Making Thinking Visible - Chapters 7 & 8

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Making Thinking Visible - Chapter 7 & 8

Welcome to the final post about Making Thinking Visible (MTV).  This book has been good for me to read this summer because it has made me reflect on my personal practice and how I encourage students to think deeper about the concepts we are learning.  If I say I value thinking skills, then I need to follow that up with specific actions that illustrate my values.  

Most of the statements below are quotes from the book.  Any of my own comments follow in italics.

• "...[F]or any thinking routine to take hold and be a vehicle for promoting the development of students as thinkers and learners, something more than just having a go and trying out the routines is required."
• I think this is a key element.  If I want students to develop as thinkers, I have to choose routines with intention and do more than just "try all the things".  I need to carefully think through the routine, practice it on my own, and anticipate student responses and my reactions.

• "Any time a group of people come together where learning and intellectual growth are identified as part of the group's mission, there is the opportunity to create a culture of thinking."

• "...[W]ithout the benefit of others, our thinking would be severely curtailed.  Our individual thinking benefits from being challenged."
• I definitely agree and find this in my own life with the #EduRead chats and the #MTBoS in general.  I have grown so much as a teacher and learner because of the people that are willing to think things out with me and ask me to expand on and justify my thinking.

• "If we want to promote a culture of thinking, we must surround students with thinking..."
• I teach mostly seniors, and by that age, they are really good at the "game of school".  I worry that many students graduate because they won the game rather than actually learned and developed as thinkers.  I need to surround students with thinking at all times.  I need to make my classroom a place where students know they will be asked to think, justify, and explain their thinking.

• "Too often thinking has been seen as the exclusive domain of gifted or advanced students."
• This one hit me in the gut, to be honest.  I was labeled as gifted/advanced and having read things on Mindset over the past few years, recognize myself in many of the descriptions of  fixed mindset.  I was so afraid of being wrong and I think many of my students feel this way as well.  We need to celebrate thinking (and mistake-making) from ALL students!

• "Ultimately, it is what the learners are asked to do with the content that makes it a rich opportunity for learning."

• "..[T]o achieve insight and understanding, one must have the time to think about and with ideas."
• This is so me!  Good thinking and learning requires time to process the ideas.  I easily get overwhelmed with new ideas running at me that I need to stop, go to my quiet place and process the ideas.  I love the idea from Dan Meyer's talks to talk over new ideas with a person or with your notebook.  I need to use that more with my own students.

• "Imagine a trip to school after hours:  no students or teachers around.  How much could you discern about the learning and thinking that goes on there just by walking the hallways and stepping into classrooms?"
• Powerful!  If someone were to go to my room after hours, what would they see?  What would I hope they see?  Would they see walls filled with student thinking?  Would they notice the desks arranged to facilitate group discussion?  Would my values shine through?  I might even ask my students this on day 1... look around the classroom, based on what you see, what are your impressions of what Mrs. ___ values about teaching and learning?

• Common pitfalls and issues - A few issues that the authors mentioned were:
• Importance of having a network (PLC) to debrief so you don't give up prematurely or because "it didn't work"
• Sticky note mania - sticky notes are great for capturing learning, but the walls fill up.  Be careful of overload.
• Routine of the day - TRY ALL THE THINGS! :)  Be intentional when choosing routines that fit your content and classroom.

Whew!  MTV is DONE! :)  

Making Thinking Visible - Chapter 6

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Making Thinking Visible - Chapter 6

As with previous chapters, the title of each routine links to more information and my notes and comments follow each title.  This chapter had several routines that I don't really see using much in math classes and to be honest, my attention in this book really started waning in this chapter from pure overload, so if you've used one of these routines successfully in math class, please let me know!

What Makes You Say That?

• I definitely want to incorporate this question into my classroom!
• This routine seems to be the easiest routine in the book to implement and one that has great potential for visible thinking.  Simple, but deep.
• The author calls this the "magic question", that can transform a class into justifying their thinking and over time, students adopt this question as part of their classroom discussions without prompting.
• Link above has an example where the teacher put a controversial statement on the board with the question "What makes me say that?" to ask students to make predictions and inferences about why someone would think a certain way.

