Here are some of the quotes and notes that I jotted down while reading Chapter 1 as well as my personal thoughts in italics:
- We ask/tell our students to "think", but what does that mean? What do we want them to do? What does "thinking" mean to me? *If I had been asked the questions in this paragraph, I'd probably be stumped too. Not a good way to start out on page 1 :(
- Bloom's taxonomy suggests that thinking is a linear progression, but it's not. Why is "understanding" toward the bottom of the revised Bloom's? *I've never really pondered this before, but now that the author brings it up, what a great point! I think I prefer the word 'comprehension' from the original Bloom's over 'understanding' in the revision. "Understanding" is a much deeper concept I think.
- Is "understanding" a type of thinking or an outcome of thinking?
- Classrooms tend to be places of "tell & practice", not much (if any) thinking. *I'm guilty of this one. Especially in the spring when I'm running out of time before exams start :( I know that "sit & get" doesn't work, yet I still fall into that habit.
- Retention of information through rote practice isn't learning, it is training! *Ouch! This one kicked me in the gut, I must admit... I'm guilty :(
- Playing a review game or doing other activities may be fun, but still not likely to develop understanding. Hands on does not mean minds on. :( *One look at my pinterest boards will tell you that I like fun activities. However, I need to be very careful not to fall into this trap. If I use an activity, I need to follow it up with connections to thinking.
- Work & activity != learning
- To develop understanding of a subject, you need to have authentic intellectual activity. *If I want students to develop as mathematicians or statisticians, what do I need to do to create these authentic opportunities? How can I help my students think like mathematicians or statisticians?
- Over the course of a unit, students should be engaged in all of the integral thinking moves:
- Observing closely and describing what's there
- Building explanations and interpretations
- Reasoning with evidence
- Making connections
- Considering different viewpoints & perspectives
- Capturing the heart and forming conclusions
- Wondering & asking questions
- Uncovering complexity and going below the surface
- Activity idea (pg 16) - create a concept map on 'What is thinking?' However, don't stress if student answers aren't great - most students haven't been taught to think about thinking. *I really like this idea as a first day of school activity to gauge where my students are and to share with them some of my expectations and what I view as important
For more reflections on Chapter 1, see: