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Student- Fatimah Ojesanmi

What Makes You Say That”

1.      I would use “What Makes You Say That” method in routine when they are introduced to a new topic in class that involves them reading and providing evidence from the text in supporting their claims. This method can be used in their reading, writing, social studies and science lessons. When students are being taught something new, I can provide them with a KWL chart (to see what they know about the topic, want to know and what have learned about the topic) which they can work in groups. After modeling and teaching them with the new material, they can write what they have learned and then we can have a class discussion in class. Furthermore, they can provide evidence that could be images and details from the text, articles, videos, artifacts or pictures.  First, we can begin by either the teacher posing a question to the class based on their prior knowledge or have a class discussion. With the class discussion, I could record or write down what they said or written). Next, they can be taught the new material using images, readings or artifacts and write their explanations on worksheets or graphic organizers. Finally, as a class, we can come together to review what the group worked on and what strategies that they used to develop their thinking.

2.      I would use this technique because it promotes student collaboration and sharing their ideas with each other in understanding information that is being taught to them. With understanding the information, they are using different techniques to observe materials and text in supporting and providing evidence that encourages their thinking process. In addition, this technique is geared towards being a student-led foundation where teachers would facilitate and observe what they are doing, while they discuss and assist one another. Lastly, I like how this technique engages every kind of learner; tactile (touching objects), visual (with images and pictures), and auditory (videos, music, radio and any kind of technological device).

3.      The materials that I would use with technique:

·         KWL charts

·         Different manipulatives and objects (depending on the task, topic or subject, Smartboard and highlights

·         Graphic organizers

4.      The comprehension strategy that coincides with this technique is the Collaborative Strategic Reading technique because students would mostly be working in pairs where everyone is assigned a role. In these roles, they are brainstorming their ideas first before reading an article and working together in order to discuss what they reading. Therefore by working together, they can understand concepts in what they are read, see or hear. The teacher introduce the topic with a KWL chart. Although, students are identifying the important information within the text using evidence by focusing on what they see, hear, touch or read.

5.      This may involve Culturally Competent Pedagogy because this technique can involve lessons and conversations about different cultures, where students could provide statements or artifacts from their culture. Not to mention, when students learn about history and art, they will be introduced to modern (such as Aztec, Inca or Iroquois) and current cultures that they may not be aware of. The teacher can teach students on these lessons with showing videos, audio on traditional /dance music and drawings from their time period.  This can have students to learn concepts on different ways of other cultures lived and survived.

“Think, Pair and Share”

1.      I would this use concept in routine with asking a question pertaining to what I can going to teach. Then, allowing time to think about the question that I asked in order to respond the question. Next, I would have students to turn and talk to one another with discussing and sharing ideas. I could use this method in every lesson either with promoting prior knowledge or after teaching a lesson.

2.      I would use this strategy because it gives students the opportunity to listen to what’s being asked of them and promoting sharing ideas in what they think. Not to mention, it encourages group work and discussion among peers with listening, responding and understanding what their partner is telling them. For example, a golden rule is, “As one person is talking, the other person is listening and vice versa”.  Overall, the teacher is guiding their thinking with questioning and they are participating in conversation with peer in their own understanding of the topic.

3.      The materials that I would use for this technique:

·         “Think, Pair and Share” outline or poster

·         Timer

·         Graphic organizer

4.      The “Think, Pair and Share” technique coincides in the reciprocal teaching strategy because students would be discussing their ideas depending on the topic or reading. This will be guided with higher order thinking questions in promoting understanding of the question. They would talk to each other about clarifying information, their predictions of what may or may not happen and provide reflection based on what they learned, read or spoke about. Meanwhile, the teacher would be observing and listening to their discussions while guided them with questions.

5.      I believe that this technique fits with Culturally Competent Pedagogy because students can engage in discussion and conversations to learn about themselves and ask questions to each other in what they want to know each other. This could be a good technique in the teacher having students to think of questions that they want to know someone’s culture. Afterwards, students can work in pairs with asking those questions. Then, they would have to present what they found about their partners. Overall, this would give a general understanding to their classmates are, where they come from and their cultural background better.

-Fatimah Ojesanmi

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Lauren Barbella

"Think Puzzle Explore"

1. I would use this strategy at the beginning of a new topic where student may have some prior knowledge, but can still learn new things and find a deeper understanding. This method can be used in any subject, and can also be taught in whole or small group settings. Graphic organizers can be used to help students differentiate between each stage of the strategy. Students can write about what they thought they knew about the topic, if their assumptions were correct, what they were confused or unsure about, and how they think they can learn explore the topic more.  It also allows them the chance to think of methods they want to use to research the topic further. A class discussion or one on one conferences with the teacher can help them process all the information and help them decide on how they are going to pursue exploring the topic more.

