Discussion 1: Making Thinking Visable

timer Asked: Oct 17th, 2018
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Discussion 1: Making Thinking Visable

Part 1: Write 3-4 paragraphs in APA format

In "Making Things Visible", Tovani asks a student what her purpose is in the reading of an assigned book. The student replies, "To ask a question." In another part of the video Tovani discusses the importance of teaching students to ask questions while they are reading (12.36) different, but just as important as questioning the text/author.

  • We hear a lot about inquiry-based teaching and learning. How is inquiry demonstrated in the video?
  • What techniques do you use or can you use in the future to get students to think more extensively?

Note: There is an old phrase, "Don't throw the baby out with the bathwater." This video is from 2000 and you will notice some items that are foreign to today's classrooms (such as an overhead projector). The strategies Tovani discusses are grounded in sound pedagogy and classroom-based research. Because of this, the sticky note assignment can easily be modified to be done on a Chromebook, as can most of the other strategies she discusses.

***for this video, you will need to login into my course to view it, I will send you the login info.

Part 2: Respond to each student's post with at least one paragraph (attached in word doc). Do you agree or disagree? Why? Do you have similar thoughts? Do you have suggestions for them and/or me?

Background on myself, I am in the residency program so I am observing, co teaching, and student teaching with an English teacher in 10th grade. NYS. All of that is referred to as the residency program if that needs to be brought up. If you have other questions...please ask.

