used 'what makes you say that' in math very often now. It encourages student to explain their thinking without any judgement of being right or wrong, the focus becomes more on having a math discussion.

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SEE-THINK-WONDER verbally on Field Study

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SEE-THINK-WONDER verbally on Field Study

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We used a KWL chart to start out our first Social Studies unit on Early American Civilizations in 5th Grade SS

We use Think Pair Share almost every class in ELA. Students have time to think about a question, then meet with a partner or in a group of 3, and then share their ideas and give each other feedback.

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What makes you think that?,  See/ Think/Wonder, I used to think, now I think, Problem-solution/modeling, I overcame a challenge by, Idea maps and finding patterns with sticky notes

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What makes you think that?,  See/ Think/Wonder, I used to think, now I think, Problem-solution/modeling, I overcame a challenge by, Idea maps and finding patterns with sticky notes

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See, Think, Wonder

Recently used it with comparing weights, lengths and capacity in math

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SEE-THINK-WONDER virtual jamboard for PBL 

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SEE-THINK-WONDER virtual jamboard for PBL 

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BURR Visible Thinking @ Campus Collab 11_21_23 (1)

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Know, Want to Know, Learned activity in 5th Grade Social Studies

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Lesson 2: Early American Civilizations KWL Chart - Google Jamboard

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Lesson 2: Early American Civilizations KWL Chart

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We did "I used to think now I think" during our multiplication of fractions unit in math

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5th Grade Ewa - I used to think, now I think 

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5th Grade Ewa - I used to think, now I think 

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5th Grade Ewa - I used to Think, Now I Think

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5th Grade Ewa - I used to Think, Now I Think

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See, think, wonder (as a text preview)

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I used to think.. Now I think example about Multiplying Fractions

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Students completed the activity while viewing a new area at Pu'uhonua Farm

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To represent my culture, I made pattern #3 inspired by the shawls on traditional Filipino dresses. Next, I created patterns #4 and #5 to symbolize my family. 

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HS Math - Using Transformation Geometry to create meaningful Art: Personal LOGO

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HS Math - Using Transformation Geometry to create meaningful Art: Personal LOGO

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Analyzed, discussed and examined examples in Core Thinking Routines of one Humanities class. Practiced the 45 minute five step thinking process juxtaposing them against the four strategic priorities to prepare for a more in depth exercise of the same on 1/29. We understood that one major objective is to generate data-driven decisions. To implement foundational campus wide practices interweaving support systems to engage all students, specifically those most on our minds. In the end we left with a clear directive and organized specific steps of what the cohort will investigate in the remaining four meetings.

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We will be implementing solely,  I see, I think, I wonder to increase the times students use this routine skill. 

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We will be implementing solely,  I see, I think, I wonder to increase the times students use this routine skill. 

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We are committed to having students practice the See-Think-Wonder routine across disciplines to achieve the idea of it becoming an actual routine and allow students to become proficient at it.

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Patterns - See Think Wonder, more student buy-in. The student has a voice and a place to share. These are low-risk activities that engage students in their learning.

Metacognition.

Student Agency - explain what they know and what they want to know.

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How do we circle back to their observations from an "I used to think ... Now, I think ..." over the course of a unit / tie it into summative work, etc?

Adding a personally connection piece (how does this connect to my life/my experiences)?

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Used jamboard to collaboratively create and answer questions around equality after introducing Social History by watching MLK "I Have a Dream" speech. Questions model topics and ideas for Socratic Discussion later in the unit.

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Connection to Student Agency (Strategic Plan): students making connections + applying their learning.

Patterns, Themes, & Contradictions: students' thinking is "thin" / surface level initially, and gets deeper and more thoughtful

Patterns/themes: Students' thought process is "thin" initially, and gets deeper through learning

Contradictions: We used variations on the original protocol.

What questions are raised?

Does repeated use of this protocol benefit students, or does it become boring/tedious?

Better to do in 1 period or across multiple periods?

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Students benefited from the little steps leading up to the Persuasive Essay.  Alot of time spent on creating their 3-point thesis statements.  Once they had an approved thesis statement.  We broke it down to create an outline for their essays complete with topic sentences for their body paragraphs.

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Students benefited from the little steps leading up to the Persuasive Essay.  Alot of time spent on creating their 3-point thesis statements.  Once they had an approved thesis statement.  We broke it down to create an outline for their essays complete with topic sentences for their body paragraphs.

