This past week I finished reading Creating Cultures of Thinking. Many great reminders of thinking routines and suggestions to challenge oneself to implement in the classroom. While chatting with @druinok, she said she couldn’t wait to finish, so she could finally read Making Thinking Visible. So, I thought I would revisit this summer. Having chatted the book and implemented several routines over the past three years and reading the Cultures of Thinking – I thought it might provide an even more powerful opportunity for reflection.
Looks like @bridgetdunbar and @mary_dooms may join in on this round of chat too!
Ch 1 Unpacking Thinking
Things I’ve highlighted:
- What kinds of mental activity are we trying to encourage in our students, colleagues, and friends?
- What kinds of thinking do you value and want to promote in your classroom?
- What kinds of thinking does that lesson force students to do?
- These questions – stump me, too.
- I must first make the various forms and processes of thinking visible to myself.
- CHALLENGE: to ask myself these questions during my planning.
- Careful noticing – because the mind is designed to detect patterns and make interpretations, slowing it down to fully notice and adjust describe can be extremely challenging.
- pg 7 ??? “we would do better to focus our attention on the levels or quality within a single type of thinking.”
- ! understanding is not a precursor to application, analysis, evaluating and creating, but a result of it (Wiske, 1997)
- …we might consider understanding no to be a type of thinking but an outcome of thinking!
- Compilation of several processes?
- Work focused environment or Learning focused environment?
- Tasks might be more fun than worksheets, but are they actually developing understanding?
- Hands on =/= Minds on!!!
- Mark Church: Only then did I recognize that work and activity were not synonymous with learning.
- This realization for me was around 2010…
- page 10 exercise to try – to help me identify possible discrepancies.
- A map of thinking involved in understanding – how closely are these connected to SMP?
- Observe closely and describe what’s there.
- Build explanations and interpretations.
- Reason with evidence.
- Make connections.
- Consider different viewpoints and perspectives.
- Capture the heart and form conclusions.
- Wonder and ask questions.
- Uncover complexity – go below surface learning.
- Valuable to pause in class to discuss type of thinking that will be/was involved in the assignment. Reflect on the routins (culture of thinking CH 7)
- How do you feel it went?
- Did it make discussion more productive and focused?
- Do you feel you are coming away with a better understanding?
- What was hard and what was easy about the routine?
- What should we try to work on to improve next time?
- Curiosity and Questions
- “The questions we ask at the onset of our learning journey change, morph and develop as that journey moves forward…New questions reflect our depth of learning.”
- How might we map this journey of curiosity?
- Post and discuss initial essential questions, but have an anchor chart that we can record / build list of questions as we go deeper than surface learning.
- Goals of Thinking?
- Solve Problems
- Make Decisions
- Form Judgments
- What are other goals of thinking? What are other types of thinking?
- By being clearer in my own mind about the kinds of thinking I want my students to do, I can be more effective in my instructional planning. pg 15
- Concept Map for Thinking: What is thinking? When you tell someone you are thinking, what kinds of things might actually be going on in your head?
- How can I use this?
- Week 1 of School – ask these questions. Individual maps, small group discussion and combine. Whole class. Then use responses to create class wordle. Print and put on display for first few weeks.
Here’s a wordle from three years ago, I located it in a draft for a post I never published.
- Need to read more about this here: Uncovering Students’ Thinking About Thinking Using Concept Maps (Ritchhart, Turner, Hadar, 2009)
- Four main responses in their findings: Associative, Meta, Emotional, Strategic
My take-a-ways from Chapter 1:
- I need to think about and develop my own understanding of types of thinking beyond surface learning.
- I need to ask myself what type of thinking I want my students to do.
- Do the lessons/activities I have plan provide opportunities to develop understanding through the thinking I intend?