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Visible _amp; Artful Thinking

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					Artful & Visible Thinking




   Programs developed by Harvard Project Zero
           Presented by Jessica Ross
       Artful & Visible Thinking
          Workshop Agenda
•Day One – Introduction to
Routines, Research and
Implications for the classroom


•Day Two – Gallery of Student
Work, connections to Thinking
Dispositions, Understanding
Goals, Looking at Student
Thinking and Assessment
        Artful & Visible Thinking
            Today’s Agenda
• Day One – Introduction to Routines,
  Research and Implications for the classroom
•   MYST Routine
•   Thinking Webs
•   See-Think-Wonder
•   Jigsaw of 6 Routines
•   Video of teaching practice using VT
•   Artful Thinking Palette
•   Reflection
       Goal of the Artful Thinking Program

To help students develop thinking dispositions
 that support thoughtful learning – in the arts,
         and across school subjects.
What is it?
    “Visible Thinking is a flexible and
    systematic research-based approach to
    integrating the development of students'
    thinking with content learning across
    subject matters. An extensive and
    adaptable collection of practices, Visible
    Thinking has a double goal: on the one
    hand, to cultivate students' thinking skills
    and dispositions, and, on the other, to
    deepen content learning. By thinking
    dispositions, we mean curiosity, concern
    for truth and understanding, a creative
    mindset, not just being skilled but also
    alert to thinking and learning opportunities
    and eager to take them.”
Huh?
  • We have routines
    for everything
    except thinking!
    Ideally thinking
    should be foremost
    in students and
    teachers minds.
  • If we make it both
    routine and visible --
    it will become so.
Uncovering Thinking




• MYST - a routine for teachers.
Connection to Habits of Mind




                         From A. Costa & BKallick
What is thinking?

     THINKING
See / Think / Wonder
 Research background: The
triadic theory of dispositions
                Ability




  Sensitivity             Inclination
               Routines
•   Perceive/Know/Care About
•   Claim/Support/Question
•   Think/Puzzle/Explore
•   Connect/Extend/Challenge
•   Parts/Purposes/Complexities
•   Question Starts
              Routines:
  Practice, and pictures of practice


• Spend 15 (or so) minutes with one routine.
• Do the routine - make a quick note of your
  responses & share it with others at your table.
• We will “unpack” your responses together and
  then look at implications for teaching.
Step Inside: Perceive, Know, Care About
Claim/Support/Question
Think/Puzzle/Explore
Connect/Extend/Challenge
Parts/Purposes/Complexities
Question Starts
        Artful Thinking in action:
       A video picture of practice

• What do you see?
  What makes you say
  that?


•   See, Think, Wonder or
    Connect, Extend, Challenge
Which thinking dispositions?
      Reasoning            Questioning & Investigating




                                  Observing & Describing
Exploring Viewpoints




      Finding Complexity
                           Comparing & Connecting
              Reflection
• Add to your thinking map:
• I used to think, Now I think…
               Homework
• Pick one routine
  that we looked at
  today & think of
  how you might
  use it in your
  work.
• Decide what type
  of thinking you
  would be looking
  for from you
  students.
Day Two
Artful & Visible Thinking
   Workshop Agenda
          •Day Two –
          Gallery of Student Work,
          connections to Thinking
          Dispositions, Understanding
          Goals, Looking at Student
          Thinking and Assessment
         Artful & Visible Thinking
             Today’s Agenda
• Day Two – Gallery of Student Work, connections to
  Thinking Dispositions, Understanding Goals,
  Looking at Student Thinking and Assessment

• 3-2-1 Bridge: Artful & Visible Thinking
• Gallery Walk using See-Think-Wonder
• Discussion of the use of art with Thinking Routines
• Student Work & LAST Protocol
• Thinking Webs and Concept Mapping
• 3-2-1 Bridge & Headlines
      Reasoning            Questioning & Investigating




                                  Observing & Describing

Exploring Viewpoints




      Finding Complexity   Comparing & Connecting
            Gallery Walk

• In pairs, tour the documentation on the
  wall. Spend time carefully looking at
  one or two exhibits. Using the palette,
  find examples of student thinking
  dispositions.