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Experiential Approach

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We used this protocol today while going over student work.

Love: Bowers, Weida, Keogh

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Next steps would be to develop a rubric to use for assessing student's Claims, Evidence, and Reasoning.

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We saw patterns that most student do not get higher than DOK 1&2.

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We used the Claim, Evidence, Reasoning framework.

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Example of student work using the planning document.

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creative question starts (introducing and exploring ideas)

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Planning Document provided to students to use

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I think it could be a useful tool for certain projects - Caleb

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My students need sentence starters and more practice thinking more deeply about their own learning.

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US Social History Jamboard - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Its interesting how different the code is for such a basic change - ( requires understanding of basic code and the changes for new coding)

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HTA Kona, Deskin

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Round 1: Where do you see evidence of student learning related to our Strategic Plan?

Many did I used to know...Now I think... - build familiarity for the students; timing fit (end of unit; beginning of the unit)

Curious to see how thinking changed since start

Give changes to acknowledge shifts (internalizing)

Opportunity to share how thinking deepens and changes

Shifted from minimal, surface level to more academic connections; experiential growth

Students are admitting changes in learning and thinking

Connections to Strategic Priority #3: Thinking about thinking, metacognitive experience

Hopeful: Now that they recognize their thinking, hope this changes behaviors

Teacher perspective: pleasantly surprised that they made connections between learning

Round 2: What patterns, themes or contradictions do you notice in the work?

pattern: leads to generating questions

Thinking in the beginning seems superficial (this or that); more nuanced as unit progresses

Opportunities to think about the grey area: good time to ask, "What do you mean?"

Moving from basic to more complex takes some modelling and sharing of others' ideas

Round 3: What questions are raised by these patterns, themes or contradictions? Use the time remaining, to discuss implications for practice and further study.

Want to add component how thinking shifts

How to meet students where they are to continue to broaden perspective/understanding

How to provide other ways to show thinking

Valuable move: rating own progress/thinking throughout different parts of the learning unit

Math: Pre-test shares class average + revisit on how class grows at the end : making collective progress visible

Next: add reflection questions at the end of the pre-test to compare to the end of the unit progress

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Where do you see evidence of student learning related to our Strategic Plan?

Connections with SEL share, metacognition, group dynamics

What patterns, themes or contradictions do you notice in the work?

Patterns - having the students use their writing to explain their work. Making it public makes it helpful in a formative check.

A lot of subtle learning that does happen, helps the students make connections. Diagrams.

Learning about themselves - how they learn, self-reflection

Value is placed tangible things in our society, this is way for us to bring value/make visible

How do we make Learning Visible in a Distance Learning setting/What are our next steps

Maybe a bit more structure

Looking for ways to get them off the screen, drawing, doodling and posting it on Unrulr

Science - building, different types of summative, collect materials for making

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Students shared vocab was puzzling from the video. However, they found many facts about the bones interesting. 

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Students shared vocab was puzzling from the video. However, they found many facts about the bones interesting. 

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HS Humanities = I Used to Think ... Now, I Think ...

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HS Humanities = I Used to Think ... Now, I Think ...

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Some variations on phrasing/prompting for different classes.

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Implementing more structured Visible Thinking routines.

Collaboration meeting time focused on Visible Thinking practice and also sharing student work.

How do we make thinking visible in a Distance Learning setting?

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I tried a "See, Think, Wonder" activity with an Algebra 1 class where I showed them a post I saw on Instagram. As we know, not everything we see on our social media feeds is accurate and students journaled their thoughts, ideas, wonders, and then eventually algebraic proofs into a formative.com activity.

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Students thinking about how they could meet a learning target.

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I tried the puzzling vs interesting visible learning after we watched a video. 

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I tried the puzzling vs interesting visible learning after we watched a video. 

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Here is a link to my jamboard of various methods I have tried. 

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Here is a link to my jamboard of various methods I have tried. 

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I did an activity with my Algebra 1 class based on this post I saw on Instagram. Students wrote their responses to prompts of "See, Think, Wonder," followed by "Try and Prove" on formative.com

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*** Student work ***

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SM - Take test - in order to retake the test, test corrections, take their old test, highlight the ones they got wrong, write out the original error. Sometimes they are also verbalize it in student support

LP- Problem-solution, drawing it out and writing, Circle Map

RP- Shared thinking and questions from the presentation today in advisory

SD - having the students answer what they already know

MB - I used to think myths… but now I think myths…

Current understanding on a Jamboard. Students got to choose from 6 videos, then answer in the Jamboard. Then had students put their answers from the Jamboard in one sentence in a Discussion board on Canvas. They have to post their response first and then they can see.

