• Many did I used to know...Now I think... - build familiarity for the students; timing fit (end of unit; beginning of the unit)

  • Curious to see how thinking changed since start

  • Give changes to acknowledge shifts (internalizing)

  • Opportunity to share how thinking deepens and changes

• Shifted from minimal, surface level to more academic connections; experiential growth

• Students are admitting changes in learning and thinking

• Connections to Strategic Priority #3: Thinking about thinking, metacognitive experience

• Hopeful: Now that they recognize their thinking, hope this changes behaviors

• Teacher perspective: pleasantly surprised that they made connections between learning

  
  

Round 2: What patterns, themes or contradictions do you notice in the work?

• pattern: leads to generating questions

• Thinking in the beginning seems superficial (this or that); more nuanced as unit progresses

• Opportunities to think about the grey area: good time to ask, "What do you mean?"

• Moving from basic to more complex takes some modelling and sharing of others' ideas

Round 3: What questions are raised by these patterns, themes or contradictions? Use the time remaining, to discuss implications for practice and further study.

• Want to add component how thinking shifts

• How to meet students where they are to continue to broaden perspective/understanding

• How to provide other ways to show thinking

• Valuable move: rating own progress/thinking throughout different parts of the learning unit

• Math: Pre-test shares class average + revisit on how class grows at the end : making collective progress visible

• Next: add reflection questions at the end of the pre-test to compare to the end of the unit progress

Students discussed the 8 points, picked out things they noticed, and reflected on how they could apply them to their writing.

LP- Problem-solution, drawing it out and writing, Circle Map

RP- Shared thinking and questions from the presentation today in advisory

SD - having the students answer what they already know

MB - I used to think myths… but now I think myths…

Current understanding on a Jamboard. Students got to choose from 6 videos, then answer in the Jamboard. Then had students put their answers from the Jamboard in one sentence in a Discussion board on Canvas. They have to post their response first and then they can see.

TF- What I learned, what I want to know. Thinking Maps - Flow Maps. Interactive Notebooks, constantly thinking about your thinking (metacognition) and making connections, diagrams and reflections

Connections with SEL share, metacognition, group dynamics

What patterns, themes or contradictions do you notice in the work?

Patterns - having the students use their writing to explain their work. Making it public makes it helpful in a formative check.

A lot of subtle learning that does happen, helps the students make connections. Diagrams.

Learning about themselves - how they learn, self-reflection

Value is placed tangible things in our society, this is way for us to bring value/make visible

How do we make Learning Visible in a Distance Learning setting/What are our next steps

Maybe a bit more structure

Looking for ways to get them off the screen, drawing, doodling and posting it on Unrulr

Science - building, different types of summative, collect materials for making

Collaboration meeting time focused on Visible Thinking practice and also sharing student work.

How do we make thinking visible in a Distance Learning setting?

Love: Bowers, Weida, Keogh

Patterns, Themes, & Contradictions: students' thinking is "thin" / surface level initially, and gets deeper and more thoughtful

• Patterns/themes: Students' thought process is "thin" initially, and gets deeper through learning

• Contradictions: We used variations on the original protocol.

What questions are raised?

• Does repeated use of this protocol benefit students, or does it become boring/tedious?

• Better to do in 1 period or across multiple periods?

Adding a personally connection piece (how does this connect to my life/my experiences)?

Metacognition.

Student Agency - explain what they know and what they want to know.

Recently used it with comparing weights, lengths and capacity in math

We use Think Pair Share almost every class in ELA. Students have time to think about a question, then meet with a partner or in a group of 3, and then share their ideas and give each other feedback.

Think Pair Share helps students to build on their own ideas and deepen their knowledge about a topic, by collaborating with their peers.