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Gregory M Making Thinking Visible In the video "Making Thinking Visable" Chris Tovani has students show their thinking about a text in various way. She gives students the option to discuss their ideas about a text or write them down on a sticky note. These two methods serve to begin getting the students to internalize what they have read. Tovani then discusses with her classes their thinking about a topic and then asks guiding questions to help students dive deeper into their understanding and internalization of the text. The students learn by inquiry in Tovani's classroom in that they are formulating their own thoughts, then discussing and hashing them out through discussion (Tovani, 2000). Tovani's sticky note technique could be modified easily for the 21st century classroom. If I were reading a text with students, I would try to create a google document version of the text whereby students could leave comments in the margin that demonstrated their opinions, thoughts, feelings, or overall reactions to the text (Tovani, 2000). Then, just as Tovani modeled, I could put students' work on the Smartboard to demonstrate that that student was thinking based on what they had written in the comments in the margins of the text. These assignments could also be graded on the google classroom making this technique very convenient for inputting grades (this is a side note thought). When I am discussing a topic, such as a cultural topic, I usually ask for students' reaction to what they hear and see. However, beyond classroom discussions on culture, today I did a circle (Type 'TPRS Circling' into your web browser an explanation) on what recommendations would you make for a person in a particular situation. Instead of having sentences for my students to translate, I wrote out situations and had them react to them in Spanish. I did not plan ANY questions ahead of time, but rather based my questioning and conversations based on their responses. Tovani models this in the video in that there is no way that she is pre-planning each and every question she is posing to the kids in her classroom. Rather, she is tailoring her questioning to what the students are discussing in the moment. Tovani, C. (2000). Making Thinking Visible [Video File]. Retrieved from https://moodle.esc.edu/mod/page/view.php?id=1952886 Danielle R Making Thinking Visible We hear a lot about inquiry-based teaching and learning. How is inquiry demonstrated in the video? Tovani uses a variety of strategies to promote inquiry-based teaching model. Before creating inquiry, she also clarifies the purpose of her assessment; she can’t see or know whether or not students are understanding a text merely through the act of reading (Tovani, 2000). Because of this, she has the students demonstrate their understanding through a variety of methods that allow them to showcase their opinions, ask questions, connect to their personal lives, and draw conclusions with a text (2000). Tovani also asks questions that do not necessarily have a direct answer; for example, she asks what might make someone become abusive to other people (2000). This topic provides a variety of discussion points in relation to the text they are reading. Here, students are able to provide input and theories based on what they have read as opposed to answering questions about the book on a quiz. Tovani also makes an effort to ensure that every student has an opportunity to contribute to something like the way she encouraged students to share their opinion on a current controversial topic, despite the students having varying opinions (2000). This type of respect that she has toward the students and promotes among the students allows them to collaborate and explore topics together in a safe environment. What techniques do you use or can you use in the future to get students to think more extensively? I really enjoyed that way Tovani pulled a variety of different perspectives that some of the students came up with on the board (2000). Each perspective provides a different way of thinking that some of their peers may not have thought about, which could potentially inform their opinion or change their mindset about the issue. This also celebrates the diversity of ideas in the classroom, making it more likely for them to contribute in the future. This is something that I believe I would incorporate in the classroom; furthermore, I like that the varying ideas are displayed for all the students. Additionally, I think the way that Tovani utilizes student work to not only model great writing but also great thinking (2000). We often forget that writing is a part of our discovery about how we feel about things. I have never had a teacher encourage the erasing or crossing out of writing as a way of working through that thought process. Similar to Tovani, my critic teacher requires that students show their understanding either by using sticky notes or handwritten notes that have both annotations and questions for class discussion. As a whole, I think this helps the students as it becomes time to complete a larger project, like an essay. Tovani, C. (2000). Making Thinking Visible [Video File]. Retrieved from https://moodle.esc.edu/mod/page/view.php?id=1952886 Kristen S Visible Thinking In Tovani’s video “Making Thinking Visible”, she models how she wants her students to show her that they are reading. She brings up the one class where she just stood in front of the class while she silently read. The students knew that she was reading but they didn’t know what she was thinking. That's exactly how educators feel when trying to analyze student reading comprehension. The Inquiry Model is shown in this video when the students are asked to read a piece of text (The Child Called It, The Lost Boy, the newspaper article, the letter from the editor, or the poem) and the students demonstrate to Tovani their thinking on the piece. Tovani informs the students that they can show her there thinking in numerous ways. When the students start discussing the piece they are tying that new information to their previous knowledge (without even knowing it). This is what the Inquiry Model is all about, getting students thinking and tying information to prior knowledge. When working with text in my classroom I will have the students write in the margins ideas or terms that stick out to them. For example, if we are working with a primary source and a vocabulary word that the students have