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Think-Puzzle-Explore

Purpose:

According to visiblethinkingpz.org, the purpose of Think-Puzzle-Explore is to help students connect to prior knowledge, to stimulate curiosity and to lay the groundwork for independent inquiry. Student’s use their prior knowledge to first think to connect before completing an activity which allows them to formulate questions (puzzled), and explore the activity.

What topic would you use it for?

I would use Think-Puzzle-Explore throughout the whole lesson beginning with the “Do Now” to begin the topic of the day. For example, tomorrow we will be learning about the Han Dynasty in Global History. I would first have students use their prior knowledge on what they know about China and previous dynasties, then go into the mini lesson where they will formulate questions, and then into independent and group activities for them to “explore.”

If it involves some sort of visual, which picture would you choose?

One of the visuals I would use is a map of current day China and a map of China during the Han Dynasty. This will allow students to use their prior knowledge, as well as puzzling during a compare and contrast before diving into exploring with the lesson’s activities.

How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive.

I think that almost if not all comprehension strategies can benefit from the addition of VTRs. When it comes to reading, VTRs can be helpful for comprehension. Visuals are helpful for students who are visual learners and English Language Learners. For example, in my ELA class, with every story or article we give students to read, we provide visuals for better understanding since all of our students are English Language Learners. The comprehension strategies can be incorporated after a VTR is introduced so that students can connect their prior knowledge with the new information.

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Purpose:  This VTR is designed to lay preparer students for independent exploration and inquiry by drawing connections to prior knowledge and by stimulating student curiosity.

I am exclusively teaching mathematics this year and would apply the Think-Puzzle-Explore method in math class, though I recognize it is a valuable routine to establish in a class of any subject.  This routine is best applied at the beginning of a new topic in order to get the students invested in learning and exploration.

I would use a think-puzzle-explore board to allow small groups and individual students to regroup and share as a class while visualizing their individual contributions. (see below).

VTR's can be added to any of the comprehension strategies visual aids supporting the establishment of routines for approaching critical thinking and discovery. For example, the four elements of reciprocal teaching (predict, question, clarify & summarize) can be mapped out underneath a think-puzzle-explore board. Predict would go under the Think section. Question would go under the Puzzle section. Clarify would go under the Explore section. As a math teacher, I'd say that summarizing is that final step that goes along with the checking/recapping and taking ownership of the student's own work.

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"I use to think, now I think" - Jordan Lamarche

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"I use to think, now I think" - Jordan Lamarche

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The purpose of using "I use to think, now I think" is to help students reflect on a topic and see what they thought on the topic before and after. They can see how and why their thinking has changed after the lesson, and can be useful in students identifying their understanding of the topic, as well as help them identify their opinions and beliefs.

When in comes to applying this method, this routine should be used whenever a student's opinions or thoughts are more likely going to change as a result of the topic. One example of this is the topic of teaching Christopher Columbus in U.S. History, as students will get a more realistic lesson with journals, quotes, etc as oppose to the more romanticized version of his discovery of America. This method would be used after the class has read new information, as well as listen to a speaker, watched a film, or have an intense class discussion. To start a launch of the routine, it is important to tell students that they will be reflecting on the activity and come up with a Do now that may help them reflect on their thinking (or get them started on reflecting).

For the Christopher Columbus lesson, having a video or journal reading analysis will help the students to observe, analyze, and questioning skills.

The image attached is an example of a section in Christopher Columbus' journal, which the students will read. Along with that, we will also talk about colonization. With these two topics together, students will change their views (mostly) about the image that they have about how he discovered America, as well as determine what were the true reasons of colonization, which will be tied in later on topics such as manifest destiny, slavery, and imperialism.

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Purpose: The purpose of “See Think Wonder” is like an exercise to activate prior knowledge in students. Perhaps it is not expected to have background knowledge as it is most useful when introducing a new unit. But it can help students to think and create their own connections to the topic or concepts about to be taught. With the aid of visuals this can be a powerful activity/strategy as students can have an actual picture related to the concept you are introducing, even if it is not a perfect translation, it is a bridge.

