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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…