previously learned and it is in the document, I teach them to jot down what they remember about that vocabulary term. That could be the year or time frame it took place, people involved, or an event. The goal is to just get the students to activate their prior knowledge. After watching Tovani’s video, I am impressed that within the discussion students are activating their prior knowledge without being prompted to. I really like that example because there are students that struggle to write down their thoughts but are really good at voicing their opinions out loud. Tovani even takes it one step further by saying, “You know what you are good at? Giving your opinion”. She lets her students know each other’s strengths as a way to get them to start making their thinking visible. Looking toward the future I would really like to be able to use the Kindle app in my class with my students. This is the first semester that I have bought all of my textbooks on the app and I am in love with the highlight and note feature. I would love to incorporate the use of the Kindle app in my class to teach my students how to take notes while reading. There is a program that the English Department uses called thinkCERCA. It teaches the students to break down the text step by step. Although it focuses more on their ELA skills (like making a claim or counterargument) you can use it in other subject areas as well. I took a couple of professional development seminars on using thinkCERCA in my classroom but the student login procedures seemed like a hassle so I didn’t end up using it in my classroom. From my understanding, the students in 9th grade (Only 9th graders were given a login) were given a login and then had to keep it until senior year. Which meant that the first year implementing this program my 10th and 11th graders wouldn’t have access to it. So to be honest I forgot all about implementing it. https://thinkcerca.com/ Heather Mautz Making Thinking Visable • We hear a lot about inquiry-based teaching and learning. How is inquiry demonstrated in the video? In the video, Tovani initiated discussion with her students. She would ask students what they thought about the text. Students would then offer their thoughts about what they read. This would start a discussion amongst the students in which they would use parts of what they had read to either justify their reasoning or to ask further questions. From the discussions, the students began to draw their own conclusions about what they had read. When the students became engaged in the discussion they were able to make connections with the text. Students are more apt to retain and recall information that they have made connections with. • What techniques do you use or can you use in the future to get students to think more extensively? There were quite a few techniques that Tovani introduced in the video, that could be used to get students to think more extensively. One of the techniques that she introduced was the use of small group instruction. While she was discussing with the group, she was clear to point out that it was important that the students let her know what they were thinking so that she could give them tips and tricks to help with their reading and comprehension of the text. She then asked the students to come up with some ways that they could show her what they were thinking. Students came up with ideas such as using sticky notes , writing in a journal, simply writing out their thoughts, asking questions, and drawing pictures. Another technique that Tovani introduced was the use of comprehension constructors. She used the constructors to model for students how she attacks the particular text for understanding. Today, teachers would most likely use a Smartboard to display and/or fill out the comprehension constructors sheet. Tovani also suggests to highlight examples from students work to show how their peers are thinking. As far as assessment is concerned, Tovani uses student questions and answers s one method of assessment. She also uses the discussions that occur in students groups and class discussions for assessment. Sticky notes are another technique that Tovani uses. In the video she showed how she used students’ use of sticky notes with an article to assess their thinking. Samantha M Making Things Visbible This was another excellent clip from Tovani. In this video, she discussed and was able to easily explain to students the importance of demonstrating their thinking. One thing that came up often was using inquiry. So students were asking questions about the text and were encouraged to share their questions as a way to show their thinking. In the clip we watched last module there was a poster that said, "Asking Questions: while you read, questions should pop in your head that you expect the author to answer. Good readers often think to themselves, 'I wonder...'" I actually wrote this down and shared it with an ELA teacher I work with because I thought it was something we should share with our students. I think this video demonstrates this idea as Tovani explains how students need to share their thinking to make it visible and one way to do that is to ask and answer questions. If thinking were visible our instruction could be very data driven. Unfortunately, thinking is not visible and it is the job of the teachers to instruct students in how to share what they are thinking in order for us to help them. Today my school took an ANet assessment (like a practice state test). I was proctoring and monitoring students and was able to see some students marking the text, I even saw one student write a question next to a paragraph! Even though I teach math I was very excited to inform their ELA teacher. In my classroom, I am also working on getting students to share their thinking and making it visible on the page. We use CUBES to annotate a problem, but this often does not tell me what is going through a student's head. When I cannot have a discussion with every student or ask targeted questions for each student, a good way I attempt to look at student thinking is in what they did after they read the problem. I am working on getting my students in the habit of writing down the basic story of a problem to ensure they know what is happening before attempting any math. I then ask students to write down what they know from the problem. For extended response questions sometimes we even list out the steps of what we need to do to solve a problem. This sometimes means starting backward