What topic would you use it for? I think this method or activity is useful specially for introducing events in social studies, or introducing texts for ELA classrooms. I would use it for my Global History class when introducing new units and concepts. I think doing this will also help me figure out what concepts seem to be more obscure and difficult to understand by the students. For example, we are about to start learning about the Industrial Revolution in Global, so I could show my students a picture of a textile factory and ask them to describe what they see in the picture, to discuss what they think in groups, and share what they still would like to know about specifically to the picture.

Usage with a comprehension Strategy: I think this can be use in both reciprocal teaching and CSR. I would use it in CSR. It would be a “pre-lesson” activity or maybe even a “Do Now” present them with the picture of a textile factory and have them use the steps of CSR- Gist- writing down what they see and think, the Clunks- would be what they wonder. They will be formulating a complete thought of the picture by using “See, Think Wonder” alongside CSR.

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Heather Armstrong           Purpose

What makes you say that routine helps
students describe what they see and helps them formulate explanations. The
routine allows students to engage in conversation with one another to share and
respond about what they perceive. Students will also be able understand
different points of views from one another. What topic would use it for? 

The routine/strategy can be implemented across
topics. As a History and ELA teacher I can use this strategy introducing a new
unit or topic. I would implement this for a gallery walk where students will
walk and respond silently through writing about the images. Students will then discuss
the image in small groups. The writing will allow students to formulate their
opinion and perception using direct evidence from the image. Small group
discussion will help students share their responses and to hear how their peers
perceived the images allowing different perceptions on what the image may
symbolize. Depending on time there can be a whole group discussion. The gallery
walk with images would a lesson for front loading a topic or book.  

3. How can VTRs be added to any of the
comprehension strategies we have covered in class. Please be specific and
descriptive. 

VTR can be used along with Genre and specifically
in trying to understand the impacts of a certain event in time. Starting off
with students perceived views of the topic will help find what they know and
build from that. Documenting what they say through recording will help assess
what they are learning while they are discussing groups. 

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Heather Armstrong           Purpose

What makes you say that routine helps
students describe what they see and helps them formulate explanations. The
routine allows students to engage in conversation with one another to share and
respond about what they perceive. Students will also be able understand
different points of views from one another. What topic would use it for? 

The routine/strategy can be implemented across
topics. As a History and ELA teacher I can use this strategy introducing a new
unit or topic. I would implement this for a gallery walk where students will
walk and respond silently through writing about the images. Students will then discuss
the image in small groups. The writing will allow students to formulate their
opinion and perception using direct evidence from the image. Small group
discussion will help students share their responses and to hear how their peers
perceived the images allowing different perceptions on what the image may
symbolize. Depending on time there can be a whole group discussion. The gallery
walk with images would a lesson for front loading a topic or book.  

3. How can VTRs be added to any of the
comprehension strategies we have covered in class. Please be specific and
descriptive. 

VTR can be used along with Genre and specifically
in trying to understand the impacts of a certain event in time. Starting off
with students perceived views of the topic will help find what they know and
build from that. Documenting what they say through recording will help assess
what they are learning while they are discussing groups. 

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This image along with Shrin Neshat's other work can be used for gallery walk learning about the Iranian Revolution for the book Persepolis by Marjane Satrapi.

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Efstathios Tsagas

 

Compass Point

Purpose:  Compass
point  is used to give substance to an
idea or proposition. Students are asked to share what they are excited about
learning then should be asked about what they feel they need to know, according
to the text. Compass point also includes questions about what the students find
worrisome about the idea and what their stance will be moving forward. This
strategy has the student thinking about all sides of an idea before taking a
stand on it. It also helps activate prior knowledge as the student s are asked
to think about what they know about the idea. 

     2. I would use it for social studies. One thing I always
stressed to students was the why rather than the when, when it came to studying
history, sociology and so on. CP would be great having the students think about
an idea like the American Revolution, rather than just spew out dates, and
claim they fought for freedom, they would look into the why it happened. If
they studied and dug deeper which this strategy calls for, I feel students will
understand that the war proposed to the common man as a fight for freedom,  so that the elite can benefit from lower
taxes, at the expense of lives that would not greatly benefit from the war.                                     

4. I would use it with reciprocal teaching.  I would stress questioner and clarifier. The
group would question every major decision made during the rev. war, and clarify
what the main purpose of each decision was. They will predict what the effect
of each decision was, and then summarize their findings, and their stance. 