2. I would use this method because I like that it allows students to be "puzzled or confused". In most topics, there are going to be bits and pieces that are unclear or confusing, this method makes it okay to feel that way. It also gives students a chance to explore a topic further rather than moving on once information is covered. It promotes students inquiry and I think as students move on to higher education, the ability to research is very important. It gives them the chance to explore different realms of researching and to be comfortable with using the internet, books, etc. to find more information. It also promotes student collaboration and can be used in many different settings. As a teacher you are also able to reach many different learning styles through this strategy.

3. These are some of the visuals I would use during Think, Puzzle Explore are:
- Think, Puzzle, Explore charts
- visuals in the classroom to remind students of what their doing
- journals, internet, books for research.

4.This  strategy would go with many reading strategies, one in particular is question asking and answering. It promotes students to read and then ask questions about the content and then seek ways that they can answer their own questions. This strategy activates prior knowledge and then allows students to comprehend new information, while getting a deeper understanding of what they already knew, and then taking the time to research whatever was puzzling them about the new content.

5.This method involves CRT because it can give the students the ability to learn about different cultures and to hear about the opinions and inquiries of students in their class that are of other cultures. They can learn new things about one another and about where everyone comes from. The questions and information that they seek make give them insight on one another and where they all come from. This method can also give myself as the teacher an opportunity to teach about other cultures in a respectful manner, students can inquire about different races, religions, and communities in a way that is confidential and meaningful.

"Generate, Sort, Connect, Elaborate"

1. I would use this routine when students are looking for a topic to research or write about. Mostly in ELA, Science, or Social Studies. Students can brainstorm using a web, or jotting information on paper. Then they can take the time to become organized and sort their ideas, they can then connect ideas that are similar or relate to on another, and then elaborate on one specific topic. This can also be used when trying to gather understanding of a content area that has many different parts. Students can assess their own understanding by jotting down what they have learned or knew, sorting information in an organized way, and then connecting information that is similar. They can then elaborate on their understanding of each chunk, and they are then able to find whatever pieces are missing or things that they have realized they may not have fully grasped.

2. I would use this method because it gives the students a chance to work at their own pace. They are able to freely jot down what they know about the content in a manner that is comfortable and best for their understanding and ability. It then gives the students to sort out information to make themselves more organized, and then make connections that they may have not realized existed. They are then required to elaborate, or give examples of their evidence for their statements or more about their understanding of each chunk is.  This method holds students accountable for their own understanding, and they have to make the connections and understanding that there is something that they may have missed or that they need to go back and review.

3. The materials that I would use for this technique are:
- webs
- cluster charts
- arrow post its
- charts
- visuals to remind students of each stage of the technique
- symbols to help make connections.

4. This technique can coincide with collaborative teaching. Students can work together to fill out charts, activate content knowledge in one another, sort, make connections, and help each-other elaborate on information and provide reasoning and understanding. Collaborative teaching will allow students to work in small groups or pairs and can encourage and push each other to remember the content and how things are related or connected to one another and examples from text to help them elaborate on ideas.

5. This technique fits with CRT because once again it allows students to work in groups or pairs and gain understanding of their pairs. It can also be used to research different cultures and communities. Students can speak about what they know about certain cultures and how they can relate to their own and then elaborate on how they are similar or different. It can also give them the opportunity to realize that maybe they do not know a lot about other cultures and that they want to become more knowledgeable or understanding.

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One visible thinking routine I would use is, Headlines –A Routine for Capturing Essence.  I would use this routine at the end of a unit study to sum up the main idea and if the topic needed to be revisited I would use this routine to ask a probing question.  I would use this technique with expository texts about social studies and history because I think those content areas best fit with this routine.   A comprehension strategy, I would use with this routine is Collaborative Strategic Reading because elements of this strategy such as, Get the Gist and Wrap Up support stating the main idea and generating any follow up questions.  This visible thinking routine can fit in with Culturally Relevant Pedagogy because students can write captivating headlines that communicate the main idea using creative cultural expressions.

