The Amazing Race
Digital Learning Edition: Race Leg 6
Seeing is Believing: Making Thinking Visible by Utilizing Technology Tools
In this leg of the journey, we will identify examples of Visible Thinking, learn why we use Visible Thinking Strategies and Routines in class activities, and discover ways we can immediately implement these resources in our lessons.
1. Watch the brief Making Thinking Visible video.
2. Watch the Overview video.
3. Choose a task option: Scenic Route or Express Pass.
4. Post your completed task to Twitter using the hashtag #amazingfbisd.
Making Thinking Visible Video
Race Leg 6 Overview Video
Scenic Route: (new to using Padlet) Create a Padlet. Use Padlet to create a sample product for the “See-Think-Wonder” strategy. Your completed product should be related to your content area. Post the topic, grade level, and a link to your padlet on Twitter using the hashtag #amazingfbisd. (Note: Padlet is primarily a teacher tool. Students may contribute to a Padlet, but should not create their own unless they are over 13).
Express Pass: (familiar with Padlet) Refer to the Thinking Tools Table (in the video or below). Choose a strategy and one of the suggested tools for that strategy. Create a sample product using your chosen tool and strategy. Your completed product should be related to your content area. Post the topic of your product, grade level, and a screenshot or link to your sample product on Twitter using the hashtag #amazingfbisd.
Scenic Route Video
Express Pass Video
Thinking Tools Table
Making Thinking Visible Video Notes: Thinking Routines
According to Ron Ritchhart, Principal Investigator for the Cultures of Thinking Project and Senior Research Associate of Project Zero, we can use classroom routines to aid students in mastering content. " A routine can be thought of as any procedure, process, or pattern of action that is used repeatedly to manage and facilitate the accomplishment of specific goals or tasks."
See-Think-Wonder This routine helps stimulate curiosity and sets the stage for inquiry. Students begin to form opinions about a thing.
Ask students to make observations about an object, image, or event, answering these three questions:
● What do you see?
● What do you think about that?
● What does it make you wonder?
Compass Points This routine helps students explore various facets of a proposition or idea (such as a school dress code) before taking a stand on it.
Ask students these four questions, recording their responses as the directions of a compass to provide a visual anchor.
● E = Excited. What excites you about this idea or proposition?
● W = Worrisome. What do you find worrisome about this idea?
● N = Need to Know. What else do you need to know or find out about it? What additional information would help you?
● S = Stance, Steps, or Suggestions for Moving Forward. What is your current stance on the idea or proposition? What steps might you take to increase your understanding of the issue?
The Explanation Game This is a routine for understanding why something is the way it is.
Teacher models: "I notice that..." and "I wonder why it is this way."
Students explain: "That's because..." or another stem to answer the teacher. Accept all responses.
Teacher elicits critical thinking: "What makes you think so?"
Students justify answers.
Headlines This routine uses summary statements (like newspaper headlines) to capture the essence of an event, idea, concept, or topic. It works especially well at the end of a class discussion in which students have explored a topic and gathered new information and opinions.
Ask students, "If you were to write a headline for this topic or issue right now that captured the most important aspect to remember, what would that headline be?"
Connect-Extend-Challenge This routine helps students make connections.
- Use after students learn anything new.
- Ask students these three questions:
● How are the ideas and information presented connected to what you know and have studied?
● What new ideas extended or pushed your thinking in new directions?
● What is still challenging or confusing for you? What questions, wonderings, or puzzles do you have?
Color, Symbol, Image
As you are reading/listening/watching, make note of things that you find interesting, important, or insightful. When you finish, choose 3 of these items that most stand out for you.
- For one of these, choose a color that you feel best represents or captures the essence of that idea.
- For another one, choose a symbol that you feel best represents or captures the essence of that idea.
- For the other one, choose an image that you feel best represents or captures the essence of that idea.
Generate, Sort, Connect, Elaborate
Select a topic, concept, or issue for which you want to map your understanding.
- Generate a list of ideas and thoughts that come to mind when you think about a particular topic/issue.
- Sort your ideas according to how closely related they are to the topic. Place central ideas near the center and more tangential ideas toward the outside of the page.
- Connect your ideas by drawing connecting lines between ideas that have something in common. Explain how the ideas are connected in sentences .
- Elaborate on any of the ideas/thoughts you have written so far by adding new ideas that expand, extend, or add to your initial ideas.
Continue generating, connecting, and elaborating new ideas until you feel you have a good representation of your understanding.
More Information on Making Thinking Visible with Technology