TF- What I learned, what I want to know. Thinking Maps - Flow Maps. Interactive Notebooks, constantly thinking about your thinking (metacognition) and making connections, diagrams and reflections

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We had a global discussion of the best advice nuggets they gleaned from their group discussion.

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I did an open brainstorm on quadratic functions. They were all given a second degree function (aka a parabola), and I asked them to name anything and everything they know about the function. I also said to ask any questions or things they wanted to understand more deeply. We filled the board with their ideas and suggestions, then I was able to take some of their ideas and segue into the next lesson on finding the zeros (solutions, x-ints, roots) of a quadratic function.

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I showed a Twitter post from Kurt Vonnegut - 8 Rules of Writing.

Students discussed the 8 points, picked out things they noticed, and reflected on how they could apply them to their writing.

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Please share images of student work/teachers and students at work using these Visible Thinking Routines (Shared Google Drive: Label file with ROUTINE USED + GRADE + LESSON)

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Please share images of student work/teachers and students at work using these Visible Thinking Routines (Shared Google Drive: Label file with ROUTINE USED + GRADE + LESSON)

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Collaboration Meeting Cycle One: NOV 20 

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Round 1: Our strategic plan calls for academic achievement and student engagement. See-Think-Wonder enables all students to engage with the curriculum and connect to students' prior knowledge. Evidence from Science from a Google Earth projection of the island topography in the pacific led to a Jamboard with student responses (observation/inference/scientific questions). Social Studies used political cartoons and conversation about each cartoon--what they see, what they think the cartoon implies, etc. Students are now working on their own cartoons. For Math, students advanced from distribution from one set of parentheses to more complicated distribution involving brackets, and gave predictions through Jamboard/chat about how to handle the new piece. ELA used a photo of an abandoned theater in Chicago and asked to students to observe and consider question they had about the theater as a warm-up. Students then read a piece about the theater where many questions were answered.

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We will use I used to think, now I think.

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I tried see, think, wonder. I did this visual thinking strategy to help explain and introduce political cartoons to my Early American History 8th grade class. We analyzed different historical pictures as well as political cartoons that deal with current events, bill of rights, and branches of government. This will lend a hand in analyzing political cartoons during the Revolutionary War.

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In the I used to Think, Now I think... You can see student growth, through the student revisiting the reflection throughout the learning process (it was great to see the typed ones, where it was color coordinated each time they revisited the questions).

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In the I used to Think, Now I think... You can see student growth, through the student revisiting the reflection throughout the learning process (it was great to see the typed ones, where it was color coordinated each time they revisited the questions).

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We all agreed to complete the See, Think, Wonder protocol. From Science exploration of Google Earth, to Political Cartoons in Social Studies, to Mathematical Thinking in Math, and Visual Writing Prompts in ELA, we all agreed that one of the benefits of this protocol is that students aren't given answers, but opportunities to ask questions.

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Phenomena to match the jamboard below...

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This Visual thinking strategy was used for the following Google Earth Image on the Hawaiian Islands.

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Jehanna C. Math-I used to think, now I think

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Next steps: What is ONE idea that you may want to try next? Why?

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Next steps: What is ONE idea that you may want to try next? Why?

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test

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After looking at student work, what does the evidence tell you about student learning and thinking? 

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After looking at student work, what does the evidence tell you about student learning and thinking? 

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Round 1: Where do you see evidence of student learning related to our Strategic Plan? Round 2: What patterns, themes or contradictions do you notice in the work? Round 3: What questions are raised by these patterns, themes or contradictions? Use the time remaining, to discuss implications for practice and further study.

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Which Thinking Routine did you try? Why did you try this one?  (I used to think...Now I think...; See, Think, Wonder; 4 Cs: Connect, Challenge, Concepts, Change; or a different routine)

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Which Thinking Routine did you try? Why did you try this one?  (I used to think...Now I think...; See, Think, Wonder; 4 Cs: Connect, Challenge, Concepts, Change; or a different routine)

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This was a brainstorming tool for discussing writing samples.