Another visible thinking routine I would use is, Question Starts at the beginning of a new topic to generate interest in the content area, during the reading to maintain student motivation and at the end of the reading to have students reflect on what they have learned through the technique of asking questions and to generate any further questions they have about the texts.  I would use Question Starts because it helps students develop higher order thinking questions that are deep, relevant and inspiring.  I would use this routine with narratives and fit the routine with Reciprocal Teaching.  The Question Starts routine compliments the Questioning step in Reciprocal Teaching by providing prompts and guidance for developing good questions. At the Questioning step of Reciprocal Teaching, students will be provided with the question starters and time to complete the three steps of the routine before moving on to summarizing the text.  Question Starts fits with Culturally Relevant Pedagogy because students create questions that are interesting to them and the vibrant energy that occurs while learning springs from the students in the form of their self-generated text based questions.

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I really like the Compass Points routine for examining propositions. Debate is very important to me. People should be able to evaluate the merits of an idea, finding both it's faults and merits. Having points on the compass for an idea's faults, merits, and what information may be needed to reach a conclusion encourage students to elaborate on their own ideas and hear the ideas of others. I also like that it avoids the oppositional format of a traditional debate. This is important because a discussion of ideas should not be about winning or losing, but about evaluating the merit of a proposition.

I would use the optional aspect of encouraging students to keep track of and discuss how their views change over the course of a discussion. I would praise those who change their minds for being open minded.

This is similar to the comprehension strategies already covered in that it creates a format for students to think about the material in multiple ways.

This could fit in with culturally competent pedagogy by using the format to discuss bigoted ideas. It's easy for people to hold biases, but arguments for discrimination are generally weak. We could this image that exemplifies Jim Crow Laws to point out the absurdity of them

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I will use this routine during a whole group discussion or small group discussion. Students will be able to prove their opinion by using text based evidence. During active learning I will record students answer on chart paper. This method can be used in any subject because it is teaching students how to use text base evidence to explain their interpretation.
2. I would use this method because it promotes collaboration and students to share their interpretation with each other. Students will share and then justify their response. This allow students to describe what that know, see and asks them to provide evidence.
3. The materials I would use for this technique are:
* charts
* graphic organizer
* videos
*article
4. I think the collaborative teaching strategies will help students work together to complete the tasks. Students will be able to talk to each other about clarifying information as well as elaborate. They can also asks each other questions.
5. This could fit in with Culturally Competent Pedagogy because students can engage in discussion. They can also asks each other questions.

Marsha Aris

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Visible thinking are learning routine that are used repeatedly to promote students metacognitive thinking. Two visible thinking skills that I would use readily are: Think, Puzzle Explore and I use to think... But now I think..
Think Puzzle, Explore  will help students  to connect prior knowledge, stimulate their curiosity and prepare them for independent inquiry. This strategy is appropriate for introducing topics in content
areas such as Science or Social Studies. For example to introduce the topic 'Our solar
system' I would show students the Solar system in orbit on the Internet, then have them write at least one thing they know about it on post it note. Similar to a KWL chart students would post it on three column chart. Next write questions they have and then discuss how they can work together to learn more about the system. Following discussion to response on prior knowledge, using text and video clips whole class will then do first reading of text, highlighting details which shed light to puzzle questions. With guidance students will work in groups to explore further learning about how the elements in the solar system moves. At the end students would have new learning to complete their KWL chart on the solar system. As a culminating activity student would do a written response to demonstrate how their learning about the topic has changed their understanding of how the system works. Using the visible thinking strategy , I used to think----But now I think------. This culminating writing strategy will help students to focus thinking on what they have learned and connect it to their understanding of how the elements in the solar system function to bring about changes in time and space. This could also be the Aha! moment in a learning activity. I used to think the Solar System was.... But now I think the Solar System....

Visible thinking strategy ignites individual thinking on a topic by facilitating the learner with the help of pictures, objects to think aloud to increase learning. It also supports cooperative learning allowing students to share ideas and explore task together so that comprehension is more productive and meaningful. Visible thinking fits in with all comprehension strategies as it gives a format for combining more than one strategy to employ repeatedly across content area material. It activates prior knowledge, builds background, sets purpose for reading, gets the gist , makes connection, builds inquiry and allows  reflection which satisfy the goals of comprehension.

Visible thinking fits perfectly with culturally competent pedagogy as it provides outlets for students to take charge of the learning task by engaging in learning experiences that cater to their multicultural setting. Through these routine strategies students are empowered because the can approach learning with confidence and content is made relevant to their cultural context, through the use of pictures, films, role-play, artifacts to lead discussion, before, during and after reading to construct meaning.