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Efstathios Tsagas

 

Compass Point

Purpose:  Compass
point  is used to give substance to an
idea or proposition. Students are asked to share what they are excited about
learning then should be asked about what they feel they need to know, according
to the text. Compass point also includes questions about what the students find
worrisome about the idea and what their stance will be moving forward. This
strategy has the student thinking about all sides of an idea before taking a
stand on it. It also helps activate prior knowledge as the student s are asked
to think about what they know about the idea. 

     2. I would use it for social studies. One thing I always
stressed to students was the why rather than the when, when it came to studying
history, sociology and so on. CP would be great having the students think about
an idea like the American Revolution, rather than just spew out dates, and
claim they fought for freedom, they would look into the why it happened. If
they studied and dug deeper which this strategy calls for, I feel students will
understand that the war proposed to the common man as a fight for freedom,  so that the elite can benefit from lower
taxes, at the expense of lives that would not greatly benefit from the war.                                     

4. I would use it with reciprocal teaching.  I would stress questioner and clarifier. The
group would question every major decision made during the rev. war, and clarify
what the main purpose of each decision was. They will predict what the effect
of each decision was, and then summarize their findings, and their stance. 

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Purpose: It is used to give substance to an idea or proposition. Students are asked to share what they are excited about learning

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Marianne Lomurno

Purpose

See Think Wonder asks the questions: What do you see? What do you think about that? What does it make you wonder? It encourages students to observe closely and decipher the material in front of them in a thorough way. It also encourages students to ask questions and make predictions about new material.

What topic would you use it for?

See Think Wonder can be used in any subject. It is best used at the start of a unit to get students thinking about what they will be discussing and to generate interest. It can also be used to extend thinking, and to get students to make connections between the materials being discussed in class and the world, other texts, etc. It would extremely beneficial in ELA, Social Studies, or Science. For example, before discussing the state of immigration in American today, the class could be shown images of immigrants throughout history, the border between Mexico and the United States, images of immigrants in their home country versus in the U.S., etc. This will help students better understand the immigrant experience.

If it involves some sort of visual, which picture would you choose? Upload the picture. Students can begin by observing an object, a piece of artwork, an image, etc. For instance, in the ELA class that I co-teach, we are beginning to read a text called Enrique’s Journey, in which a young man attempts to illegally enter the United States from Honduras to reunite with his mother. Part of his journey involved riding on top of trains to get to the border, a life-threatening endeavor that is all too common for Latin American immigrants. I could show students a picture like the one attached, of people traveling on top of a train, and they could fill out a graphic organizer with one box for each of the See Think Wonder questions. To extend, I could also show students an image of immigrants traveling through Ellis Island in a cramped and unclean boat circa the early 1900s, and have them make a connection about the realities of immigration to America, and whether or not much has changed in the last 100 years.

How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive.

VTRs can be combined with any of the comprehension strategies we have covered. See Think Wonder could be extremely useful during the “prediction” or “questioning” stage of Reciprocal Teaching and CSR. Looking at an image or piece of art may help students make predictions about what a text or an upcoming unit will be about, and it may help students generate thoughtful and worthwhile questions. See Think Wonder encourages students to look at material more closely to help them make their own connections. Combining this with a comprehension strategy will help students practice making connections and predictions independently.

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Noha Osman                       Think-Puzzle-Explore 

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Noha Osman                       Think-Puzzle-Explore 

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Purpose: The purpose of Think - Puzzle- Explore, is to first allow students to take the time to think about the activity and connect it to any prior knowledge. This then allows them to explore the questions and curiosities that they were not able to answer for themselves and explore it for themselves by diving into the activity or lesson at hand.

What topic would you use it for?: T-P-E would be used in the beginning of any lesson to introduce students to the topic. It allows them time to process what the are being given and develop “questions of investigation” that they will later answer for themselves when the work period activity is presented.

If it involves some sort of visual, which picture would you choose? For a picture, I would use a black and white picture of Henry Ford’s Assembly Line. This will allow them to take the time to think about what they know about both the assembly line and the difficulties that must have come with using an assembly line for mass production.

