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GOING FORWARD.....

Whats the story here?

Look for hidden stories

Thinking routines are tools to be used over and over again.

They need to become pattern of behavior.

Learn to walk away so I know when to step in and step out.

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Much of our current practices of collaborative planning often lie in 'ticking boxes' (curriculum outcomes, IBPYP Planner and all of its complexity, creating formative and summative assessments) and as mentioned in Chapter 6, 'activity dumping' and the 'efficiency approach'. I plan to help structure and re-focus our planning meetings by making the Understanding Map, the Routines Matrix and the new graphic Ron shared (circles) as tools to MTV the goal and practices to create a culture of thinking. I am also seeking ways to expand the concentric circle of goal and practices beyond my own classroom to that of the community, including parents in the process, with the goal of 'it takes a village' to support the long-term and far-reaching goal of a thinking society. I plan to lead by example and seek out as many opportunities as possible to listen, document, question, think through the routines in as many ways as possible, beyond my own classroom. So much to mull over, thank you! 😁👏🏻

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Students will feel empowered to identify issues in their community, brainstorm ways to tackle the issues, and then put their plans into action. MTV practices facilitate and pave the way for student ingenuity as they address very real problems.

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The shift for me is seeing that thinking strategies can be embedded into the learning culture through goal setting, deep listening practices and the offering of explicit strategies.  A learning community that values visible thinking is a community that empowers all of its participants.

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In my mind, the challenge facing many educators with regard to MTV is the fixation many seem to have with surface level knowledge acquisition, delivery of content/curriculum. That is why your work is so refreshing and vitally important. I really hope we as a community of teachers and consultants can help to 'spread the word' and influence others to prioritise MTV.

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I have started using MTV practices in my classroom, however, I don't think they have been fully incorporated by myself and the students yet. I am planning on using three routines and use them throughout the semester. My feeling is that when I decide to use too many routines, it is not meaningful for students.

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I am very motivated with this type of learning. A. One of the main things he would do would be to bring it to the attention of the management team. That all the staff of the center where I currently work follow the same line of action. Inquire into the development of my classes so that all students achieve their learning goals. I hope that using MTV will change the perspective of the classrooms in my next school year.

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Because of my previous profession, I have (without labeling) used many of the routines, but not as routines - as structure for a lesson.  What I want to do now is LABEL what I am doing, expand the number of options to use, and make what we are doing obvious to the students.  I firmly believe that Science is the natural integrator of all classes taught at school and should never be stand alone so having a chart/map out in front will give a way to "visibly" think about the linkages.  I have not said this well, but I have time to get there before we get back to school.  I also think that adapting routines - like GOGO - will work especially well with DL.  There are several others that should, too, and more importantly, will make the transition back to classrooms go more smoothly.  I can't figure out how this will translate into performance evaluations and I especially don't like having to stick to a rushed schedule to get this much material covered in this many minutes.  That has caused me problems before since I am prone to follow paths that the students start. (see "use students' thinking to shape..."   I want time for unplanned moments.  We should be facilitators as often as possible.  That is an advantage of an A/B day so that we have time to get there.  Distance Learning does have similar advantages to A/B day if the sessions are long enough, BUT also small enough so that no one can get off camera.  Another  huge advantage of DL in that the required base material can be presented in an asynchronous lesson and the application/integration developed in meetings.
Given all of that, naming what we do is important to help clarify practice, but getting caught up in names gives us problems when words like "authentic learning" or "classroom culture" become buzz phrases that get marked as a metric for performance. Regardless, planning for thinking is what we should be doing. As anyone in aviation knows, if you can't use the material you know in a way you did not study, you will eventually break the rule that safe take-offs must equal safe landings.

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My students expressing that they feel empowered

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My students expressing that they feel empowered

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Encouraging thinking allows students to engage and wrestle with difficult material. Helping them discover these tools will lead them being more confident in their learning and thus more empowered in all areas of their lives.

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"For the classroom  to have this culture of thinking it is essential that the teachers' room also has it."
This phrase from the "Cultures of Thinking" research provokes many reflections in me.
Making Thinking Visible for me, has to do with building a culture of thinking that puts us in a new disposition in front of the world, as teachers and learners. Making thinking visible, therefore, helps me to look at the details, to see layers to develop a thought that connects us with the complexities. The challenge is to create places in the teachers development to meet this complexity inside them. And I have started to find in the Thinking Routines that place of encounter with our own and students thinking.

