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

 

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.

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

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.

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.

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.