I will practice the targeted skills in this module by integrating visible thinking routines and protocols more deeply into my classroom practice.
I can utilize two specific visible thinking routines to help my students develop thinking skills and create a pattern of behavior for thinking critically in my classroom.
I can implement two protocols regularly in my classroom, with a focus on helping students give each other feedback on work.
Choosing two specific visible thinking routines to use with my students regularly
Selecting and implementing two protocols to use routinely in my classroom.
Reflecting on these experiences with written observations and video recordings.
Refer back to the article Visible Thinking, by Shari Tishman and Patricia Palmer, which gives an overview of what visible thinking is and how it can benefit your students.
Refer back to this short reading, from the book Learning That Lasts, which describes what protocols are and when and how they can be used in the classroom.
Visible Thinking article_LeadershipCompass1.pdfThe What, Why, & How of Protocols.pdfFor a more extensive review of classroom application of visible thinking routines, check out the PZ Thinking Routine Toolbox resource, put together by the Harvard Graduate School of Education.
If you'd like to know more about using protocols and visible thinking routines, check out these books!
A short refresher on thinking routines:
What are they?
Why are they important to use?
How do I get started using them in my classroom?
Explore the Thinking Routines in Action site to view short video examples of visible thinking routines used in classroom practice.
Here is an example of a teacher using the Zoom In routine to introduce students to a concept in Social Studies. Notice how students are familiar with this routine and how the teacher has established a pattern of behavior for thinking critically in his classroom.
Watch this short video about the protocol Praise, Question, Suggestion-- which focuses on students giving each other feedback on their work.
These two videos show the protocol Back-to-Back, Face-to-Face, and GoGoMo in action.
Optional: If you are interested in an in-depth look at how to use Primary Sources to prompt student observation, reflection, and analysis, watch this webinar from the Library of Congress. (You can change speed to 1.5x or 2x to speed it up.)
Copy of Cking for Understanding protocols.pdfTurn assignments and reflections in to Canvas.
Use the Me, You, Space, Time (MYST) routine to help you prepare and think about making thinking visible. Found in Canvas, Module B.
Choose 2 different visible thinking routines from the Thinking Palette to meaningfully integrate into your classroom, working towards the goal that students will know these routines so well that you create a pattern of behavior.
You may want to integrate routines into your Module A community history project and/or integrate them into other learning activities across content areas.
While your students become more comfortable with these routines, find meaningful ways to make student's thinking visible in the classroom. There are many resources for documentation of student learning and thinking in the Review section.
After establishing and practicing the same two visible thinking routines with your students multiple times, complete the questions below in Canvas. You will be asked to reflect on following prompts:
Which 2 visible thinking routines did you choose to focus on? How did you make these routines an established part of your classroom practice?
How did the students respond to the activity? What surprised you about their responses?
In what ways are you documenting and capturing student thinking (journals, classroom walls, use of technology...)?
What observable differences did you notice as your students became more familiar with these routines?
(Agree/Disagree) I am good at matching a routine with appropriate content so that students are able to achieve a deeper level of understanding.
(Agree/Disagree) Students know particular routines so well that they no longer seek clarification about the mechanics of the routine, instead going straight to the thinking, creating a pattern of behavior in my classroom.
(Agree/Disagree) Students use routines and structures to further their understanding and as a platform for discussion, rather than as work to be done.
Choose 2 protocols from the EL Education Protocol Pack to meaningfully integrate into your classroom, working towards the goal that students will know these protocols so well that you create a pattern of behavior.
One from the list below (focusing on students giving each other feedback on work)
1) Discussion Appointments (p.12)
2) Peer Critique (p. 22)
3) Praise, Question, Suggest (p. 24)
One protocol of your choice
After establishing and practicing the same two protocols with your students multiple times, complete the Module B, Task 3 reflection in Canvas. You will be asked to reflect on following prompts:
Which 2 protocols did you choose to focus on? How did you make these protocols an established part of your classroom practice?
How did the students respond to the activity? What surprised you about their responses?
What observable differences did you notice as your students became more familiar with these protocols?
(Agree/Disagree) By using protocols, students are able to give each other meaningful feedback on their work. Explain.
Go back to the self-assessment that you completed in Task 1. Has your classroom practice changed as you worked through Module B? How will you sustain the use of protocols and visible thinking routines in your classroom?