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"For the classroom to have this culture of thinking it is essential that the teachers' room also has it"
This phrase from the "Cultures of Thinking" research provokes many reflections in me.
Making thinking visible, for me, has to do with building a culture of thinking that puts us in a new disposition in front of the world, as teachers and learners. Making thinking visible, therefore, helps me to look at the details, to see layers, to develop a thought that connects us with the complexities. The challenge is to create places in the teachers development to meet this complexity inside them. And I have started to find in the Thinking Routines that place of encounter with our own and students thinking.

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Looking ahead a next school year, getting to a place of success with MTV practices would involve being more purposeful with integrating routines with listening, questioning and documentation to make thinking more visible for my students.  This would involve planning more intentionally -- thinking about the types of thinking moves that are essentially to developing understanding -- and making those visible to my students.  I would like better document student thinking and help them see how their own and our collective thinking has developed over time.

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As we continue to move forward with building a culture of thinking in our school, I can see we need more work on listening and pausing hope to emphasize the importance of listening and pausing. I know teachers listen, but they also are quick to jump in; in reflecting, I believe this is an important component of MTV practices. Even in a COVID world, we need to look closely at this practice.

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I teach art history and studio art at a university and have been using VTRs for the last year because of the individual and group engagement that my students can achieve. More success with VTRs, from my viewpoint, will include using select VTRs more ROUTINELY so that students recognize these as life enhancing tools. I will be sharing more with them about different types of thinking, what we can do with different types of thinking, and exploring more with them about how different ways of thinking connect to their programs of study and their career goals.

In the art history courses especially, I intend to be more cognizant of, and intentional with, the Big Ideas I want my students to learn. I've always been loath to tell students what they are viewing, or what exactly occurred artistically in a particular historic period, because these art history characterizations over time have generally been so inaccurate, biased, and eurocentric. But I'm seeing that I may be able to articulate the more lofty goals I have in my own hidden curriculum as VALID GOALS that can be achieved with using TRs that relate to visual analysis and positive group engagement. I think my hidden curriculum shouldn't be hidden anymore...

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I would like to see our school embrace a culture of thinking to transform learning so that we have joyful, engaging, authentic learning experiences consistently in K-5 throughout the school.  Some staff at our school have explored MTV practices for many years now and the philosophy of MTV aligns perfectly with our mission statement, so I look forward to getting to a place of success at our school where thinking routines, listening, questioning, and documentation are how we all make our thinking visible every day.  I would like to see our students and staff excited about their thinking and inquiry as they think deeply about ideas, share their thinking and build on each others’ thinking, and are inspired to take action.

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I have been applying thinking routines in different contexts with different subjects and topics and I have seen my students thinking moves grow. A place of success for me would be a long term goal in which I have helped build a culture of thinking that has spread in my community and hopefully in my country. I would like to see this happen specially with the most vulnerable kids to help them cross a threshold which gives them different perspectives and a purpose in life.

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From discovery to supporting fellow teachers

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From discovery to supporting fellow teachers

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I discovered MTV just last week; but boy dit it strike hard! It was just the tools I was looking for to support both my practice as a consultant but also to help out the teachers I train to identify more clearly their intentions and goals in class since lots of them only plan activities and let all the thinking up to chance. But...at the end of the school year, some teachers were asking me HOW they could make their student's thinking more visible so they could regulate their teaching and assess what would be the next steps in their teaching. I'm now very inspired to help them make thinking a routine... and a visible one. And in that context, I'm also looking forward to reading Creating cultures of thinking: the 8 Forces We Must Master to Truly Transform Our Schools. Thanks so much for everything!

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Given COVID, the district administration has be working to revise our mandated scope and sequence in all subject areas.  Once I receive my copy, I would like to work in my grade 3 team to intentionally plan some first- step thinking rountines.  My school has a very large number of ELL studends and I have seem tremendous growth in their oral language developement and content vocabulary usage while using thinknig routines in past years.  Given academic conversation starters and word banks there thinking and conversations become deeper.

