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Page 13 - "The importance of curiosity and questing in propelling learning is easily seen in our experience as learners. We know that when our curiosity is sparked and we have a desire to know and learn something, our engage is heightened." I really like the idea of having students question and raise real questions that they have instead of them feeling forced to address something from the teacher that they are neither interested in or understand. 

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Page 13 - "The importance of curiosity and questing in propelling learning is easily seen in our experience as learners. We know that when our curiosity is sparked and we have a desire to know and learn something, our engage is heightened." I really like the idea of having students question and raise real questions that they have instead of them feeling forced to address something from the teacher that they are neither interested in or understand. 

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Pages 33-34: Ask the question: “What makes you say that?” Listening to how students answer this question is key, it will/can be different every time. Listening is how we know how to move forward with our students. Document student thinking: focus on the learning process by capturing events, questions, and conversations.

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Pages 33-34: Ask the question: “What makes you say that?” Listening to how students answer this question is key, it will/can be different every time. Listening is how we know how to move forward with our students. Document student thinking: focus on the learning process by capturing events, questions, and conversations.

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1) My section introduced two thinking routines

Zoom In involves selecting an image and showing students only a specific section, then revealing more of the image in stages while stopping to discuss their thoughts and observations after each new section reveal. The routine emphasizes the importance of being open-minded, as we often have to revise our thinking about something as we gain new information.

Think-Puzzle-Explore is derived from the KWL (Know-Want to Know-Learned) routine, but asks students what they think they know, what puzzles them, and what sources and process they could use to answer these puzzles (questions). The three steps in this thinking routine can be used in sequence, or just individually.

3) The book addresses how the “Explore” part of the TPE routine may result in students responding to “look it up on the Internet,” but how can teachers keep discussion focused on the topic/image, rather than becoming a lesson on Internet research strategies (unless that is the goal of the lesson, of course)?
My image is a piece of art from the Smithsonian American Art Museum. I chose this because it is an image that could have different interpretations when "zooming in" to just view a portion versus seeing the whole.

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The first chapter gives an overview of:

what thinking visibly means

what it might look like in a classroom

how teachers can incorporate thinking for deeper understanding into lesson plans

how teachers can guide students towards metacognitive awareness of their own thinking

Question: How can I integrate the lists (below) about ways to think (for understanding and for problem solving) in a daily sort of way?

Thinking integral to understanding (and assessing understanding):

1. Observing closely and describing what’s there

2. Building explanations and interpretations

3. Reasoning with evidence

4. Making connections

5. Considering different viewpoints and perspectives

6. Capturing the heart and forming conclusions

7. Wondering and asking questions

8. Uncovering complexity and going beneath the surface of things

Thinking useful for problem solving, decision making and forming judgments

1. Identifying patterns and making generalizations

2. Generating possibilities and alternatives

3. Evaluating evidence, arguments and actions

4. Identifying claims, assumptions and bias

5. Clarifying priorities, conditions, and what is known

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Compass Points
- Works well when there are dilemmas or dissenting points of view.

Students respond to four prompts with sharing (such as gallery walk) between each compass point.
E=Excitements (upsides)
"What excites you about this idea?"
W=Worries (downsides)
"What worries you about this idea?"
N=Needs
"What else do you need to know?"
S=Stance, Steps or Suggestions
This depends on topic and teacher's purpose.
- Use newsprint or whiteboard for students to post comments
- More powerful N's and S's often come from students seeing other student's E's and W's

Question: How can I apply this to a PBL in science?

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3-2-1 Bridge
Before and after a lesson students give 3 words, 2 questions and 1 metaphor/simile. Then they make connections (bridges) between their thinking before and after.
Key points:
- Assumes some prior knowledge
- Not to be used for review
- Only works in lessons where students significantly expand on prior knowledge
- For bridging, students look at their before and after thinking and share with partner
- Works as a mini pre-assessment and guides teaching.

Question:
How can I help students make connections in their "bridging"?

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Ch. 3, pp. 44-53, Intro to Thinking Routines

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Ch. 3, pp. 44-53, Intro to Thinking Routines

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Each thinking routine can be viewed from three perspectives: as a tool; as a structure; and as a pattern of behavior.  Regular classroom use of thinking routines causes students to internalize the routines and become independent learners, and allows teachers to assess student understanding.

My question: How will I handle the inevitability that some students will move through the steps of the routine quickly, and others more slowly?

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The first chapter is an overview of making thinking visible, focusing on what it is and what it isn't. There are two major goals of making thinking visible: facilitate greater understanding among students, and to enhance students' engagement and independence.

A question I have is: How do we motivate students who do not wish to participate in the activities described?

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"Learning occurs as a result of our thinking and active sense making." Visibility serves as evidence of insights and misconceptions, and helps us engage and support learning. It also guides our teaching when we remember that students must see us as thinkers and learners as examples of how to engage ideas, recognize other perspectives , and challenge their own thinking. To do this we must purposefully create opportunities for thinking through Questioning, Modeling an Interest in Ideas, and Constructing Understanding.

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The “See-Think-Wonder” instructional strategy stresses the importance of inquiry-based thinking through close observations using the following four-step process, which includes group sharing during each stage:  (1) Select an image; (2) Ask students to state their observations; (3) Ask students what they think is occurring in the image; and(4) Ask students what they are wondering about – based on what they have seen and have been thinking.  I selected the “Manifest Destiny” as my photo because it is detailed and offers different layers of explanation.  I think this would serve as a great image for a teacher to use when implementing the “See-Think-Wonder” strategy.  The authors of “Making Thinking Visible” suggest that when worksheets are used while implementing the “See-Think-Wonder Strategy,” students often provide short responses and fail to notice certain things in images simply because they do not want to write everything down.  What are some tips for implementing this strategy in your classroom?  Despite what the authors indicated concerning worksheets, would you use a graphic organizer, a think-pair-share, a list on your white board, or something else in order to encourage greater student engagement with this instructional technique?-Michelle Stevens

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The “See-Think-Wonder” instructional strategy stresses the importance of inquiry-based thinking through close observations using the following four-step process, which includes group sharing during each stage:  (1) Select an image; (2) Ask students to state their observations; (3) Ask students what they think is occurring in the image; and(4) Ask students what they are wondering about – based on what they have seen and have been thinking.  I selected the “Manifest Destiny” as my photo because it is detailed and offers different layers of explanation.  I think this would serve as a great image for a teacher to use when implementing the “See-Think-Wonder” strategy.  The authors of “Making Thinking Visible” suggest that when worksheets are used while implementing the “See-Think-Wonder Strategy,” students often provide short responses and fail to notice certain things in images simply because they do not want to write everything down.  What are some tips for implementing this strategy in your classroom?  Despite what the authors indicated concerning worksheets, would you use a graphic organizer, a think-pair-share, a list on your white board, or something else in order to encourage greater student engagement with this instructional technique?-Michelle Stevens

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Here's what you need to do:
1. Create a 1-2 sentence summary of your section.
2. Pick a picture to represent either what you learned or to summarize what you read. Use the magnifying glass to search for a picture to put with your post.
3. Write one question you have.
4. Comment on someone's post.
--Next meeting is Nov. 5--