I have happily been sharing my experiences and perspectives with my learners. I have been making my own thinking visible by using the VTRs myself and engaging in the learning experiences as well as during discussions, listening to the learners and sharing my story as well. In connection with the PYPx, we recently visited a Government school and as reflection of our experiences we discussed what we saw, what we thought and what we wondered… Also to map out the PYP exhibition journey, we have been asking the learners ‘What makes you say that’, ‘ How has your thinking changed? I used to Know but now I know…I share my reflections and learning as well with the learners.

APARAJEETA

I have been sharing the learning with my team and diligently using it in the classes. I have made it as a part of my Professional goals to use VTR focusing Math Concepts. I have picked “See, Think, Wonder” VTR to understand students prior knowledge on Concrete math, Abstract math and Pictorial math.

Prompting questions was a big task for me. VTR has channelised my thinking visible.

SWAPAN

I am sharing the learning with my team constantly and making connections with VTR and activities that we have in our class. In this process I have understood the inquiry process in a better way and how VTR helps both students and myself. As a team in lower primary we mostly use “LOOKS LIKE, SOUNDS LIKE, FEELS LIKE” and “ SEE , THINK, WONDER. I have been able to make connections on how students are trying to make connections. VTR is becoming a routine in every class.  This course has helped me in thinking visibly to understand students' mindset and their level of understanding . As  an educator it is very important to understand a child's perspective because it leads to a successful learning .

CHARITHRA

I have been continuously making a continuous effort to introduce VTR in my lessons, as I work in a small group of 3-4 or one on one.  

When I introduce a new concept of grammar or spellings, I generally ask them how their learning was. 

I have started using it in different groups, like the reading group, spelling and the EAL group.

ZARYN DAVID

Using Visible Thinking Routines has helped me prepare for ways to better engage my students. Yes, it can present itself as a challenge on how best to use this in an early years setting. I like having my thinking challenged though. Last week I used CSI with my current unit of Symbols and how they convey meaning. I tweaked it to use just colour and symbol and added what makes you say that? which brought out different types of thoughts. I think it's going to be interesting to see how this unfolds while I continue to use these routines in my practice as an educator.

The learner's thinking is visible using the various routines that we use in our classrooms. I have observed their thinking change, it has become more channelised and deeper. Some learners are even making many connections with the learning of their peers and extending their thinking.We have been discussing and examining the thinking of one another as a part of the PYP exhibition and even the persuasive essays that they have been writing. We usually discuss what the different groups have been researching into and what action they can take. They are discussing their opinions on various topics like poverty, animal testing, politics, education etc.

APARAJEETA

As a Teaching Assistant I have been able to see student’s thinking  in reading  groups and in single subject classes. I can see that they are able to make connections with few of the concepts looking at the Lines of inquiry and  Central Idea (Transdisciplinary Theme) 

SWAPAN

I am able to see their thinking in writers' workshops , maths groups , reading groups, while doing their inquiry. Students are able to show broad mindedness.  They are able to think from different perspectives. 

CHAARITHRA

As most of my learners are new to the English language, they have limited vocabulary to express their ideas or thoughts, and I encourage them to draw, show or record the responses, which has helped them in being more comfortable and have the freedom of expression. 

ZARYN DAVID

It can be challenging for three and four-year-olds to sit still for longer than ten to fifteen minutes when we're working on a routine that involves a group. I've found strategies to work with students in smaller groups of two or three to dig deep and allow them to express their thinking. They are learning to make connections to each other's thoughts and dig deep to form their understanding. My eal learners tend to be a bit more courageous and feed off of their peers. I find that using pictures and technology to engage their thinking helps them form meaning and gain understanding.

I have put the visual learning routines on display in my room. My learning space also has a reflection wall which is ongoing as a part of the PYPx. Not just their learning, but even their emotions and how they are feeling is also displayed. However, there is a scope of improvement I feel, perhaps the VTRs to be displayed for them to choose from themselves.

APARAJEETA

I have been able to transfer students learning on to board by making posters of their learning. As I believe that environment is the third teacher. This gives a lot of opportunities for students to learn from the environment. 

SWAPAN

The evidence that is collected from the students is being displayed on the board for them to reflect . I have displayed their wondering questions on the wall by cutting in  speech bubble shapes.  

CHARITHRA

My artefacts are as big as an A4 size paper to a big chart paper. I use bright colour papers to make it attractive and use contrast colour posts. This might not be of much importance, but it gets me a sense of creativity. I have received a lot of help from my Homeroom teachers, they have allowed me to take lessons on the units they are working on. This has helped me in understanding my skills in handling larger groups, and the way the ideas have to led into discussion. 

ZARYN DAVID

Student thinking is displayed in their learning environment accompanied by pictures of the process of learning and understanding. I often find my students looking at their pictures with a sense of wonder and commenting on what they see. This leads to asking questions and nurturing ongoing reflection on their learning.

I think my learners are at the moment getting enough time to reflect upon their thinking, their journeys and how their thinking has changed. This is because we are only focussing on the PYP exhibition and out transdisciplinary inquiries for them to make further meaningful connections. I also take time to notice their responses, their thinking and their feelings. We have their perspectives displayed for their peers to see and discuss as well. As a part of persuasive essays as well, the time has certainly increased for the learners to make connections, wonder, seek perspectives, reason with evidence. They need this time to gather information from their research and transfer it to make connections and reason their thinking and others’ with evidence to support their arguments and claims.  

APARAJEETA

Initially my students took time to understand the concept but as I am also learning alongside with students my prompting questions are getting better and it is becoming a routine in class. They can see my reflection on their learning.

SWAPAN 

I work with grade 1 students and I am not at all surprised to see them taking time to understand a topic. But as I am doing the course and doing different routines with them the consumption of time is getting less. Also we used to go for a gallery walk to reflect on individual’s thinking and peer’s thinking as well, which is helping them in building ideas. Over time their ways of thinking, their perspective has changed a lot and we can definitely see that in their work. 

CHARITHRA

In each of my lessons, I gave them some opportunity for expression. Sometimes it is as simple as, how did they feel after completing a task or how do they rate the task. 

I have not been giving homework, when they are unable to answer a story or lesson or topic, I ask them to reflect on it over the weekend and share it in terms of a picture or a thought.

ZARYN DAVID

In a play-based early years setting, the language of some of the routines is often used when I'm communicating with my learners. I use "I wonder" and "What makes you say that?". I often answer their questions with a question and ask open-ended questions to get them to think deep and form connections.