Circle of Viewpoints

• This routine focuses on seeing the point of view of others.  It can be easy for us to have tunnel vision and see a situation from our perspective, but to force ourselves to see the situation through the eyes of others is important as well.
• I really don't see much use of this one in a math class, it definitely seems like a better fit for Language Arts or History classes regarding the viewpoints of different characters or historical figures.
• While I didn't see much application here, I did like this quote:  "..students are always trying to figure out 'what we want from them.'  If they get the impression a superficial or comical response will do, they will give us more of the some.  Continue to push students' thinking."  I think that is a great reminder for a variety of classroom activities and structures.  It reminds me of another quote... 'What we permit, we promote.'  

Step Inside

• Similar to Circle of Viewpoints above, this routine also asks students to look at situations from another perspective.
• In the link above, there is a great example for Language Arts that illustrates "stepping inside" a character from a book to analyze his thoughts and feelings, however this would be more difficult with math, I think.  The best I could come up with would be a problem worked in multiple ways or maybe with error analysis and ask "What was Johnny thinking when he did this step?"

Red Light Yellow Light

• This is a good critical reading strategy that would work well in AVID.  It seems to have a lot of potential, but I'm not sure how to use it in math.  I could see students maybe marking "Red" for parts of a question they don't understand at all and "Yellow" for parts they are unsure about but are able to at least attempt, but that's all I've got. :)
• From a professional learning standpoint, this could be used with articles or research in a PLC.

Claim Support Question

• The author provides several examples of CSQ in the book, but to be entirely honest, I don't see myself using this routine.  There is something about it that doesn't flow well in my head and I can't really put my finger on it.  If you've used this routine, please help me out!

Tug of War

• I really like the visual aspect of the "tug of war" continuum, but the only application in math that I can think of would be with true/false or maybe WODB with a 4 way tug of war.  However, neither of those really allow for answers along the tug rope.
• According to the author, "If students are not connected to or engaged with the dilemma, it will be difficult for them to do good thinking."  (Sidenote:  I totally agree with the author here.  I struggled to do good thinking in this chapter because I felt disconnected from the routines being presented due to their lack of math application)
• Suggestion from the author:  Follow up with the "I used to think... Now I think..." routine

Sentence - Phrase - Word

• Another critical thinking routine that I would have loved to use with my AVID class or maybe with a professional learning community.
• I love the summarization aspect of finding a sentence in the reading that spoke to you (and why!); a phrase that you really liked (and why!); and finally a single word that has meaning to you (and why!)
• I need to try this out with some statistical reading - maybe an article or a section in the textbook? 

Okay, almost done with this book (YAY).  This was the final day of the routines and tomorrow I'll summarize Chapters 7/8 and be DONE!  I greatly apologize for not having exciting posts this week, but I had to get Making Thinking Visible out of my head and onto digital paper so that I can move on to more interesting posts :)

Making Thinking Visible - Chapter 5B

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Making Thinking Visible - Chapter 5B

As with previous chapters, the title of each routine links to more information and my notes and comments follow each title.

Connect Extend Challenge

• Powerful comment from the author:  "... [S]tudents are often given information but are never asked to do anything mentally with it.  Listening, in and of itself, doesn't lead to learning."  Wow!  That stepped on my toes.  Are we asking students to be passive or active learners?  
• Authors suggest using this to help students process information after info-rich sessions.  It could also be used after professional learning opportunities.
• I don't really see a lot of application in math, but I like this idea in general.  Need to do more research regarding use in math.
• Sentence starters that I really liked: 
• Connect:  "This quote (passage, text, concept) reminds me of...
• Extend:  "This quote is adding to my thinking because..."
• Challenge:  "This quote makes me wonder...
• Powerful quote (actually a paraphrase) that made me pause... It's not that students always want to take the easy way out or give shallow thoughts, they may just not know how to articulate deeper thoughts.  Modeling is key!

The 4Cs

• Again, this routine didn't really appeal to me.  According to the author, this routine is best with non-fiction text, but probably not textbooks - maybe newspaper articles would work for stat?
• The 4Cs stand for Connections, Challenge, Concepts, Changes
• I wonder about using this routine with PD articles or with #EduRead?
• Could maybe use each C as a standalone?  Would it work better with a textbook if used that way?

MicroLab

• Note:  link above has a middle school math example video
• This routine was designed to ensure equal participation during classroom discussions
• Each round is timed and groups of 3 are optimal.  
• In the examples, there was an illustration of using this routine to process an investigative task and problem solving.  In general, the examples made me think a lot about the AVID tutorial process
• Some tips from the authors:  Give students time to write and think before starting the routine.  Also, when first introducing this routine, feel free to start with shorter times.  Finally, don't be afraid of the silence, as that is the time students are really to be processing what they just heard.