How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive. : VTRs can be added to all of the comprehension strategies that we have covered in class. For example, for in Reciprocal Teaching, many of the articles are long and dense, and oftentimes we have to jump right in, in order to get it finished, even if split up within groups. If VTRs were to be incorporated at the beginning of the period, it would allow students to mentally connect first thinking about the topic and relating it to prior knowledge on the topic. We would then be able to discuss it with each other and the instructor, divulging any questions or curiosities that have arisen. Those questions would then be we investigated through our reading. Afterwards, we would then dive into our reading comprehension strategies task, easily using RT to break down parts by role, but this time with a clear background on the topic and a full understanding of the task at hand.

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Purpose: This reading comprehension strategy reinforces the point that the written word is a construction of the author and not necessarily a finite fact. This strategy allows the reader to compare and contrast contrasting ideas about the same topic and look for compelling evidence. It also allows the student to identify what compelling evidence looks like and how they can/should replicate it in their own writing.

By asking a student to engage in analysis (as opposed to memorization) it will be easier for them to remember basic facts about the material and they will spend less time memorizing what they view as "pointless facts." This strategy also allows the student to be engaged in a question of, "how are my opinions/experiences engaging/connecting with the material?" which is usually a good inherent motivator for students.

Topic: This is a relevant technique wherever there is a change in student understanding/behavior. I teach high school math and often times it is hard to incorporate reading comprehension strategies into my lessons. This technique is something that I use frequently in the context of changing student attitudes towards math. Often times students will come into my room saying they are bad at math. I will honor their experience until they are doing well and then ask them to reflect on what has changed between when they entered the classroom and  when their grades started to improve. Students frequently cite that asking questions, going back and trying problems again, annotating their notes/word problems change their experience of math.

VTRs in Clink and Clunk: When a student is having difficulty with material I think that it is important for the student to write down what their thoughts are, what their confusion is and actually have the opportunity to write down that they eventually got the right answer and understand the material now. With clink and clunk, the students could do this on a post-it note on the side of the text with a sentence starter of "I used to think.... but now I know that...."

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Purpose:

The purpose of circle of viewpoints is to raise students’ awareness that all authors share different opinions about a topic. By being exposed to different viewpoints, students can learn the style of writing that coincides with a certain viewpoint. Knowing that there are different perspectives on the same topic, will provide the student with an advantage of being a well rounded and open minded individual.

Application:

I would use this method in either ELA or Social Studies. In ELA, I can introduce it before reading a text. For example, by looking at specific vocabulary in the title, a student can get a clear idea of what the author’s viewpoint is. Be fore reading, I can have the students read the title and brainstorm some inferences on what they will be reading about. This method can also be applied during reading, where students may have a clearer idea of the author’s perspective on a particular topic. In Social Studies, students may look at historical articles or compare and contrast writing on the same topic, but from different authors. They can analyze the two different point of views and provide evidence for their claim.

Use with comprehension-based strategies:

I believe the circle of viewpoints method can be used with reciprocal teaching comprehension strategy. RT promotes student individualism during reading by paying attention to their thought process. For example, each student is responsible for a particular role (summarizer, questioner, clarifier, and predictor), and this prepares them to provide opinions and backing them up with facts from the text. The students get to lead a discussion and learn to internalize the process of asking questions and analyzing during reading.

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Purpose:

The purpose of circle of viewpoints is to raise students’ awareness that all authors share different opinions about a topic. By being exposed to different viewpoints, students can learn the style of writing that coincides with a certain viewpoint. Knowing that there are different perspectives on the same topic, will provide the student with an advantage of being a well rounded and open minded individual. 

Application: 

I would use this method in either ELA or Social Studies. In ELA, I can introduce it before reading a text. For example, by looking at specific vocabulary in the title, a student can get a clear idea of what the author’s viewpoint is. Be fore reading, I can have the students read the title and brainstorm some inferences on what they will be reading about. This method can also be applied during reading, where students may have a clearer idea of the author’s perspective on a particular topic. In Social Studies, students may look at historical articles or compare and contrast writing on the same topic, but from different authors. They can analyze the two different point of views and provide evidence for their claim. 