      What do you see?
      What do you think about that?
      What does it make you wonder?

• Share your findings with another pair.
How do dispositions
develop?

By routinely engaging in
specific patterns of
behavior – by doing
certain things regularly
             Thinking Routines
Short, easy-to-learn      SEE-THINK-WONDER
procedures that help
students engage in       What do you see?
thinking-dispositional
behavior in and          What do you think about
across the six areas     that?
of the palette
                         What does it make you
                         wonder?
    Why art?
• Because of how works of
  art make us think

• Because of what works of
  art make us think about

• AT encourages curricular
  connections along both of
  these dimensions
 How do concepts of thinking and concepts
 of art compare?
 Art          a shift toward a recognition of art as a
              complex object of meaning and inquiry


Thinking      a shift from an achievement conception
              of thinking to an inquiry conception
Artful Thinking routines




      Reasoning                                     Questioning & Investigating
           Claim Support Question                         Think Puzzle Explore
           What Makes you say that?                       Creative Questions
                                                          See Think Wonder




                                               Observing & Describing
 Exploring Viewpoints                                Beginning Middle or End
     Perceive/Know/Care about                        Looking 10 x 2
     Used to think…Now I think                       Elaboration Game
                                                     Colors, Shapes, Lines




  Finding Complexity
       The Complexity Scale
       Parts Purposes Complexities
                                      Comparing & Connecting
                                         Word Phrase Sentence
                                         Headlines
                                         Connect Extend Challenge
                                         Creative Comparisons
Connections
Elements of TFU Framework
•   Generative Topics
•   Understanding Goals
•   Performances of Understanding
•   Ongoing Assessment
Connections
Visible Thinking Moves
               • Wonder
               • Consider Different
                 Viewpoints
               • Uncovering Complexity
               • Build Explanations
               • Describe What’s There
               • Make Connections
               • Reason With Evidence
               • Capture the Heart and
                 Form Conclusions
    Connections
    Guided Inquiry
•   What do I already know?
•   What questions do I have?
•   How do I find out?
•   What did I learn?




•   Note – there is no mention of the teacher in these questions.
 Connections
 Habits of Mind
• Persisting                   • Thinking about thinking
• Thinking and                   (metacognition)
  communicating with clarity   • Taking responsible risks
  and precision
                               • Striving for accuracy
• Managing impulsivity
                               • Finding humor
• Gathering data through all
                               • Questioning and posing
  senses
                                 problems
• Listening with
                               • Thinking interdependently
  understanding and
  empathy                      • Applying past knowledge to
                                 new situations
• Creating, imagining,
  innovating                   • Remaining open to
                                 continuous learning
• Thinking flexibly
• Responding with
  wonderment and awe
                                                 From A. Costa & BKallick
    Connections to Habits of Mind

       Artful & Visible Thinking
ROUTINES




                                   From A. Costa & BKallick
Making Thinking Visible
Visible Thinking / Documentation of student thinking
Visible Thinking / Documentation of student thinking
    Gallery Walk
• Tour the documentation on
  the wall.

• Use the LAST protocol with
  one set of student work.
Teacher Study Groups
Study groups:
Professional growth and support
Generate, Sort, Connect, Elaborate
                   • Take you thinking
                     maps – add to them,
                     color code or move
                     items, connect items.

                   •   *If time allows, in small
                       groups, create one concept
                       map about thinking.
Many ways to make connections to the curriculum…
http://www.pz.harvard.edu/vt/index.html



               www.pz.harvard.edu/at
               www.pz.harvard.edu/at/cc_into_new.cfm
    Thank you
    Questions
   & Reflections

Jessica Ross
rabbitross@comcast.net
                         Please stay in touch

				
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posted:9/17/2011
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