I used to think... Now I think...

• This would be a great reflection prompt at the end of a lesson or unit - maybe make this into an exit ticket paper (1/4 sheet) and ask students to respond anonymously?  Could then take up and redistribute (or snowball!) to have people share out the comments.
• This routine would be very flexible and easy to implement.  It also promotes a growth mindset.
• Tip from the author:  The teacher needs to be genuinely curious about how student thinking has grown or changed.  This is not meant to be a "gotcha" or a "I was wrong before, but now I'm right"  This is about student reflection, not teacher-pleasing.

Making Thinking Visible - Chapter 5

This August, I'm participating in a monthly blog challenge called Blaugust. To see the list of participating blogs, click on the logo below. Please cheer on our participants with either a tweet or a comment on their blog. It can be hard to blog on a daily (or even regular) schedule! :)

If you want to join in the blogging fun, it's not too late!  Go HERE to sign up! :)

Making Thinking Visible - Chapter 5A

As with previous chapters, the title of each routine links to more information and my notes and comments follow each title.

Headlines

• I really like this routine and can see myself using it this year.  This routine reminds me a lot of 6-word memoirs, but in a newspaper headline format.  I think this would be a really awesome exit ticket prompt that emphasizes summarization skills.
• From the author:  "the Headline helps students to identify what was important or stood out to them about the experience.  Getting a better sense of what students see as important can be useful in planning future instruction."
• Since I'm not sure how much my students read the news, I wonder about modeling this strategy for them... maybe with actual newspaper headlines?
• Don't forget the "why"!  After students share out their headline, make sure they explain their reasoning.
• Thoughts on how to share... post-it notes?  Index cards?  Laminated sentence strips?
• Variation idea from author:  Song title or theme song instead of newspaper headline
• Warning:  Can easily turn into a catch phrase / superficial summary if not careful!

CSI: Color, Symbol, Image

• When I first read about this routine, I really didn't see myself using this one, but as I got deeper into it, I think it might be worth a try.  I really like that this routine encourages students to think metaphorically and according to the author, it is really useful for our English Language Learners because they can express their learning in a non-verbal manner.
• I think the hardest thing will be finding appropriate content.  One interesting idea might be to use this with back to school - What is math to you?  This prompt might yield some deeper insights into student feelings about math and allow them to express themselves non-verbally.
• As with all of the thinking routines, the key is the why.  Make sure students explain their thinking on why they chose that color, symbol, and image.
• Variation:  Don't do all 3, pick just one.  This might make it easier to use in math because you could ask the symbol/image option for a lesson or unit.

Generate - Sort - Connect - Elaborate

• I have used concept maps many times in my class and I really like them.  According to the author, this routine was created because one thing they noticed was that students don't make very good concept maps.
• In the past, when I've done concept maps, I've left out the "sort" component.  I like the idea of students generating ideas (maybe on post-it notes or scraps of paper?), then pooling those ideas with their groupmates and sorting them into like items.  Then they will glue or tape them down to a paper and connect into their map.  I like the tactile-ness of this idea because nothing is permanent until it's adhered to the paper.  This would give kids less anxiety about making an error.  I also wonder about giving each student in the group a different color of paper to write on so each individual student's thinking is more visible.
• Another idea I had was to have students make individual concept maps as the "generate" step, then as a group, create a compilation.  This would require them to sort out their individual ideas for placement in the group map.

Whew!!  Another day is done.. :)  Happy Blaugust!

Making Thinking Visible - Chapter 4B

Can you believe it's AUGUST?!?!?! Where did summer go??

This August, I'm participating in a monthly blog challenge called Blaugust. My hubby actually started this a few years ago within his blog-o-sphere and I stole it last year to help motivate myself to blog during one of the roughest months of a teacher's year!

To see the list of participating blogs, click on the logo below. Please cheer on our participants with either a tweet or a comment on their blog. It can be hard to blog on a daily (or even regular) schedule! :)

This will be the 4th or 5th time that I've tried to blog on a daily basis for a month and I am hoping that this is the time that I actually follow through!  I have been recording blog ideas using an app on my phone, plus we have the 50 prompts that I posted last week, so here's to a successful blogging challenge for all of us! :)

If you want to join in the blogging fun, it's not too late!  Go HERE to sign up! :)

Making Thinking Visible - Chapter 4B

About a month ago, I blogged about Making Thinking Visible.  Then for multiple reasons, I stopped. :)  We had workers at our house, Pam went to TMC, all the craziness that comes with July!  Anyway, I have finished the book and before I get into another topic, I want to finish up the posts on MTV so I will have the reference later on when I need it! :)  

Note:  As before, I've linked the specific routines discussed in this chapter so that you can learn more about them.  My notes and thoughts are below each heading.