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When the routines are embedded in my class my students will begin making connections in their learning expriences and be able to explain their thinking independently (without my prompting them to explain their thinking). All students will be willing to share their ideas and listen to the ideas of others.

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If i am able to establish a successful culture of MTV - I believe that would be to make my teaching more meaningful. When i plan for my lessons i would be working less with data pertaining to my teaching strategies and more with evidence i have gathered through the MTV routines. This reflection would make each lesson planned more meaningful for my  learners as i would have started to think for them. The success would be made possible through connecting more deeply with my learners at all levels. It is important to  acknowledge learner differences and make plans accordingly.Horizontal  /vertical collaboration  with other teachers is also important especially for interdisciplinary subjects.I would want my learners at their graduation to remember me as a teacher who taught them how to learn rather than what subject i taught them.

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I would say that we have accomplished some measure of success once we have built on the learner's autonomy. I see MTV practices as a means of fostering greater control and engagement on the part of our students. All of which translates into life-long thinking moves that they will be able to transfer to any other learning situation they may encounter. There is a wide range of thinking routines that bring to the foreground self-assessment, formative assessment, collaborative work, critical thinking, to mention a few, which happen to be core assets of the student we want to see once she/he leaves school. I cannot wait to start working with my fellow teachers and finding together how we can improve our teaching and our students ' learning experiences.

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Being more intentional with thinking outcomes.

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Being more intentional with thinking outcomes.

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When planning the year, and the content, I would like to be more intentional of what thinking we want the students to develop over the course of the year, and decide which thinking tools would best support this.  I would choose 1 or 2 thinking tools that I want my students to become familiar with and start using them across all areas of the curriculum from the start of the year to help cultivate this culture. I will know I’ve achieved this when students start sharing their thinking with each other naturally.

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To me, a successful class after MTV practice shall foster student’s curiosity to the lesson, direct their energy and creativity to find answers, and to motivate them to engage and discover more in their thinking and discussions. Students will be more open-minded and to be inspired by different perspectives. When teachers plan for the lessons, it will be easier for them to find the right tool and right direction to move on.

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What kind of thinking do I want my students to develop?

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What kind of thinking do I want my students to develop?

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An idea that has really opened my mind is to focus on the kind of thinking that I want my students to develop and then choose the routine to help them access that thinking. I have tried to use some routines a couple of times but without much success. I realize now that I was applying them as activities. I also recognize that I have to trust more my young students in making their thinking visible.

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A place of success will be reflected in students inviting one another to share thinking, and connecting to it, or stretching the idea. It will be a chance for them and for me to better understand what's happening in their minds. It will be invigorating--more voices in the conversation, more opportunity to learn alongside students. To help make this happen, I think including sentence stems and modeling genuine questions and wholehearted listening.

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This was my first class and the first time I heard about MTV.  After reading the book, reviewing the video and attending my first class, it really opened my eyes.  I will work to implement it in my class.  I wish I knew about MTV sooner.  It has helped answer some questions that I have had since I became a teacher.
I have been doing a lot of class activities and projects as well as studying various teaching methods.  I know the pedagogy behind them.  However, it won’t solve my root questions: How do I inspire my students to learn a foreign language?  How can I help students be more engaged and curious about culture? How do I broaden students’ worldview and become world citizens? How can I help them to become leaders? If I am not in a class with them,do they know how to learn on their own? How do I create an environment where the students want to learn via a foreign language?
I think I found a number of answers.  I look forward to seeing and learning more in the next class

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MTV and the possibility to go deeper and further

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MTV and the possibility to go deeper and further

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I opened myself a small school in 2019 in a remote town in the south of Chubut province in Argentina and tried hard to follow the concepts of Teaching for Understanding. Now I 'm completely engaged with MTV practices and goal. My issue now is to translate as much material as possible to allow teachers become familiar with MTV at my school. Most of them don't speak English. Not an easy task. Hope to learn myself as much as possible to effectively help them change their practices in the near future. All your advice is welcome here. Thanks for sharing.

