MAKING THINKING VISIBLE (MTV) Presented by Francine Massue - - PowerPoint PPT Presentation

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MAKING THINKING VISIBLE (MTV) Presented by Francine Massue - - PowerPoint PPT Presentation

Oct 29, 2023 329 likes •791 views

MAKING THINKING VISIBLE (MTV) Presented by Francine Massue FORMATIVE ASSESSMENTS THAT WORK!! HOW DO I KNOW WHAT MY STUDENTS ARE THINKING???? JOHN HATTIES RESEARCH.. WHAT IS MTV IN A NUTSHELL? Formative Assessments MTV: (Thinking

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Presented by Francine Massue

MAKING THINKING VISIBLE (MTV)

FORMATIVE ASSESSMENTS THAT WORK!!

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HOW DO I KNOW WHAT MY STUDENTS ARE THINKING????

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JOHN HATTIE’S RESEARCH…..

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Formative Assessments  is a range of formal and informal assessment procedures employed by teachers during the learning process in

  • rder to modify

teaching and learning activities to improve student attainment MTV: (Thinking invisible?)  Formative Assessments with intent: Chosen at the right time to support classroom learning  Makes thinking an explicit & overt part of classroom discourse

WHAT IS MTV IN A NUTSHELL?

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 Core Routines that meet differing thinking processes:

  • Observing closely & describing what is there
  • Building explanations & interpretations
  • Reasoning with evidence
  • Making connections
  • Considering differing viewpoints & perspectives
  • Capturing the heart & forming conclusions
  • Wondering & asking questions
  • Uncovering complexities & going below the surface of things

MTV

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 Explain the 3 Core Routine categories that make up Making Thinking Visible  Demonstrate each category with Routines and student examples

AGENDA

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Formative

Assessments

CORE ROUTINES

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Thinking Routines Matrix

Routine Key Thinking Moves Notes

Routines for INTRODUCING & EXPLORING IDEAS

See-Think-Wonder Description, Interpretation & Wondering Good with ambiguous or complex visual stimuli Zoom In Description, Inference, & Interpretation Variation of STW involving using only portions of an image Think-Puzzle-Explore Activating prior knowledge, wondering, planning Good at the beginning of a unit to direct personal or group inquiry and uncover current understandings as well as misconceptions Chalk Talk Uncovers prior knowledge and ideas, questioning Open-ended discussion on paper. Ensures all voices are heard, gives thinking time. 321 Bridge Activates prior knowledge, questioning, distilling, & connection making through metaphors Works well when students have prior knowledge but instruction will move it in a new direction. Can be done over extended time like the course of a unit. Compass Points Decision making and planning, uncovers personal reactions Solicits the group’s ideas and reactions to a proposal, plan or possible decision. Explanation Game Observing details and building explanations Variations of STW that focuses on identifying parts and explaining them in order to build up an understanding of the whole from its parts and their purposes

Routines for SYNTHESIZING & ORGANIZING IDEAS

Headlines Summarizing, Capturing the heart Quick summaries of the big ideas or what stands out CSI: Color, Symbol, Image Capturing the heart through metaphors Non-verbal routine that forces visual connections Generate-Sort-Connect- Elaborate: Concept Maps Uncovering and organizing prior knowledge to identify connections Highlights the thinking steps of making an effective concept map that both

  • rganizes and r

e veals one’s thinking Connect-Extend-Challenge Connection making, identify new ideas, raising questions Key synthesis moves for dealing with new information in whatever form it might be presented: books, lecture, movie, etc. The 4 C ’ s Connection making, identifying key concept, raising questions, and considering implications A text-based routine that helps identifies key points of complex text for

  • discussion. Demands a rich text or book.

Micro Lab A protocol for focused discussion Can be combined with other routines and used to prompt reflection and discussion I used to think Reflection and metacognition Used to help learners reflect on how their thinking has shifted and changed over time.

