This leads to creating critical thinking habits. You will see struggling and ELL students soar. Your students will become better articulators, become more detailed observers, and develop into better writers when you employ the routines. The course will explore the following key questions: What are the core practices associated with making thinking visible, and how do they relate to and interact with one another? What are the benefits or powers—for students and teachers--in making thinking visible? How do the most effective teachers use thinking routines to maximum effect? Since there is no right or wrong answer in art, even the most reluctant or hesitant student is willing to write one line of poetry. It never fails that the poems are wonderful and the students are very proud of their poetry. Implementing Cooperative Poetry with Other Content Areas Visible Thinking has been developed over a number of years by researchers from Harvard’s Project Zerowith teachers and students. Visible Thinking is essentially a ‘ broad and flexible framework for enriching learning’ by fostering deep thinking and a better understanding of content. Central Idea You can choose to have students look at the art with or without a lens for looking. You can select random artwork and ask students to make any connection they want to or you can identify a specific focus.

Visitors can explore and discuss artworks using thinking routines from Visible Thinking as the structure to guide their thinking and to help them practise and develop certain skills, such as careful observation, thoughtful interpretation and understanding different viewpoints. The museum teacher, guide or educator facilitates and guides this process combining elements of Visible Thinking with certain museum education practices. by the way educators use routines for conceptual exploration ( Possibilities and Analogies, Perspective Taking, & Perspectives, Controversies and Dilemmas). Individually, students might answer these questions in a Flipgrid video, as a comment on the class LMS, or in a journal. Next, they can discuss these questions in a small group via the Breakout Room option in a video chat. What do you think is going on or might be happening in this picture? What do you see in the painting that makes you say that ? Using VTM is more than just a strategy; it provides a structure for making meaning and gives participants – young or old – a chance to participate and discuss ideas with each other.As an example, look at artwork by Ed Ruscha. This is an artist who experimented with words as part of the art form. Many of Ruscha’s pieces depict single words as the center or the focal point of the work. This would be a great activity after an Artful Thinking routine such as I See, I Think, I Wonder. The poetry activity could further help students develop visual connections to any place or environment targeted in a unit, such as in the middle of a storm, in a rainforest, or in an animal habitat.

Outside of the United States, educators whose schools or organizations serve 25% or more students whose families meet the country-defined standard for low-income. As students begin to make sense out of their learning, they can process these ideas by using sketch-noting. Sketch-notes (also called visual note-taking) consist of a blend of words, pictures, icons, and organizational cues (arrows, circles, dotted lines) used to make sense out of ideas. Students might sketch-note on a tablet or digital notebook (such as a Remarkable 2) or on a sheet of paper. They might do this during the direct instruction portion of a virtual meeting or while they watch a video, listen to a podcast, or read an article. The goal is that they are using their own sketches to wrestle with ideas and make learning visible. Note that it doesn’t have to look nice. As the teacher, you’ll likely need to stress to students that you are not assessing the artistry of their sketchnotes. In a math class, students might look a set of data and ask about trends. But it might also be an opportunity to have students create their own questions. I love Dan Meyer’s notion of “What can you do with that?” Here, students look at a picture or a video and then develop their own questions that they eventually solve.S = Stance or Suggestion for Moving Forward – What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition? CBRT is different from traditional reader’s theatre. Student actors perform without costumes, props and there is no stage movement. CBRT is a rehearsed group presentation of a script. The emphasis is on voice and spoken words, facial expression, and gestures, not on staged action. The students stand in front of their audience and read aloud from a script.