Visible Thinking

I just finished watching the Visible Thinking DVD and was blown away by how rich and deep the discussions and conversations among the students were as well as the level of understanding they were able to demonstrate.  Watching how the different thinking routines work from children in Kindergarten to students in Grade 6 was really remarkable!  It was also great to see examples of how teachers were also able to facilitate discussions and provide feedback.

I’m always blown away by how much such a simple question as “What makes you say that?” or “Why do you think that is?” shows profound evidence of how students ‘think’ through connections they make and their reflections based on their own experiences.  Reflecting on my own practice, I was always more concerned with if a child is able to give me the ‘right’ answer or what I ‘think’ is the right answer and did not put much thought as to how that understanding came to be.  Now I know to be more cognizant of the fact that I need to incorporate more of these questions to make my students’ learning more visible to ME.  (After reading what I wrote, I can’t believe I’ve used the thinking routine: I used to think…Now I think… once again)

I also noticed a common thread among the thinking routines that is crucial in making learning meaningful and lasting for the students, and this is that these routines do not end with the students acquiring the basic knowledge or achieving a skill or goal of an activity but it takes their learning ‘beyond’ what they know and extends it so the students pursue new questions and directions.  This in turn makes learning very personal and therefore making students fully vested in delving deeper in the topic and their own learning.   For more information about Visible Thinking, visit: http://pzweb.harvard.edu/vt/

“Wild” About David Perkins!

With David Perkins

I came into the Project Zero Classrooms (PZC) Institute with the question – How will I be able to apply the Multiple Intelligences Theory in my classroom? This question may not have been directly answered (my Mini Class was not able to clearly address this) but it did not matter to me anymore because I discovered David Perkins. Not that I’m NOT amazed with Howard Gardner, I will still write about him in my future blogs. But David Perkins… what can I say? I’m a big fan.

My first encounter with David Perkins was during the Plenary Session when he talked about “The Tame and the Wild.” I have never seen anybody refer to teaching and learning as something that is “tame” or “wild.” Think of this contrast in terms of your lesson and your teaching strategy. Most of the topics we teach in class are considered tame – the quadratic formula, the 52 States, how to diagram a sentence, the four causes of the industrial revolution, etc. These topics are deemed tame because most students may not take interest in them, they are not “wild” about them. As David Perkins said – “Good tame illuminates the wild. And bad tame eliminates the wild.” Just imagine having a Wild-o-meter. Where will your lesson fall into that meter? Will it be so boringly tame? Or will it be confusingly wild? What we need to do is to order and organize the learning process to probably strike a balance to make students respond to learning and gain understanding of lessons being taught.

So what tames the wild? If you look at your curriculum or framework, most of the concepts may seem wild or difficult to teach, it will make you ask yourself “How can I teach this so my students can understand?” If you are teaching something “wild” what is needed is to build accessibility. First is teach the elements of things. Buildup the component skills of the lesson but not get caught up with “elementitis” where we just all get stuck with teaching the content without assessing student understanding. Second, teach about things, such as definitions and rules. Then again, be careful not contracting “aboutitis” and make students focus on memorizing information which they will eventually forget. And finally, teach the “Junior versions” of the lesson, sort of like simplifying the lesson for easier understanding and then build on that as a base for deeper understanding.

Now, what wilds the tame? Think about those concepts that seem to be boring to teach. How can students be “wild” about it to the point of talking about it, thinking about it, doing something about it? First, use The Skating Principle – “Learning for understanding is more like learning to skate than learning about skating.” Teach students to think authentically and to engage in work deeply. And another one is The Scaling Principle. Look at ideas on a wider scope. Ask student to compare or interpret more than just learning about “one official version.” Students want to see the relevance of the lesson and what they can generate from it.

The Tame and the Wild – what a way of analyzing teaching and student understanding! It is quite amazing how he actually used the metaphor in talking about teaching, learning and understanding. Now I always bring my “Wild-o-meter” with me as I plan my lessons and activities. I also find myself using this contrast in other aspects of my life. This why I’m wild about David Perkins! I am changed. Brazil?!?!?

PZC: Day 5

Project Zero Classroom on Prezi

For our final study group session, I made this presentation to illustrate how and why I chose my question and steps I need to start my plan.

