MAKING THINKING VISIBLE (MTV) Presented by Francine Massue · T h in k in g R o u t in e s M a t r...

Presented by

Francine

Massue

MAKING THINKING VISIBLE

(MTV)

FORMATIVE ASSESSMENTS THAT WORK!!

HOW DO I KNOW WHAT

MY STUDENTS ARE THINKING????

JOHN HATTIE’S RESEARCH…..

Formative Assessments

is a range of formal and informal assessmentprocedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment

MTV: (Th in king in v isible? )

Formative Assessments

with intent: Chosen at

the r ight t ime to

support classroom

learning

Makes thinking an

explicit & overt part of

classroom discourse

WHAT IS MTV IN A NUTSHELL?

Core Rout ines that meet dif fering thinking processes:

Observing closely & describing what is there

Building explanations & interpretations

Reasoning with evidence

Making connections

Considering differing viewpoints & perspectives

Capturing the heart & forming conclusions

Wondering & asking questions

Uncovering complexities & going below the surface of things

MTV

Explain the 3 Core Routine categories that make up Making

Thinking Visible

Demonstrate each category with Routines and student

examples

AGENDA

Formative

AssessmentsCORE ROUTINES

Thinking Routines Matrix Routine Key Thinking Moves Notes

Routines for INTRODUCING & EXPLORING IDEAS

See-Think-Wonder Description, Interpretation & Wondering Good with ambiguous or complex visual stimuli

Zoom In Description, Inference, & Interpretation Variation of STW involving using only portions of an image

Think-Puzzle-Explore Activating prior knowledge, wondering, planning

Good at the beginning of a unit to direct personal or group inquiry and uncover current understandings as well as misconceptions

Chalk Talk Uncovers prior knowledge and ideas, questioning

Open-ended discussion on paper. Ensures all voices are heard, gives thinking time.

321 Bridge Activates prior knowledge, questioning, distilling, & connection making through metaphors

Works well when students have prior knowledge but instruction will move it in a new direction. Can be done over extended time like the course of a unit.

Compass Points Decision making and planning, uncovers personal reactions

Solicits  the  group’s  ideas  and  reactions to a proposal, plan or possible decision.

Explanation Game Observing details and building explanations Variations of STW that focuses on identifying parts and explaining them in order to build up an understanding of the whole from its parts and their purposes

Routines for SYNTHESIZING & ORGANIZING IDEAS

Headlines Summarizing, Capturing the heart Quick summaries of the big ideas or what stands out

CSI: Color, Symbol, Image Capturing the heart through metaphors Non-verbal routine that forces visual connections

Generate-Sort-Connect-Elaborate: Concept Maps

Uncovering and organizing prior knowledge to identify connections

Highlights the thinking steps of making an effective concept map that both organizes  and  r

eveals  one’s  thinking

Connect-Extend-Challenge Connection making, identify new ideas, raising questions

Key synthesis moves for dealing with new information in whatever form it might be presented: books, lecture, movie, etc.

The  4  C

’

s Connection making, identifying key concept, raising questions, and considering implications

A text-based routine that helps identifies key points of complex text for discussion. Demands a rich text or book.

Micro Lab A protocol for focused discussion Can be combined with other routines and used to prompt reflection and discussion

I used to think Reflection and metacognition Used to help learners reflect on how their thinking has shifted and changed over time.

Routines for DIGGING DEEPER INTO IDEAS

What makes you say that? Reasoning with evidence A question that teachers can weave into discussion to push students to give evidence for their assertions.

Circle Viewpoints Perspective taking Identification of perspectives around an issue or problem.

Step Inside Perspective taking Stepping into a position and talking or writing from that perspective to gain a deeper understanding of it.

Red Light, Yellow Light Monitoring, identification of bias, raising questions

Used to identify possible errors in reasoning, over reaching by authors, or areas that need to be questioned.

Claim Support Question Identifying generalizations and theories, reasoning with evidence, counter arguments

Can be used with text or as a basic structure for mathematical and scientific thinking.

Tug of War Perspective taking, reasoning, identifying complexities

Identifying and building both sides of an argument or tension/dilemma

Word-Phrase-Sentence Summarizing and distilling Text-based protocol aimed at eliciting what a reader found important or worthwhile. Used with discussion to look at themes and implications.

from the upcoming book Making Thinking Visible by Ritchhart, Morrison & Church (Spring 2011)

D e s c r i b i n g ,

Wo n d e r i n g ,

In t e r p r e t i n g ,

U n c o v e r i n g ,

Qu e s t i o n i n g ,

D i s t i l l i n g ,

Ob s e r v i n g , D e t a i l s ,

B u i l d i n g

E xp l a n a t i o n s ,

U n c o v e r i n g

INTRODUCING &

EXPLORING IDEAS

Why used?