3-2-1 Bridge

• Note:  the link above has some great resources, including templates for this routine!
• We are probably all familiar with the traditional 3-2-1 prompt, but this thinking routine adds a "bridge", which I really like.  This would be a great pre/post assessment tool, having students do a 3-2-1 before and after, then link them together with a bridge (meta cognition, anyone?)  I teach at a 1:1 school, so I wonder about being able to do this online even... thoughts?
• I really like the tweak of the 1 simile or metaphor - what a neat way to have kids think outside of the box!  (Note from the author: "A metaphore takes a bit more time and thought to develop, and therefore these often do reveal a layer of understanding or misunderstanding."
• As a pre-assessment, this routine wouldn't work well unless students have some prior knowledge of the concept.  In stat, we do work with concepts that kids know something about, but need to figure out a way to easily activate that learning.. maybe a visual or a concept map?  Just saying "This unit we will be working with Univariate data" won't help kids, but maybe showing visuals of histograms, boxplots, etc would.
• The bridge is the powerful piece.  From the author: "In the Bridge, students look at their initial responses (sometimes with a partner) and reflect on how those first impressions differ from their current take on things."  
• The instructional period between the 3-2-1 needs to be more than just a review of past knowledge or skills because that won't change student thinking or present new ideas.
• Could this be used as a structure to the entire year?  For example, have kids do a 3-2-1 at the beginning of the year over "Statistics", then revisit after each chapter/unit?  Maybe this would provide more structure to the "brain dump" reflections I use?

Compass Points

• This routine is a decision making routine that forces students to examine a problem from all sides.  You can again see examples and templates from the links above.
• I really saw this routine being used in my classroom in 3 ways:
• Back to School:  Have 4 posters up, one for N/E/S/W and ask them to put post-it notes on each.  The 4 prompts would be:  What are your NEEDS for this to be a good learning environment?  What are you EXCITED about for this school year?  What are SUGGESTIONS you have for me as your teacher?  What are your WORRIES about this class/school year?
• Parent Night:  We only have 10 minutes per class on parent night, so I think this would be kind of fun.  I would use similar prompts with the parents with some tweaks.
• Test Review:  Again, 4 posters with N/E/S/W, but the prompts would change... What are the topics you NEED to study?  What are the ESSENTIAL topics from this unit?  What are your most effective STUDY STRATEGIES?  What are you most WORRIED about for this test?

Explanation Game

• This routine reminded me a lot of See-Think-Wonder, with a focus more on the parts than the whole.  
• To be honest, I didn't see a ton of applications for this one in my classroom.  The best example I could come up with was when students are identifying sampling methods.  I use a card sort to provide some mixed practice and the cards could be dealt out to each group member, they read the card, then name the method, explain it and give the reasons they think it is that method.  Could maybe even add in Talking Points for the group to go around and agree/disagree and why?  (Note:  If you have additional suggestions, PLEASE live them in the comments!  Thanks!)

Day 1 of MTBoSBlaugust is done!  Only 30 more to go! :)

Making Thinking Visible - Chapter 4A

Starting with Chapter 4, we start getting into the details of the thinking routines.  For more information on the thinking routines, see the Project Zero website or Think from the Middle.  I've linked the specific routines below.

Here are my notes and random thoughts for the first four thinking routines from Chapter 4

General Thoughts:

• I liked the examples for each routine, but I personally would have liked more detail, especially in how the dialogue progressed through the class.
• I say that I value thinking, but in reflecting on my class, I really do a lot more "telling" than I should.  I don't let the students ponder enough.  In all of these routines, a key element was just to sit back and look and ponder what was happening.  I need to do that more.  