Routines for DIGGING DEEPER INTO IDEAS

What makes you say that? Reasoning with evidence A question that teachers can weave into discussion to push students to give evidence for their assertions. Circle Viewpoints Perspective taking Identification of perspectives around an issue or problem. Step Inside Perspective taking Stepping into a position and talking or writing from that perspective to gain a deeper understanding of it. Red Light, Yellow Light Monitoring, identification of bias, raising questions Used to identify possible errors in reasoning, over reaching by authors, or areas that need to be questioned. Claim Support Question Identifying generalizations and theories, reasoning with evidence, counter arguments Can be used with text or as a basic structure for mathematical and scientific thinking. Tug of War Perspective taking, reasoning, identifying complexities Identifying and building both sides of an argument or tension/dilemma Word-Phrase-Sentence Summarizing and distilling Text-based protocol aimed at eliciting what a reader found important or

  • worthwhile. Used with discussion to look at themes and implications.

from the upcoming book Making Thinking Visible by Ritchhart, Morrison & Church (Spring 2011)

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D e s crib ing , Wo nd e ring , Inte rpre ting , U nco v e ring , Qu e s tio ning , D is tilling , Obs e rv ing , D e tails , B uilding E xp la na tio ns , U nco v e ring

INTRODUCING & EXPLORING IDEAS

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Why used?

 S EE emphasizes the importance of

  • observation as the basis for thinking

and

  • provides time to observe before

interpreting  Having W ONDER as the last step ensures that students had time to take in new information through their

  • bserving and thinking. W ONDER
  • pens up new areas to be explored.

This routine is generally used at the beginning of a unit of study. Questions can be raised that might guide future inquiry.

INTRODUCING & EXPLORING IDEAS

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MUSEUM

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STUDENT EXAMPLE

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IN MY CLASS…

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FROM THE STUDENTS…

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FROM THE STUDENTS…

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AND THEN THERE IS THIS….

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YOUR TURN…

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Why used?

 Allows teachers to “see’ what students know about a topic  Allows students to express their

  • pinions

 Metacognition: encourages students to consider other viewpoints

SYNTHESIZING & ORGANIZING IDEAS

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CHALK TALK

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FROM THE STUDENTS…

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Su mmarizing , Org anizing , Re fle cting C apturing the He art, Ide ntifying C o nne ctio ns , Rais ing Qu e s tio ns , A nalyzing

SYNTHESIZING & ORGANIZING IDEAS

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Why used?

 Asks students to synthesize as they identify the e ssence or core

  • f a situation or learning

experience.  Grasp the heart of what they are learning

SYNTHESIZING & ORGANIZING

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STUDENT EXAMPLES…

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FROM THE STUDENTS…

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Why used?

 Helps students reflect on their thinking about a topic or issue and explore how that thinking is changing/shifting.  Can be used to consolidate new learning  Develops metacognitive skills, the ability to identify & talk about one thinking itself

SYNTHESIZING & ORGANIZING IDEAS

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 1 post-it-note for “I used to think:  1 post-it-note for “but now I think”

FOCUS QUESTION:

“What are yo ur thoughts abo ut the M aking Thinking Visible Ro utines?”

YOUR TURN…

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Tak ing a P e rs p e ctiv e , Id e ntifying B ias , Rais ing Que s tio ns , Mak ing C o unte rarg ume nts , Ide ntifying C o mp le xitie s

DIGGING DEEPER

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Why used?

Help students to understand complexities that ‘tug’ at

  • pposing sides

Needs to be a dilemma Not everything is black & white Discussion is fantastic

DIGGING DEEPER

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STUDENT EXAMPLE

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FROM THE STUDENTS…

(THUG?)

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IN CONCLUSION…

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The focus of my lessons have changed

  • Intent: Chosen at the right time to support

classroom room learn rning

Easily integrated into lessons – becomes part of the lessons MTV is for all ages IN TERMS OF MY INSTRUCTION…

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HOW DO I KNOW WHAT MY STUDENTS ARE THINKING????

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IN TERMS OF THE ENVIRONMENT…

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Start small – one at a time (i.e. Tug of War &

Julia)

Do as described in the book/internet Set up environment

WORDS OF WISDOM

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Hattie, J. (2011). Visible learning for teachers: Maximizing impact on learning. New York: Routledge Publishing. Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Ritchhart, R., Church, M., & Morrision, K. (2011). Making thinking visible. San Francisco : Jossey-Bass Publishing.

BOOKS TO READ!!

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 http://www.visiblethinkingpz.org/VisibleThinking_html_files/V isibleThinking1.html  http://www.visiblethinkingpz.org/VisibleThinking_html_files/ 03_ThinkingRoutines/03b_Introduction.html My Website/Blog  WEBSITE: http://francinemassue.weebly.com/  BLOG: http://makingthinkingvisiblehrhs.weebly.com/

WEBSITES

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IF TIME…

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