Making Thinking Visible Strategies in Social Studies - 2nd and 3rd Grade

BISD – April 2014

Let’s get started

• Before we start, let’s review what it feels like to be a teacher

• What its like every day

Think – Puzzle – Explore

What do you think you know about Making Thinking Visible strategies?

What puzzles you about Making Thinking Visible strategies?

How can you explore more about Making Thinking Visible strategies?

What will we do today?

• 2nd Grade – Scientists, Technology, and Society, Patriotic Celebrations

• 3rd Grade – Artists and Writers

Think-Puzzle-Explore

What do you think you know about the word individualism?

What puzzles you about the word individualism?

How can you explore more about what individualism means?

What akes you say that?

What makes you say that?

How does this relate to the TEKS?

• 2.18A - express ideas orally based on knowledge and experiences

• 3.18A – express ideas orally based on knowledge and experiences

How would you use this in your classroom?

Time for a:Turn & Talk

Explanation Game

Step 1

•NAME IT

•Share with a partner/small group.

•Discuss and record features of the object/artifact/text. Try to notice as many details about the PARTS as possible.

Step 2

•EXPLAIN IT

•Begin explanining the list of features from step 1.

•Come up with as many explanations as possible for how these particular PARTS work to make up the WHOLE object/artifact/text.

•Sticky Notes are a great tool for documenting this step.

Step 3

•GIVE REASONS

•Generate reasons/evidence for why their explanations are plausible.

•What evidence do you have for why a certain feature is explained a certain way? What do you see that makes you explain it that way?

Step 4

•GENERATE ALTERNATIVES

•Press for alternative explanations.

•Pay attention to relationships between the PARTS, why they are the way the are, and how the PARTS affect the WHOLE.

•Ask one another, "Why makes you say that?" after each alternative explanation is offered.

Let’s Play the Explanation Game 1. Name it –

Name what you see.

2. Explain it – Explain what it is

you see.

3. Give reasons – What in the picture makes

you think that?

4. Give alternatives –

What else could it be?

Let’s Play the Explanation Game 1. Name it –

Name what you see.

2. Explain it – Explain what it is

you see.

3. Give reasons – What in the

picture makes you think that?

4. Give alternatives –

What else could it be?

Let’s Play the Explanation Game 1. Name it –

Name what you see.

2. Explain it – Explain what it is

you see.

3. Give reasons – What in the

picture makes you think that?

4. Give alternatives –

What else could it be?

Let’s Play the Explanation Game 1. Name it –

Name what you see.

2. Explain it – Explain what it is

you see.

3. Give reasons – What in the

picture makes you think that?

4. Give alternatives –

What else could it be?

How does this relate to the TEKS?

• 3.15B – explain the significance of various individual writers and artists such as Carmen Lomas Garza and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities

• 3.17E – interpret and create visuals, including graphs, charts, tables, timelines, illustrations and maps

• 2.18A – obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, reference sources, and artifacts

Headlines

• Headlines is used to focus on the synthesis of learning

• This is done after a learning experience– Poem– Visual– Think-Puzzle-Explore

What is a headline?

• The head of a newspaper story or article usually printed in large type and giving the gist of the story or article that follows.

What does this headline mean?From this

headline, can you tell what

the article will be about?

Let’s go back in time!

http://viewpure.com/zmSVnP-oDRs

Listen for what is significant about

Independence Day.

Let’s create a headline!

• After watching the video – work with a partner to create a headline about the 4th of July.

More about Headlines

• 2.18E – interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting

• 3.17C – interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting

I used to think…now I think…• Students record their original

thinking on a topic before learning occursI used to

think...• Students record their "new"

thinking on a topic after new learning has occuredNow I

think....

Bill Martin Jr.

• I used to think now I think…. – Great strategy to use at

the end of a lesson to see if your opinions have changed.

– Great pair follow up to Think-Puzzle-Explore

I Used to Think… Now I Think

I used to think _______ about Bill Martin Jr.

Now I think _______ about Bill Martin Jr.

What makes you say that?

What makes you say that?

What makes you say that?

Explanation, Evidence, Reasoning, Thinking

Student Response

I Used to Think… Now I Think

I used to think _______ about Making Thinking Visible strategies.

Now I think _______ about Making Thinking Visible strategies.

Where could I find this information after the training?

Strategies and Structures is located under Yearly Content

Documents

Where could I find this information after the training?