Use with comprehension-based strategies: 

I believe the circle of viewpoints method can be used with reciprocal teaching comprehension strategy. RT promotes student individualism during reading by paying attention to their thought process. For example, each student is responsible for a particular role (summarizer, questioner, clarifier, and predictor), and this prepares them to provide opinions and backing them up with facts from the text. The students get to lead a discussion and learn to internalize the process of asking questions and analyzing during reading. 

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Purpose:

The purpose of circle of viewpoints is to raise students’ awareness that all authors share different opinions about a topic. By being exposed to different viewpoints, students can learn the style of writing that coincides with a certain viewpoint. Knowing that there are different perspectives on the same topic, will provide the student with an advantage of being a well rounded and open minded individual. 

Application: 

I would use this method in either ELA or Social Studies. In ELA, I can introduce it before reading a text. For example, by looking at specific vocabulary in the title, a student can get a clear idea of what the author’s viewpoint is. Be fore reading, I can have the students read the title and brainstorm some inferences on what they will be reading about. This method can also be applied during reading, where students may have a clearer idea of the author’s perspective on a particular topic. In Social Studies, students may look at historical articles or compare and contrast writing on the same topic, but from different authors. They can analyze the two different point of views and provide evidence for their claim. 

Use with comprehension-based strategies: 

I believe the circle of viewpoints method can be used with reciprocal teaching comprehension strategy. RT promotes student individualism during reading by paying attention to their thought process. For example, each student is responsible for a particular role (summarizer, questioner, clarifier, and predictor), and this prepares them to provide opinions and backing them up with facts from the text. The students get to lead a discussion and learn to internalize the process of asking questions and analyzing during reading. 

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Vicky Kostajani

Purpose:

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Orlando Geigel Jr

1.     Purpose

So the purpose of the compass points in class Is allowing students to understand or come with idea about what will be read. This would allow the students to jot down what are the things that they will be excited the most about. Sharing their ideas with the class. Allowing students, at the end, to evaluate it. Using the compass points in class would allow the students to learn from one another, or allow students to help each other out, in areas that will be need the most help. The teacher is the person who guides the students through the steps, but the students are each other’s teachers. If that makes any sense. This allows students to put their fears on paper, and work on overcoming those same fears.

2.  What topic would you use it for?

I would actually use this in my math class. This is because we are going to step into 7th grade geometry for the first time. I know some of my higher level students are very excited, while others are scared. Using the compass points will allow students to notice other student’s strengths and weakness and help each other out. Coming up with predictions, or working on prior knowledge. Maybe, one student is great at knowing angels but doesn’t understand the terminology but another student is the exact opposite. This allow both students to teach each other and feel comfortable doing so. This will also allow me, as the teacher, areas that will be in everyone benefits to teach and take time with in class. This can also allow me to pin point certain areas my focus students will need.

3.    If it involves some sort of visual, which picture would you choose? Upload the pic

Seeing this image is hard because of the way the computer has made it look. But each other different points have their own meaning. E is for excitement, what is the student excited about learning. South, is suggestions, what could they put forth into this new idea. West, what are they worried about? North, what skills do they need to have already know to help out with this new topic.

4.  How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive.

So I love this idea of VTR with reciprocal teaching. This because this allows students, especially Michael, a visual cue to help them out. Using the compass point before starting to read some of the word problems we would be tackling in geometry in class could bring a sense of relief and purpose. My students will have a graphic organizer that allows them to put forth ideas and knowledge, that they could look back on and work with. This allows my students to have the purpose for the reading and have each other to teach them the lesson. I do believe that this VTR would help out with reciprocal teaching. Another great point for VTR, is the see, think, wonder. I love that strategy and I have already used it in class for math. While using SEW (see, think, wonder), this allows students to active prior knowledge, think about what we will be reading and doing in math, and generate any questions that could be helpful, not only to one, but to everyone in the class. So during the reading of the problem, we can stop look back at the compass or the SEW, and use that to help comprehend the reading material. This can allow other students define vocabulary that would help other students. Allow students to know what the problem is asking them and how they could answer it. Then allow the students to evaluate their answers all together as a group. Challenging each other on how they got it, if there was another way, how would have another student do it, what could be worked on next time.

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Purpose: The purpose of “I used to think….. now I think…..” is to allow students to reflect on a topic, subject, or lesson that was introduced to them. It makes students focus on how their thinking has changed in regards to the subject matter, which can accomplish two things in my mind. One, it helps the student internalize what was covered, and two, helps the students think creatively on how they themselves think.

