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Making thinking visible
verbalize thinking
Reflection and revisions as necessary
Critiquing own thinking, self-reflection
Establishing a non-threatening classroom environment,

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Guiding self, encouraging self (mindset), planning, making connections, working through / struggle, making thinking explicit, providing concrete examples

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Allowing students to share their thinking as in a number talk

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Allowing students to share their thinking as in a number talk

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Teacher using the think aloud in the classroom so students know why she is doing what she is doing
Teacher knowing what skills they need and using self-talk to develop those skills - 7 Types of Self Talk - p. 132
Accessing the thinking of others
Exposing the thinking through talking
Leaders can have conversations with teachers about how they are intentionally using "think alouds" - are they pre-planning for it?

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out-loud self talk to:
highlight math thinking, or editing/planning during problem solving

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Something visual (highlighted), graphic, exaggerated or emphasized movement, drawing attention with manipulatives

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students doing the thinking, not the teacher

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Questions that encourage the students to think

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discussion with staff about the importance of and reasons for a teacher thinking through math aloud - a bit different from talking about how you would solve a problem
Model the process

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Teacher modelling the reflection piece through think alouds

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Modeling think alouds

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Opportunities to speak, write or draw their ideas

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After teacher models examples of ways to verbalize thinking, students will begin to share their own thinking aloud.

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Variations in tone or volume to focus attention. Avoid drawing attention only to incorrect responses.

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thinking is non linear
planned out (has a purpose)
non threatening
self editing

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These leadership strategies would promote... perseverance of thinking/problems solving by students

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These leadership strategies would promote... perseverance of thinking/problems solving by students

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Highlighting big ideas and concepts

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Productive struggle is good, encouraged- Dont' take the thinking away from the students (Answer only "keep-thinking" questions)
Develop students' autonomy and perseverance in thinking
Teacher needs to know their students
Use skillful questions/ probing.

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Activating prior knowledge, very open possibilities, based on prior knowledge, consistent vocabulary or understandings

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Think alouds, when purposeful, can open the door to risk taking, a propensity for a growth mindset, and opportunity to layer with other modalities/representation of thought. 

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Think alouds, when purposeful, can open the door to risk taking, a propensity for a growth mindset, and opportunity to layer with other modalities/representation of thought. 

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Summarize and emphasize

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model think alouds
link to practices of language arts (some staff may be more comfortable)
practice writing out the think aloud to see how it would go.  It is a very specific process. Always in first person

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Encouraging and accepting student thinking. Being supportive without providing the answer. Asking probing questions to help students recognize their own misconceptions. Through questions students would adapt their strategies.

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Students making connection to their own thinking and the thinking of others to better understand and clarify mathematical thinking

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Speaking, drawing or writing ideas to deepen cognition skills
Self-regulation of learning
Making key learning processes explicit
Concrete examples of thinking strategies
Similar to vertical classroom strategies
Teacher modelling
Thinking before choosing a strategy
Meaningful student engagement
Personalized-different for different students

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Step by step process of self-talk
Positive self encouragement (growth mindset)
Students interaction (questioning, responding)
Students listening carefully to each other
Student self-assessment and flexibility around math decisions

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- Co-analyze teacher moves in video segments depicting think alouds
- Make current research available tying think alouds to self-regulation
- Provide opportunities for teachers to co-plan a think aloud in math (with other teachers, coach or administrator)
- Model a think aloud in classroom- i.e with a small group of students in a classroom
- Asking teachers what opportunities are provided for students to think aloud

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Reflection by the student directed in a compassionate manner

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How/when can we better use think aloud to make thinking visible.

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Allowing opportunities for students to collaborate. "Getting Back Together"

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Self-talk vs Think Aloud...self-talk is about hearing yourself in the moment as you work through a problem...it's non-linear, can be self-edit, praise, etc VS Think Aloud that might be more linear and purposeful, from the start to the end of a problem to share where your thinking went.

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Productive discourse, ie. students discussion, debating encouraging using mathematical language.

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Open-ended questions
Pre-planned questions related to the learning content
lots of wait-times
Questions with no pre-supposition
No leading questions, don't take away the thinking of the students. (No halting students' thinking)

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Teacher prompts to facilitate understanding, not to give answer.

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These leadership strategies would promote...

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These leadership strategies would promote...

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transparency in student's thought processes as well as building their confidence as we revise our thinking as a teacher

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Effective questioning, that requires independent thinking using more open ended questions.

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Students need a safe, non-threatening environment

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Students need a safe, non-threatening environment

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Natural flow of problem solving that includes "getting back together" and it can be while they are 'still' in the process of solving the problems - not necessarily a timed event at the end
The importance of teachers' pedagogical knowledge and when to use thinking prompts and/or questions - knowing students in the presence of content

Using "how do you know" to encourage making thinking visible - and can be used for self-correction if needed

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Think aloud has the potential to reveal how almost all of the 7 processes are active in a particular problem.  Representing and PS strategy may not always be revealed, but if we are to attend to activation of the Processes, then think aloud is a vehicle to keep us focused on them.

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guiding a student along the teacher's path of learning, doing the thinking for them

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supporting the students to do the thinking, advancing their learning

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Authentic visible thinking in mathematical problem solving. Self-talk modelled for all to see & hear. Supports cognitive learning strategies & gives the teacher information about student thinking.

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concrete examples of student thinking strategies. Connects with literacy learning. Sounds like a thinking journey as opposed to a recipe for getting an answer. Develops a need for accurate and precise mathematical vocabulary.

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Teacher re-voicing what the student said to allow others a chance to think about it

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questions that lead the students down a path...

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questions that lead the students down a path...

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questions that lead the students down a path

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questions that lead the students down a path

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questions that lead the students down a path...giving promo

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questions that lead the students down a path...giving promo

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-questions that lead the students down a path...giving prompts along the way.

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-questions that lead the students down a path...giving prompts along the way.

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-focus questions enhance rather than assess student learning