to list the steps then solving forward. I'm interested to see what my Math peers share on how they get students to demonstrate their thinking in the classroom and it can be tricky! Tovani, C. [Stenhouse Publishers]. (2000). Making thinking visible [Video File]. Retrieved from https://moodle.esc.edu/mod/page/view.php?id=1952886 Amanda T Dialogic conversations for teaching and learning •We hear a lot about inquiry-based teaching and learning. How is inquiry demonstrated in the video? Inquiry-based learning and teaching were demonstrated through Tovani's (2000), video through the use of her questioning, scaffolding, and strategies. She facilitated small-group conversations. Tovani (2000), modeled exemplified how to read thoughtfully by practicing the skills and taking the time to think things through. I work in special education where progressive and constant time delay are strategies designed to allow for time between the presentation of information and their reaction or response to a question about the information. Giving students a chance to process and think things over will show that the teacher actually cares about what they have to say and are not just rushing to get to the point. Tovani employed a number of questions such as “Do we know why people are abusive?” Also, “How do Iraqi people feel about going to war?” Engaging questions for students to resonate and respond to then allowing them to discuss and further expand upon them generates inquiries and interest. •What techniques do you use, or can you use in the future to get students to think more extensively? Dialogic conversation and questions allow for the classroom to adapt and shift focus. (Beers & Probst, 2017). Delpit (2006), encourages teachers to not discourage reading by overcorrecting students during dialect intervention, conversational talk is unscripted and must be responsive to the present context. Using tools such as Google classroom for making notes on a Chromebook are similar to the sticky note method used. Tovani (2000), used numerous options to have students exhibit different ways of thinking such as; double entries in a diary, asking or responding to questions, finding keywords, making remarks were opinions, as well as using quotes, and sharing in group discussions. I often use group discussions in order to get students to think more in depth, especially during the class critique within the Art Studio. Frequently, I provide praise especially with conversation or social skills, Tovani (2000), shared that she highlighted several students works as exemplary, pulling quotes and putting their work on the overhead for recognition. Offering the student, a chance to be a teacher or leader is something that I also encourage in the art studio I teach developmentally disabled adults in. Today a young man arrived and provided several suggestions to a peer however that person only comprehends up to three steps at a time. I helped repeat the first step to get the one guy going on his work and privately mentioned it is a good practice to speak slow and only offer a couple ideas at a time. The young man took the liberty to offer instruction and shared art techniques with several others, making my heart sing, it was like music to my ears listening to him explain the process and watching others learn and explore new and different approaches. He smiled and built his confidence up by sharing tips and tricks that he uses. Another tactic Tovani mentioned routinely using is constant assessments, doing them quickly every day besides lengthy testing. The comprehension constructors or think sheets are relevant when Tovani discussed strategies to use. (Tovani, 2000). Literacy is not just reading a text but orality, having discussions, using gestures or facial expressions, adjusting the message for clarification, as well as prior insights encountered. (Delpit, 2006). References: Beers, G. K., & Probst, R. E. (2017). Disrupting thinking: Why how we read matters.New York, NY: Scholastic. Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. NY: The New Press. Tovani, C. [Stenhouse Publishers]. (2000). Making thinking visible [Video File]. Retrieved from https://moodle.esc.edu/mod/page/view.php?id=1952886 Andrea K. Making Thinking Visible Inquiry-based learning is an approach to learning that emphasizes the student’s role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas (Enrichment, 2018). An important aspect of inquiry-based teaching and learning is teaching students how to ask deeper questions. In the video, Tovani is asking her students to show how what they are thinking. She has them using post it notes, journals and dialogue. She explains to them that she is not a mind reader therefore they have to show her what they are thinking. What conclusions are they drawing? she encourages them by helping them connect to the text. The students are reading a “Child Called It.” The students begin to speak about the book and they have open dialogue and give their opinions and inferences about the text. This is showing Tovani her student’s train of thought. They are also questioning other characters. At one point, Tovani states the question “ Do we know why people are abusive?” This again, opened up dialogue and allowed the students to throw out their answers and ideas and it was evident that they were interested in the reading. They weren’t reading it just because it was an assignment. One of my favorite strategies is post its which Tovani speaks about as well. I feel as the students are reading, they can immediately stop and jot. This also lets them keep their thought process and can look back at other post its if they have to re-read a thought or question. The benefits of reading with a plan for engagement, comprehension and memory include greater class comfort and participation, great understanding of what is read, increased memory of the text and a reduction in the amount of rereading and review. I worked in a class where the students were reading a book and used the post it strategy. They formed many conclusions and questions while reading and being able to just go to the post it was very helpful for the students. Tovani, C. [Stenhouse Publishers]. (2000). Making thinking visible [Video File]. Retrieved from https://moodle.esc.edu/mod/page/view.php?id=1952886 https://gradepowerlearning.com/what-is-inquiry-based-learning/ ...
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Good stuff. Would use again.

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