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I used See/Think/Wonder with my students. I used it with a journal write with them. They had to take a perspective of something within the photo and create a story about what was going on in the photo and/or what was happening in the photo from that object/person's perspective. The result was really great. After orally doing this with them several times, and now incorporating writing using this method, the results were great.  

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I used See/Think/Wonder with my students. I used it with a journal write with them. They had to take a perspective of something within the photo and create a story about what was going on in the photo and/or what was happening in the photo from that object/person's perspective. The result was really great. After orally doing this with them several times, and now incorporating writing using this method, the results were great.  

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I am trying to give my students new paths to think. I thought my classroom generated a lot thinking before but now I see areas where I can improve little things to make them much more meaningful for my students. Taking the time to go back and focus on the ideas that matter most have helped me eliminate busy work and focus more on thinking activities.

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We have changed our daily journal routine to incorporate more of these critical thinking concepts and use sentence starters to help foster appropriate dialogue between students. It has been an easy transition because it was just another stepping stone to better learner (which we talk about daily)

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I tried using chalk talk to analyze poetry with my 6th graders. I set up four stations with butcher paper and a different enlarged poem. Students spent 5 minutes at each station in a small group reading the poem; then they reacted in writing to things they noticed, wondered, connected to, had questions about. Some circled words or lines they liked and sparked tangential conversations. They were engaged the whole time, it was about a 20 minute activity plus another chunk for discussion afterwards.

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Currently I am working on facilitating whole class discourse so that students are thinking about and reflecting on their participation. My current goal is to  encourage students to build on other students thinking. One strategy I use is to have students discuss in teams so that when they share ideas or thinking they are sharing for the team and it's less intimidating or stressful. Students write a participation goal and reflect on their participation after discussions.

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I used a Zoom In experience with a K-2 class, using a graph measuring available fresh water on our planet.  Immediately even the youngest of students noticed the patterns (quantity and color) and offered interpretations of the icon (water drop).  I was very impressed with the readiness to participate and the willingness to stay open to other interpretations. I've been working with this class for several months- and I think that having a routine of looking helped get them ready to engage with the Zoom In, but also they're ability to reach a correct interpretation did surprise me!

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I used a Zoom In experience with a K-2 class, using a graph measuring available fresh water o
n our planet.  Immediately even the youngest of students noticed the patterns (quantity and color) and offered interpretations of the icon (water drop).  I was very impressed with the readiness to participate and the willingness to stay open to other interpretations. I've been working with this class for several months- and I think that having a routine of looking helped get them ready to engage with the Zoom In, but also they're ability to reach a correct interpretation did surprise me!

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in the small moments I get to lead art-practice skills with students, in the moments of observing their work, I've begun asking them to identify in their own work the goals/objectives of our lesson.  I ask things like "Where do you see the pattern? Or tell me about how you were mixing the colors in your piece. Is there something you'd like to change or add to address...."   This gives students the power to analyze their own work, gives them a chance to make the connections between our goals and their progress.  This also takes the sole responsibility off of me to commend or correct their work. (to over-simplify)

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I know this was not one of the ones we explored, but I have been seeing this a lot in teacher trainings. My students LOVED it!

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Teaching Thinking brings my classroom to life.

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Teaching Thinking brings my classroom to life.

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When I emphasize my appreciation for their thinking strategies, I see my students feel more confident about their participation. Their thinking takes the steering wheel in our subject-matter, making it student-centered, and totally more engaging.

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I used Compass points to ask students about their feelings and ideas about our class becoming hybrid. It was SO meaningful for me because my students allowed themselves to be vulnerable, to share the concerns and needs as we switched our learning experience up. I am excited to use it again after a week of hybrid learning

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I like to use Notice/Wonder when previewing a story from our anthology. It really gets students noticing the different text features and thinking about why they are included. I also notice that they are more interested in the text when we preview it this way. This week, I had them predict what they thought the text was about/what they would learn, based on what we had noticed. They often come to conclusions based on the first thing they see or something they make up. When they made their predictions, each student had to have evidence from our Notice/wonder for why they made that prediction.

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Now when we read a new story, we always do a picture walk.  We look at the title and the pictures included in the book and try to generate ideas of what the book may be about.  Today's story was called "Piggyback Plants" and the students tried to figure out from the pictures what the story might be about.  They became more interested in the nonfiction book about Epiphytes because they were trying to figure out what piggyback plants might be.

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My students have really enjoyed the notice wonder activity. This week I added "reminds me of" and it was a great addition. The connections children made helped others to relate to the subject and be able to talk about their thoughts around the image or content!