Topic: Because I teach 7th grade math, it is hard to bring real life situations or current topics into the classroom. I could use this to help strengthen the connection to math and the real world with my students. With the curriculum and our CCS, the main goal of every lesson is to connect it to real world application. Having students reflect on this can help them put their own spin on the topic to carry it beyond 7th grade.

VTRs in CSR: I feel that this can be a great pairing because it allows the students to work in groups or as a class and then they can self reflect on the subject matter on their own terms. Students of any age just want to fit in, so having students work together allows them to socialize while learning subject material. Having them reflect on the subject matter independently allows them to truly explore the subject matter in their own head, with their own thinking ways.

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Rosalee Butler

Compass Points

Purpose:
The purpose of the Compass Points is to help make students develop an idea or proposition and then, be able to evaluate it. The Compass Points allow students to research and learn different sides to a idea or proposition before they take a stance or form an opinion.

Application:
Compass Point can help students build off each others ideas, so it is best to model the groups initial responses for the whole group to see. Showing a visual anchor is the best aid because the students can see the directions of their responses. Its best for the teacher to draw a compass in the center of the board with N,E,S, and W on the points.

1. E = Excited
What excites you about this idea or proposition? What’s the upside?

2. W = Worrisome
What do you find worrisome about this idea or proposition? What’s the downside?

3. N = Need to Know
What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?

4. S = Stance or Suggestion for Moving Forward
What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?

Usage with Comprehension Strategy:

This can be useful in Reciprocal Teaching because this can help the student organize their thought before taking a stance. This can also help the students create stronger arguments and persuade their peers to also take a stance with them. In the clarification section in RT the students can chart their confusions and questions. The things that they are excited about and account for the things they know, the things they worried about can account for the things they don't, and the things they need to know can account for the things they need to know to help aid them.

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Erika Almanzar

Purpose:
The purpose of the What Makes You Say That? routine is intended to help students describe something they see or asks them to brainstorm explanations. This routine encourages students to share their interpretations of something they either see or read, and allows students to look through multiple perspectives and seek alternative solutions.

Application:
Through the What Makes You Think That? routine, students are  encouraged to see something and support their viewpoint with evidence. As an ELA teacher, I would love to incorporate this strategy in our next unit, as will begin to read a series of short fictional stories. While we read a piece together, I can use this during either an independent or group activity where students have a chance to describe what they believe is occurring in the text while also supporting their stance by citing the text. Additionally, this routine can be incorporated into a writing activity where students can use the R.A.C.E. format to write a solid constructed response to support their thinking or interpretation of the reading with using textual evidence.

Use with Comprehension-Based Strategies:

The What Makes You Think That? routine can work with the RT strategy, especially in an ELA classroom. By assigning the role of the Clarification Specialist within RT groups, students can search for sentences or words within a text to support inferences made about the reading. This strategy can also work within RT through the role of the Question Generator. By coming up with a series of questions about the text, students can not only effectively engage in a whole-group class discussion, but also enhance their critical thinking by divulging within the text to support their viewpoints. As I plan to use RT during my mini-unit, I can document the use of this strategy as well during our whole-group discussion by either using audio or a video recording. This would not only help me to see my students' language development, but also note areas where I can push them to provide even further reasoning.

Image: This is the book containing the stories we will be using in Unit 2. It's a great source for nonfictional pieces, fictional texts, and poetry!

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Timothy Johnson

Purpose:
The purpose behind the See Think Wonder routine is to grab the students' attention and get their minds thinking about the text or unit that is to come, without blatantly telling them the content. This is facilitated by allowing students to utilize their observation skills to make inferences based on what they are seeing.

Application:
This method would be most effective when introducing units or new books in English, Social Studies/History or Science. It could be utilized in math, but wouldn't benefit the students in many of the math units. For example, before reading a slave narrative/civil rights piece in an English course, you could have a few powerpoint slides with paintings or pictures from that time frame really giving the students a visual representation of what it was like to be alive during the time that the piece was written. A graphic organizer would be extremely beneficial in this capacity for it would allow for the students to organize their thoughts on what they are seeing and potentially view the piece from a more empathetic viewpoint. The graphic organizer would have three columns and as many rows as observations you would like for them to note. The columns could be listed: 1) I see... 2)I think.... 3) Therefore I wonder....
At this point you could give the students time to come up with their own observations and then come together to share with their classmates so they are able to see what they may have overlooked or to see what their peers thought was significant.