PZC: Day 3

with Ron Ritchhart

THINKING ROUTINES.  This is the buzz-word today as I attended Ron Ritchhart's session on "Thinking Routines: Establishing Patterns of Thinking in the Classroom."  (He is the principal investigator of the Cultures of Thinking project).  Before the session, I assumed I was attending something about graphic organizers since the description mentioned about 'making thinking visible' and as a teacher I'm always in the lookout for new tools and strategies that I can use and implement in my classroom.  What I didn't realize is that what they meant about 'making thinking visible' is making students' thinking visible to 'ME' as the teacher and not just the literal meaning of visibility by having products or visuals.  For example, using the thinking routine, "I used to think...and now I think..." demonstrates how the child's thinking changed and evolved as a result of instruction.  Finally, it was also very powerful to internalize that 'understanding'  bridges the gap between ability and acting.

For our study group, we continue to work on our questions and this time we tried the protocol for considering evidence.  What I found really surprising is how voicing out your concerns and questions, and having collegial conversation and discussion can help bring clarity to my thinking and "unclutter" my mind :)

PZC: Day 4

Wow! I can't believe the institute is almost over! Today I attended my last mini course entitled: Turning Experience into Expertise: Collaborative Inquiry as Professional Development by Tina Blythe.  This session answered a lot of my questions about how to share and implement the different strategies, protocols and thinking routines to my colleagues.  I experienced first hand how to go through protocols in a collaborative inquiry group.  I am beginning to appreciate the importance and significance of being able to choose and refine questions to help improve my practice and in turn impact student learning.

Asking Dr. Gardner a question

I spent my lunch time listening to a Q & A with Dr. Howard Gardner.  I asked him about his take on how new technologies may influence the development of the intelligences in this postmodern, digital era.  To summarize his response, he said that with a child who may be exposed to a lot of digital media, he/she may tend to be very visual, which if combined with inactivity may not develop his/her kinesthetic skills, so he suggested to try to strike a balance and provide children with opportunities to engage in a variety of activities. :)

Day 2: Didi

with Dr. Howard Gardner

Today was a very fruitful day.  For the plenary session, Howard Gardner talked about his upcoming book "The Truth, the Beautiful, and the Good: Reflections in a Postmodern, Digital Era."  He gave us the 'reframed' version: a book in an hour.  He defined the old notions and new conceptualizations of truth, beauty and goodness.  It was very thought-provoking and raised a lot of questions about shifts in thinking about perceived facts or truths in this day and age.

Ricci and I with Dr. David Perkins

For my mini course, I attended "Assessment that Further Learning" presented by Rhonda Bondie and Sande Dawes.  The session was very interactive and incorporated a lot of strategies and techniques to teach for understanding.  As I hoped, I had an AHA moment during the session.  I am very much familiar with assessment driving instruction.  In my mind, assessment is a tool to help teachers know where their students are so their planning and instruction can be better informed.  So it was a complete and welcome surprise when Rhonda pointed out how much more important it is that assessments help students to know "their" strengths and how they best learn since at the end of the day, these students are left with themselves so having that self-knowledge is extremely powerful.

Later that afternoon, we had a study group session on 'Questioning Protocols.'  We were given an opportunity to get acquainted with it in small groups.  I think this protocol will help a lot when we get back and try to establish a learning community within the school to practice and share what we've learned from this institute.

Ricci with Steve Seidel

This evening, we had a reception at the Harvard Museum of Natural History where we were able to chat and mingle with the Project Zero faculty and staff.  Today was definitely a great day! :)

Truth, Beauty and Goodness Reframed (Ricci)

Dr. Howard Gardner and myself

Day 2 of the Project Zero Classrooms (PZC) started off with the Plenary Session with Dr. Howard Gardner. I was wondering what the “Truth, Beauty and Goodness” has to do with student learning. As he explained it, education in the post modern, digital era has posed many challenges in terms of giving students a sense of their culture’s view of what is true or false. So much information coming from television, online resources (ex. Wikipedia) and other digital forms has changed, mashed and merged information students use regardless of it being true, false or continuously changing or evolving. This pose a big challenge to many educators who teach students to make judgments on the amount and quality of input they encounter on a daily basis. As we enter the postmodern world, a paradigm shift of how we define what is true, good and beautiful is necessary to achieve authentic learning and understanding. How do we go about this –wait for Dr. Howard Gardner’s new book “Truth, Beauty and Goodness Reframed."