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I added reminds me of to my Notice/Wonder activities. I am seeing that more children are sharing and making connections based off what their peers are saying and seeing.

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I'm continuing to use "STW" with my students using the image bank and for complicated graphs. I love the explicit instruction about and opportunity to practice observation skills. As a science teacher, I find that really valuable. We are also thinking about using Compass Points as a school to help explore a potentially controversial change. I introduced it at a staff meeting and everyone liked it a lot.

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My most successful classes are the ones when students are busy working and I look like I'm doing nothing. I'm finding that harder to achieve with Distance Learning because the camera makes me feel more pressure to perform and there is very little else for the students to focus on. Because I have no way to measure how productive the silence is, I tend to fill it with the noise of my own voice. I'll need to explore ways to change this because giving students time to think and work is a valuable use of their class time.

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I used compass points for a Newsela opinion response to Maia Chaka being the first black female NFL official.  I also used it to generate student ideas for our garden planning.  Both worked well and I will use compass points again.

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I did Chalk Talk with the Jam Board app. We have been working on argumentative essays and discussing controversial topics. I posed the topic, teachers carrying guns on campus, and if its a good idea or not. They loved it! They all had something to say and it was really neat to watch them read and respond to others comments. 

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I did Chalk Talk with the Jam Board app. We have been working on argumentative essays and discussing controversial topics. I posed the topic, teachers carrying guns on campus, and if its a good idea or not. They loved it! They all had something to say and it was really neat to watch them read and respond to others comments. 

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I did Chalk Talk with my students to jump start an opinion writing project on spring.  My first graders wrote/drew what they liked to do or what they like about spring on a 3"x5" card.  The kids enjoyed seeing and talking about each others ideas.  This also brought new ideas to mind for them.

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I have done a lot of that. I have taken sentences out of student essays to post as a "see," asking classmates to write what they wonder about it. In this fashion, my students are helping each other find ways to elaborate on narrative writing. I also have a thing where students ask questions after a fellow presents; telling them to write down three things they notice (and what do they wonder about it) is WAY better than telling them to write down three questions!

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I have done a lot of that. I have taken sentences out of student essays to post as a "see," asking classmates to write what they wonder about it. In this fashion, my students are helping each other find ways to elaborate on narrative writing. I also have a thing where students ask questions after a fellow presents; telling them to write down three things they notice (and what do they wonder about it) is WAY better than telling them to write down three questions!

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I am realizing that my classroom is very teacher centered this year, and that has been a struggle for me.  I am in a new position this year, with clientele I have never met.  I am just doing things as I can manage them and am not as focused on the students being at the center.  It has made me think about all the wonderful things I usually have in place, like the expectations buy in through class generation and how I require students to participate fully.  It is something that hurts a bit, because I feel that I am not working to my full potential, but then I think, actually, it IS my full potential for the circumstances.  I really can't wait to get back to fully in person. I plan to merge the best of both worlds and get back to that student centered routine! 

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I am realizing that my classroom is very teacher centered this year, and that has been a struggle for me.  I am in a new position this year, with clientele I have never met.  I am just doing things as I can manage them and am not as focused on the students being at the center.  It has made me think about all the wonderful things I usually have in place, like the expectations buy in through class generation and how I require students to participate fully.  It is something that hurts a bit, because I feel that I am not working to my full potential, but then I think, actually, it IS my full potential for the circumstances.  I really can't wait to get back to fully in person. I plan to merge the best of both worlds and get back to that student centered routine! 

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Due to distance learning, I opted for chalk talk through Jamboard. I think my students and I preferred this activity to the traditional tell/question/answer but mostly I think the students simply wanted to be done. While everyone’s comments were recorded (and this is an improvement from the sort of round Robin style of discussion), only a couple students showed any engagement with the content. I, of course, hold myself responsible - not chalk talk. Students (and teachers for that matter) desire compelling, relevant, and surprising content. The matter to be discussed the particular day I chose (as fit our class goals and curriculum) was not any of those. I think I need a better hook.

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Ok, this one was exciting.  I proposed the following to my students:  "Students will put on a performance of short, contemporary drama scenes while following all school safety protocol (masks, social distancing, etc."
Then, I had students fill out their compass points for this proposition and we discussed it thoroughly. They had lots of thoughts about this proposition and it was so helpful to categorize them int the compass points! It really helped direct the conversation and I really got a good sense of how comfortable my students were with this proposition and I feel they are truly aware of all the limitations and expectations that will go into these performances. It felt really good getting their input and feedback and feeling like we made the decision and plan for how to move forward with these performances together. W're going to pull it off, but just for the audience of the other 6th grade class and we are REALLY working on voice projection, lol