In the image that I have attached to this post, I would fill out my organizer with the following:
I see.. a black teenager or man being attacked by a white police officer and his dog.
I see .. Although being attacked in a violent manner, the black teen/man's face appears to show no fear with no weapon or arms in a threatening position.
I think.. this is odd and the cop may be doing a little bit too much for this situation.
I wonder.. If the black man is trying to prove a point or protest something.  Was this common during this timeframe?

Usage with Comprehension Strategy:
See-Think-Wonder, could be tied in with a reciprocal teaching lesson. This is a strategy that really gets students engaged, but is also simple enough for a leader to be appointed from within the student body to take charge of the discussion. There could be a jigsaw type of approach where each group of students are given different images to interpret that are all different components of the unit they are about to learn. Give each group a few minutes to really analyze their image and dig deep to find the most significant details, then utilize that See-Think-Wonder graphic organizer to guide the process of getting those observations and corresponding inferences on paper. The groups would find ways to articulate their points to the class and then you hand the class over to the various groups to breakdown what they have gathered from their images. Then, scaffold them to see how these images come together to present the big idea of the unit/book.

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By Nicole Joseph

Purpose
The purpose of Circle of Viewpoints is to help students look at ideas and topics from a different point of view other than their own. Circle of Viewpoints allows students to brainstorm a list of different perspectives in order to better understand an idea or topic.

Application
Circle of Viewpoints can best be used with science, social studies, and english. One way students can incorporate circle of view points into learning is by applying this technique prior to beginning and/or during a new unit/topic in order to clarify any misconceptions and jot down any possible wonderings in regards to the topic(s). Students struggling to understand a topic can benefit from this technique because the student will have an opportunity to learn more about the topic from another view point, which can lead to a better understanding.

Usage with Comprehension Strategies
Circle of viewpoints can be implemented with the CSR learning strategy. After a unit/ topic is introduced, students can work in groups to brainstorm and apply the CSR strategy. Each role within the CSR strategy (ie..preview, clunk expert, get the gist, wrap up) can assist students with exploring various view points regarding this unit/ topic. Students can be given a list of guided questions to assist with the thinking process along the way. After students brainstorm each student can choose from a different point of view and discuss the view point they have chosen. As students are discussing points of views, another student (recorder) can record pertinent information and the leader can share out to the class.

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By Erin Hogan

Purpose
The purpose of Think Pair Share is to give students the time they need to collect their thoughts silently before speaking. Students often feel rushed when asked to share without time to think and do not give the best answer they can. When they share with a partner, they are able to exchange ideas and see a topic through the perspective of another person.

Application
The best part about the Think Pair Share method is that it can be used at any time in any subject. Students can use it when looking at a math problem or after a short reading assignment. This can be done with partners or small groups who can then share out their answers with the rest of the class.

Usage with Comprehension Strategies
This would be difficult to implement with CSR or Reciprocal Teaching. The best way to use it would be to have the person assigned to ask questions initiate the Think Pair Share. They would ask a question to the group and everyone would think about it, including them, and then the group can discuss what they came up with. The teacher would have to scaffold and show the students how to do this themselves but it is something that everyone can incorporate into their assignments, with or without the teacher leading it.

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Rule Based Summary

Ashley Lee

Rule Based Summary

Purpose: The purpose of the Rule Based Summary is to help make students more effective readers. They are able to do this by summarizing informational text more effectively. To do this readers have to delete, substitute, or rephrase information. This strategy helps students produce an informative and detailed summary.

How can it be used: This strategy has four steps, students will have to first substitute a more general term for a list of specific terms. They then will have to delete redundant information. Also, delete information that is not a absolutely necessary, or central, to overall meaning. Lastly, they have to select or create a topic sentence.

The Rule Based Summary can be introduced to the children to help them identify the most important information from a text. This strategy can also help them with their own individual papers which they may have to write. This strategy encourages higher thinking and a better way to process things that are read and also written.