See Think Wonder

• This routine reminds me a lot of "I notice... I wonder..." from The Math Forum.
• Thoughts on using this in my classroom - graphs, diagrams, visual patterns, charts and data displays from the news
• Tip from the author:  Look at the image yourself - can you look at it for several minutes and notice new things?  Does it spark your curiosity?
• If I gave 2 comparative graphs (like boxplots, dotplots, etc), could maybe use this as an intro to comparing and/or inference?
• In a class, how do you keep 1-2 kids from dominating?  Do you have each group generate a list and then go from table to table?
• Kids need practice at just stating their observations without judgement

Zoom In

• Thoughts on using this in my classroom - nonlinear functions like cubic/quartic, scatterplots like the 2016 Q#6, scatterplot and then add regression line
• Tip from the author: Ask yourself "Are there separate areas of the image that tell a different story?"
• I wish the author had shown the artwork segments they used at each stage to fully understand how they introduced this routine.
• On each stage/zoom, spend enough time for students to develop their ideas but not too long for kids to get bored... that seems like a tricky line :(

Think Puzzle Explore

• This routine is like a KWL.  I know what KWL is, but I've never seen it used effectively in math.  Even when I googled it, there are very few examples of math KWL.  
• I do really like the subtle change in verbiage though... instead of "What do you know?", it's "What do you think you know?" That difference opens up for kids to be more tentative and exploratory.  They don't have to know for certain, but everyone can contribute something that they think they know about a topic.
• The "want" or "puzzle" area still concerns me.  What if nothing about the topic does really spark a kid's curiosity?
• This routine is very versatile.  I could see using it as a previous knowledge check, like with boxplots, or even as an end of chapter/unit check to see what misconceptions there are about the topic. 
• Thoughts on how to use it in my classroom:  pre or post assessment for a chapter, exploring an open-ended data set
• The "explore" part could definitely be used in a more open-ended inquiry manner
• Tip from the author:  You don't have to use the entire routine (TPE) together, you can use just one or two parts.  This is huge for me because I see some amazing uses of the Think (and lesser but still useful) for Puzzle.  I don't see as much for my classes for the entire routine.
• Right now, I have a 'Parking Lot' hanging up in my room, but I could see using that for students to write their puzzles and wonderings  

Chalk Talk

• I've used this routine several times and LOVED it. However, when I've used it, it's been mostly for more "verbal" parts of my course.  Not sure how to modify for the more "mathy" parts.
• Thoughts on how to use it in my classroom:  single word/phrase for test/quiz review
• I wonder if using questions (AP prompts?) would generate richer discussion?
• Tip from the author: Use reflection questions like "What have you been most surprised by in this unit?" "What has been most difficult for you in this unit?"
• Debriefing the Chalk Talk is really important - need to develop a better way to do that.
• I would love to hang these around my room to come back to them later, but with 8 tables and 4 math classes, it's impractical to hang up 32 posters.  Need to figure out how to handle this best
• Chart paper is really cheap and I need to order some more from our warehouse :)

The storify of the Ch 4a Chat

Making Thinking Visible - Chapter 3

This chapter was really short, but pretty powerful.  A lot of this chapter was an introduction to the structure of the thinking routines as well as how to use them effectively when planning lessons.

Here are my notes and quotes from Chapter 3 with my thoughts in italics:

• We must first identify what kind of thinking we are trying to elicit from our students and then select the particular thinking routine as the tool for that job.  **This reminds me of a discussion hubby and I have had many times.  He is in IT and often laments how people will try to force a solution to fit a specific problem instead of choosing the best solution for the problem.  We see this in education as well.  Just because something is the new and shiny thing doesn't mean that it's the be-all-end-all for every single situation.  Identify the problem, then choose the best routine for that particular situation.
• Thinking routines should be useful to both students and teachers to explore thinking, not just a fun activity for student engagement.  **I think this is a potential pitfall that I need to avoid.  I need to be very intentional with my use of thinking routines and not just use them as fun activities.  
• When doing a concept map, consider using the "generate-sort-connect-elaborate" structure, but don't forget the "sort" part... that's a key element that is often left out!  **I've used concept maps several times, but never thought about the missing "sort".  Next time I do a concept map, I'm thinking of giving each student at the table a different color to generate their thoughts and cut them apart.  Then, as a group, share and sort their papers and glue them down to the map and making connections.  With the different colors, each student is held accountable as a participant, but still there's group accountability as well.  Finally, follow up with the elaborate with an individual quick write.
• When trying out and planning routines, realize that each step is meant to build on and extend the thinking of the previous step.  When planning, think about what student responses could be and how to make connections between steps. **Again, be intentional!  I think it's really important to think about the student responses, to anticipate how students might make connections and how to guide them as necessary.
• An instructional strategy may be used only on occasion, but routines become part of the fabric of the classroom through repeated use.  
• Learning is not a process of absorbing others' ideas, thoughts, or practices but involves uncovering one's own ideas, connecting new ideas to one's own thinking.  **What a great definition of learning!