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I like the Connect Extend routine for connecting new ideas to prior knowledge. I've heard that the more a bit of knowledge is connected to other thinks we remember, the more likely we are to remember it. Perhaps that's why nemonic devices work. If we actively connect the new knowledge we learn to our prior knowledge, that may make it more memorable. It also creates an opportunity to revisit the prior knowledge students brought from home. For example, if I teach a unit about Confucius we could review the information that a Chinese student may have known from home. This is culturally responsive as students get to validate their cultural knowledge. It also allows an opportunity for students to think about how their views of Chinese culture may have changed. Much like the other comprehension strategies we've used, it prompts students to revisit information. 

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I like the Connect Extend routine for connecting new ideas to prior knowledge. I've heard that the more a bit of knowledge is connected to other thinks we remember, the more likely we are to remember it. Perhaps that's why nemonic devices work. If we actively connect the new knowledge we learn to our prior knowledge, that may make it more memorable. It also creates an opportunity to revisit the prior knowledge students brought from home. For example, if I teach a unit about Confucius we could review the information that a Chinese student may have known from home. This is culturally responsive as students get to validate their cultural knowledge. It also allows an opportunity for students to think about how their views of Chinese culture may have changed. Much like the other comprehension strategies we've used, it prompts students to revisit information. 

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One visible thinking routine I would use is Think Puzzle Explore routine.  I would use this routine to access prior knowledge and stimulate curiosity at the beginning of a Global Studies unit on: Individuals that Promote Nationalism. This routine will allow students the opportunity to make connections between prior knowledge and new ideas. Students will utilize KWL to demonstrate the Think Puzzle Explore Routine. Ex: K-Think (access prior knowledge) W-Puzzle (questioning) L-Explore (students build on acquire knowledge). Another visible thinking routine I would use is the explanation game. This routine allows students to identify an idea of interest following with questions. Student questions and explanations become visible to the class and teacher as they are shared. Responses to the routine also can be written down. The explanation game can be used for small group and independent activity.

The materials I would use are KWL charts, PowerPoint, textbook, novels, article, newspaper clippings, smartboard, internet, and video clips.

Think Puzzle Explore and the Explanation Game fit in with the comprehension strategies covered in that they work hand in hand to increase reading and writing proficiency.

This fits in with Culturally Competent Pedagogy by allowing teacher and students to discuss individuals that took pride in their people’s culture and it has caused others to seek freedom from foreign rule. Individuals such as Mohandas Gandhi.

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#1.
Colour, Symbol, Image Routine
A routine for distilling the essence of ideas non-verbally

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As you are reading/listening/watching, make note of things that you find interesting, important, or insightful.  When you finish, choose 3 of these items that most stand out for you.For one of these, choose a colour that you feel best represents or captures the essence of that idea.For another one, choose a symbol that you feel best represents or captures the essence of that idea.For the other one, choose an image that you feel best represents or captures the essence of that idea. With a partner or group first share your colour and then share the item from your reading that it represents.  Tell why you choose that colour as a representation of that idea.  Repeat the sharing process until every member of the group has shared his or her Colour, Symbol, and Image.------------------------------------------------------------------------------I would choose this routine because I think the bullet points are things that the students are well acquainted with.  The concepts of color, symbols and images are very popular with adolescence, I would hope to use that to peak their interest and motivate them to complete the task.  I think this would work really nicely with a Social Studies lesson  on any United States war, but I'd probably use it first to duscuss the Civil War. Then repeat the exercise when discussing the Vietnam War and the Civil Rights Movement. I would discuss how different people have different perspectives on the same symbol.  I would also consider using the Confereate flag as a compare and contrast version of this Visual Thinking Strategy.

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Circle of Viewpoints
A routine for exploring diverse perspectives
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Brainstorm a list of different perspectives and then use this script skeleton to explore each one: I am thinking of ... the topic... From the point of view of ... the viewpoint you've chosenI think ... describe the topic from your viewpoint. Be an actor - take on the character of your viewpointA question I have from this viewpoint is ... ask a question from this viewpointWrap up: What new ideas do you have about the topic that you didn't have before? What new questions do you have?
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This image is also a very good choice when working with the students on perspectives.  It would be grear to reas and discuss what the students share regarding the activities the photo.  It would be especially intetesting to hear from students who may not be familiar with what's going on in the photo.

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Marsha Aris
Another strategy I would use is the think, pair and share technique. This fits in with reciprocal teaching where I will used questioning as a guide to focus students understanding at the beginning of the lesson as well as the end. This will promote understanding of the lessons.