https://padlet.com/deeleywoodec/xya355ly2ir8 Please leave any questions or comments you have. We will respond to the ASAP en-us 2017-12-18 15:56:58 UTC 2017-12-20 17:27:11 UTC hello@padlet.com sblieka16 https://padlet.com/deeleywoodec/xya355ly2ir8/wish/217132681
However, I have a few questions. 1) What makes the See-Think-Wonder different from a KWL chart? and 2) The name of the strategy is visualizing, but I'm not entirely sure I understand the connection to the S-T-W chart. The images you provided in your PPT and the AV Presentation emphasize students developing images themselves, but I do not see this implemented in your lesson. I think I must be misunderstanding the strategy or the way that the thinking can manifest itself.  What kind of insight can you offer me into understanding this better?

-Stephanie Blieka]]> 2017-12-19 02:33:12 UTC https://padlet.com/deeleywoodec/xya355ly2ir8/wish/217132681 tytuarte16 https://padlet.com/deeleywoodec/xya355ly2ir8/wish/217255452 Karen and Eamon, as a math teacher, I love that you called attention to the benefits of visualizing and illustrating parts of the thinking process.  What I particularly like is the connection between physically illustrating steps of solving and having students visualize in their heads.  I see students struggling consistently to picture what is happening in wordy math problems in order to simplify which details match with which.  

The only thing that makes it seem more open ended for me is its application across content areas.  I saw your examples from the lesson plan, but am unsure of how to use the strategy when context gets more complicated.
-Tess]]> 2017-12-19 14:52:41 UTC https://padlet.com/deeleywoodec/xya355ly2ir8/wish/217255452 ryan_neary https://padlet.com/deeleywoodec/xya355ly2ir8/wish/217411536 Hi Eamon and Karen! I really like that you choose this approach. As a 12:1:1 teacher, a lot of my students enjoy art, whether it is a particular talent of theirs or as a coping mechanism (i.e. doodling to remain focused). Even students who would otherwise struggle with writing tend to gravitate toward drawing. I believe visualizing would be a huge benefit to them. Even something as simple as drawing "Minuteman" as an image of a clock plus a man is quite clever. I could really see how this approach would help my students practice new concepts and learn new vocabulary words.

While I do see how this could be beneficial in social studies, ELA, and science, I would be interested to see how this strategy could be meaningfully employed in a math class. In the younger grades, we teach students to create a "mind movie" to visualize the problem. I would love to see if or how this could also be extended to solving more abstract problems in math.
-Ryan Neary]]> 2017-12-20 04:55:56 UTC https://padlet.com/deeleywoodec/xya355ly2ir8/wish/217411536 samanthamosher https://padlet.com/deeleywoodec/xya355ly2ir8/wish/217552300 You've both done a great job explaining visualizing as a general strategy. In your lesson you hit on modeling and guided practice while also working with content.

I'd be interested in hearing a bit more about the connection that Robb explains between See/Think/Wonder and the general visualization strategy. I know in the text she connects them, but would be interested in your explanation of the connection as well.

- Prof. Mosher]]> 2017-12-20 17:25:16 UTC https://padlet.com/deeleywoodec/xya355ly2ir8/wish/217552300