Edited to add:  Storify of Ch 3 Chat

Making Thinking Visible - Chapter 2

Because this book is property of my school, I've been recording my thoughts in a spiral notebook (with absolutely horrible handwriting... apologies to my elementary school teachers that tried to teach me penmanship!).  Typically, I highlight / annotate in my actual book using either Kindle tools or post-it notes, but I kind of like recording my notes this way.  This book isn't an easy read... I often find myself re-reading the same paragraph, trying to understand what the author is saying, but when I look back over my notes, I realize that I got more out of the chapter than I originally thought!

Here are my quotes and notes from Chapter 2 with any additional thoughts in italics:

• How does learn to teach well?  **This was the opening question to the chapter and one that really made me pause.  This morning there was a twitter discussion about "high vs low" classes and I stand by my statement that for me, teaching remedial courses made me grow as a professional more than any other class.  I learned more about differentiation, instructional strategies, and classroom culture from those classes than I ever have from teaching AP classes.
• We judge teaching effectiveness based on student absorption of material with the student in a passive role.  The focus should be on the learner, not the teacher.  With a shift in focus, the role as teacher shifts from content delivery to fostering engagement.  **In many states, there is a trend to include VAM (Value Added Measures aka test scores) to teacher evaluations.  These tests do measure how well our students have memorized processes and procedures, but if our true goal is learning and understanding, then we need to move beyond this passive memorization.  This reminds me of the quote of "The person doing the work is the person doing the learning."  In many classes, the teacher is the one doing the work, running around like crazy while the students sit there passively. 
• When there is something important and worthwhile to think about and a reason to think deeply, our students experience learning with a lasting impact - they not only learn, but learn how to learn!
• When we reduce the amount of thinking we ask of our students, we reduce the amount of learning as well.  **Be less helpful.  Sometimes I think I'm being helpful with scaffolding, handouts, foldables, etc, but am I truly creating a learning issue because I've taken away the productive struggle?
• Uncovering student thinking gives us evidence of student insight as well as misconceptions.  **In this chapter, one of the stories talked about a chemistry teacher asking "why?" on an assessment and not very pleased with the results.  If the teacher had asked "why?" prior to the assessment, she/he would have been able to see the misconceptions and correct them prior to the assessment.  As teachers, do we sometimes avoid asking the hard questions like "why?" because it's easier to ignore the underlying issues than it is to address it head on?  In today's test-taking culture with a focus on multiple choice and memorization of procedures, getting at the deeper thinking often takes a backseat... are we "sticking our heads in the sand", hoping that the deeper understanding will eventually fix itself?
• The students in our charge need to see an image of us as thinkers & learners that they can imitate and learn from.  **Modeling is key :)
• Once teachers start noticing and naming thinking (aka making it visible), both the teacher and the students become more aware of thinking, which makes thinking more difficult to ignore. **Knowing is half the battle!  Once you are aware of something, it becomes impossible to ignore.  This is true outside of the classroom as well :)    
• True generative questions have legs - they propel learning forward!  
• "What makes you say that?"  **I need this made into a poster :)  This shift in language can have a huge shift in culture
• Questions that drive learning don't come from a list, they arise in response to student contributions. **You have to listen to students in order to have the information necessary to ask good questions.
• Listening conveys a sense of respect for and an interest in the learner's contributions.  In order for students to feel safe sharing their thinking, they need to know we are truly interested in hearing them.  As teachers, our listening to students provides a model to our students of what it means to listen.
• If we routinely ask "What makes you say that?", kids will pick this up as a way to respond to their classmates.  **I really need this as a poster! :)
• To capture and record student thinking, teachers must be vigilant observers and listeners.

On to Chapter 3!

Edited to add:  Storify of Chapter 2 Chat

Making Thinking Visible - Chapter 1

One of my favorite parts of summer is having time to read and really feed my "inner nerd" with professional learning.  :)  Pam (@pamjwilson) and I just finished Creating Cultures of Thinking, so now we're off to another of Ron Ritchhart's books - Making Thinking Visible.  Pam has read it before, but this is my first time to read it.  I checked it out from my district's professional library, but based on what I've read so far, this will probably have to join my personal library soon! :)

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:

Pam's post

Mary's post

Edited to add:  Chapter 1 #EduRead Chat Transcript