HEADLINES (a routine for capturing essence)

Module 4 - Task 2 - Thinking routines for assessment

TITLE OF THE THINKING ROUTINE:

EXPLANATION:

This routine draws on the idea of newspaper-type headlines as a vehicle for summing

up and capturing the essence of an event, idea, concept, topic, etc. The routine asks

one core question at the end of the class about the topic worked there. A second

question involves probing how students' ideas of what is most important and central

to the topic being explored have changed over time.

This routine works especially well at the end of a class discussion or session in which

students have explored a topic and gathered a fair amount of new information or

opinions about it.

RESOURCES:

http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/

03d_UnderstandingRoutines/Headlines/Headlines_Routine.html

https://www.youtube.com/watch?v=fF7SNcw7kxQ (tobacco consumption)

https://www.youtube.com/watch?v=xyQY8a-ng6g (food and brain)

HOW ARE YOU GOING TO USE IT?

We are going to work with the human body, how it works and how we can take care

about it. After some previous lessons, students will know about the different body

systems and their main functions. In this session, students are going to watch two

videos. The first one will be about consequences of tobacco consumption and the

second about how the food we eat affect our brain. After watching the videos the

teacher is going to tell them:

"Think about all that we have been watching about today in class. If you were to write

a headline for this topic or issue right now that captured the most important aspect

that should be remembered, what would that headline be?" Then, the teacher is going

to tell students: "Share your headline with your neighbour." The teacher might close

the class by asking, "Who heard a headline from someone else that they thought was

particularly good at getting to the core of things?"