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A place of success with MTV practices will translate into a more dynamic and lively classroom. I echo the aspiration for more equity that has been written about on the Padlet; routines allow learners to build their confidence.
There will be less talking on my end, I will listen for different types of thinking and for progress (i.e. recognize when students no longer need sentence starters).
An effective way to make sure that we rely on documentation might be to embed it within long term projects so that students need to draw from the documentation to move forward.
To make thinking visible my main goal, I will need to think through and adapt different routines. Discussing these with fellow teachers will be key; adaptations will require brainstorming together.

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Become more intentional in my practice and to really embrace an ecology of listening. I would also like to try different routines that I haven’t tried before and utilize the understanding map.

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My goal is to use VTRs to create opportunities for students to engage with ideas and at the same time engage with each other. I had never thought of combining the routines with different goals.

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I think that I need to remain a learner too. As long as I approach my students, their loved ones, my colleagues, and my community with curiosity and wonder, I believe that areas of my practice around making thinking visible, thinking routines, language, listening, documentation, and questioning will allow the learning to blossom. I need to keep trying and tweaking thinking routines to find ways to provoke/promote the thinking of those around me. I believe that making all voices visible and valued is incredibly important right now too - that is part of the TRs that I really value!

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I think that I need to remain a learner too. As long as I approach my students, their loved ones, my colleagues, and my community with curiosity and wonder, I believe that areas of my practice around making thinking visible, thinking routines, language, listening, documentation, and questioning will allow the learning to blossom. I need to keep trying and tweaking thinking routines to find ways to provoke/promote the thinking of those around me. I believe that making all voices visible and valued is incredibly important right now too - that is part of the TRs that I really value!

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My goal would be able to see deep thinking happening in my lesson at any time of it and even in the corridors, students discussing the content with one another and even looking for the teacher for it. To make this happen, it would be to have the thinking routines primed. In other woreds, being able to use it at anytime during the lesson and making connections. I need to get more "property" of them in a way to use it easily as a flow.

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This is my GOAL!!! it's been for many years now and it's revamped by these sessions. Many thanks!!!

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I've been really focused on learning about MTV since last year and I know that I found my element, even though I'm working in my first year as a teacher, I know that to me there's no return. This is the path I want to keep walking until I become the teacher I want to be... Now I want to be more intentional by using TR as formative assessments. I know that this is a "practice" and not a "task" so if I reach that point, I will feel I'm using the MTV practices in a successful way. In order to do this, I will be adding the TR according to what I want to see in my students.

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Documenting the process of the routine in the classroom needs to be given more focus to enable us to implement the routines better and learn from previous experiences

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I hope this will allow for more equity voice in my classroom. I look forward to seeing all students engaged in the conversation.

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Broader range of voices in the classroom

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Broader range of voices in the classroom

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I am hopeful that using the MTV practices will enable students who often sit back and opt out, to have the explicit teaching of practices and supports they need to think, reflect, consider, and then share their voice and perspective to the classroom.  My class has a lot of discussion, but there are often a small group of children who are passive and disengaged.

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What I could do next in my work to help make this success happen is  focus more on modelling and also on my listening to  improve my feed back.

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After using VTRs as part of the teaching and learning process for some time, I now realise that my next steps need to be to make them much more embedded in the unit planning. I will use the thinking routines matrix to help to identify the appropriate ones to use.

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Success with MTV would be calming, exciting, gratifying and inspirational!
What I can do next would be to implement MTV into my work.

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Seeing my preservice teachers use them in practice

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Seeing my preservice teachers use them in practice

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I have been using VTRs since 2014 after seeing Ron at a conference. I would love to see preservice teachers take VTRs into their own practice to demonstrate they value thinking routines in students and in their own practice. I think I have to be more intentional about modelling and encouraging vulnerability in learning out loud because some routines are not taken up with the same level care (ex. CSI, the preservice teachers don't like to draw so they resist the image).

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Become more intentional in my practices!

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Become more intentional in my practices!

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I have been using VTRs for a while now, I feel like listening, questioning and documentation do happen organically, though I feel I can be more intentional in these practices. I also feel like I am going to have to become more intentional in using their responses to make learning more effective. I also want to make sure my students start connecting to the understanding map and become more aware and reflect on their own thinking moves. I am going to make that shift from 'activities' to 'engagement' very explicit.