S E E em phas i zes the im portance of

observation as the basis for thinking

and

provides time to observe before

interpreting

Having W O N D E R as the las t s tep

ensures that s tudents had t im e to

take in new inform ation through thei r

obs erving and thinking . W O N D E R

opens up new areas to be explored.

Thi s rout ine i s general l y us ed at the

beg inning of a uni t of s tudy.

Ques t ions can be rai sed that m ight

guide future inqui ry.

INTRODUCING & EXPLORING IDEAS

MUSEUM

STUDENT EXAMPLE

IN MY CLASS…

FROM THE STUDENTS…

FROM THE STUDENTS…

AND THEN THERE IS THIS….

YOUR TURN…

Why used?

Allows teachers to “see ’ what

students know about a topic

Allows students to express the ir

opinions

Metacognition: encourages

students to consider other

v iewpoints

SYNTHESIZING & ORGANIZING IDEAS

CHALK TALK

FROM THE STUDENTS…

Su m m a r i z i n g ,

O r g a n i z i n g ,

Re f l e c t i n g

C a p t u r i n g t h e He a r t ,

Id e n t i f yi n g

C o n n e c t i o n s ,

Ra i s i n g Qu e s t i o n s ,

A n a l yz i n g

SYNTHESIZING &

ORGANIZING IDEAS

Why used?

Asks students to synthesize as

they identify the e s s ence or core

of a situation or learning

experience .

Grasp the heart of what they are

learning

SYNTHESIZING & ORGANIZING

STUDENT EXAMPLES…

FROM THE STUDENTS…

Why used?

Helps students ref lect on the ir

thinking about a topic or issue

and explore how that thinking is

ch a n ging/shi ft ing .

Can be used to consolidate new

learning

Develops metacognitive skills ,

the ability to identify & talk

about one thinking itse lf

SYNTHESIZING & ORGANIZING IDEAS

1 post-it-note for “I used to

think:

1 post-it-note for “but now I

think”

FOCUS QUESTION:

“Wh a t a re y o ur t h oughts a b o ut t h e

M a k ing Th in king V is ible R o u tines?”

YOUR TURN…

T a k i n g a

P e r s p e c t i v e ,

Id e n t i f y i n g B i a s ,

Ra i s i n g Qu e s t i o n s ,

Ma k i n g

C o u n t e r a r g u m e n t s ,

Id e n t i f yi n g

C o m p l e xi t i e s

DIGGING DEEPER

Why used?

Help students to understand

complexities that ‘tug’ at

opposing sides

Needs to be a dilemma

Not everything is black & white

Discussion is fantastic

DIGGING DEEPER

STUDENT EXAMPLE

FROM THE STUDENTS…(THUG?)

IN CONCLUSION…

The focus of my lessons have changed

Intent: Chosen at the right time to support

classroom learning

Easily integrated into lessons – becomes

part of the lessons

MTV is for all ages

IN TERMS OF MY INSTRUCTION…

HOW DO I KNOW WHAT

MY STUDENTS ARE THINKING????

IN TERMS OF THE ENVIRONMENT…

Start small – one at a time ( i .e . Tug o f War & J u l ia )

Do as described in the book/internet

Set up environment

WORDS OF WISDOM

Hattie, J. (2011). Visible learning for teachers:

Maximizing impact on learning . New York: Routledge Publishing.

Marzano, R. J. (2003). What works in schools: Translating

research into action . Alexandria, VA: Association for Supervision

and Curriculum Development .

Ritchhart, R., Church, M., & Morrision, K. (2011). Making

thinking visible . San Francisco : Jossey-Bass Publishing.

BOOKS TO READ!!

http://www.visiblethinkingpz.org/VisibleThinking_html_files/V

isibleThinking1.html

http://www.visiblethinkingpz.org/VisibleThinking_html_files/

03_ThinkingRoutines/03b_Introduction.html

My Website/Blog

WEBSITE: http://francinemassue.weebly.com/

BLOG: http://makingthinkingvisiblehrhs.weebly.com/

WEBSITES

IF TIME…