Looking at an image or object: /Pozerajúc sa na obrázok alebo objekt:
Použiteľné aj napríklad počas hospitácií. Žiaci svoje myšlienky zdieľajú medzi sebou za každou otázkou STW, až potom pristúpia k ďalšej.
Think:
Based on what we are seeing and noticing, what does it make us think? What kinds of interpretations can we form based on our observations? What do you see that makes you say that?
Wonder:
Ask broader questions that push us beyond our interpretations to look at issues and ideas raised by the image/object.
Alternatíva: STW môže byť použitá aj v jednom slede, kedy žiaci hovoria: Vidím…., myslím si, že….. ďalej by ma ešte zaujímalo…..
Consider the subject or topic just presented./Uvažuj nad predmetom alebo témou, ktorá bola prezentovaná.
Other possible questions during each step:
Encourage students to build on one another’s ideas.
What would you be interesting to investigate and learn more about? What are you wondering about? Are there things about this topic about which you are curious?
Whom might you ask? Where could you get further information? How would you frame your search key words? What sources would be worth tapping? What could you do yourself to investigate the puzzle other than look up information? How could you find ways to answer your own puzzle?
If students’ only response to the ‘’Explore’’ section of the routine is ‘’Look it up on the Internet’’ you might push this to consider:
What kinds of sources would be credible? What keywords should be used? How will we decide if what is reported is true or not? Who else should we ask?
If we can’t find credible information in books or on the Internet, how might we find this out ourselves?
Looking at the topic or question written on the chart paper: / Pozerajúc na tému alebo otázku, ktorú máme napísanú na flipcharte:
A routine for connecting new ideas to prior knowledge.
Consider what you have just read, seen, or heard, then ask yourself:
- How are the ideas and information presented connected to what you already knew?
- What new ideas did you get that extended or broadened your thinking in new directions?
- What challenges or puzzles have come up in your mind from the ideas and information presented?
Rutina, ktorá spája nové myšlienky s predchádzajúcim poznaním.
Uvažuj nad tým, čo si práve čítal, videl alebo počul, potom sa spýtaj sa sám seba:
- Ako môžeš myšlienky a informácie, ktoré boli prezentované spojiť s tým, čo si už vedel?
- Čo nové si pochopil, čo viacej rozšírilo alebo prehĺbilo tvoje myslenie novými smermi?
- Aké výzvy alebo záhady skrsli v tvojej mysli na základe myšlienok a informácií, ktoré boli prezentované?
The problem we deal in schools is that students are given information but are never asked to do anything mentally with it. By identifying what separates active listening from passive hearing, a new routine with wide applicability emerged: Connect – Extend - Challenge.
The use of this routine offers a structure and space in which new thinking around a topic, as inspired by new learning experience, can be made visible. CEC sends powerful messages to students that ideas and thoughts are dynamic.
CEC is well positioned after information-rich sessions as a way of synthesizing that information.
Questions:
Ask yourself, Are there connections to be made between this content and what the class has previously studied or already knows? Was new information presented that students can identify? Were puzzles and challenges raised from this information?
How has your thinking been extended in some way, taking it in new or further or deeper directions?
Students need models of just what constitutes a meaningful connection, a rich extension, or worthwhile challenge.
Use one of the following sentence starters:
For connection: This quote reminds me of ….
For an extension of your thinking: This quote is adding to my thinking because…. Or, I used to think… Now I think….
For challenge: This quote makes me wonder…?
Reflect on your current understanding of this topic, and respond to each of these sentence stems:
- I used to think.....
- Now I think....
Uvažuj nad svojím súčasným pochopením témy a skús doplniť každú z týchto viet:
- Predtým som si mysle, že....
- Teraz si myslím, že...
This is a reflective routine that should focus students’ attention more on the thinking that class activities caused them to do rather than reporting on the activities themselves. We also want to focus attention on how the development of understanding is not just an accumulation of new information but often results in changes in thinking. This routine also develops students’ metacognitive skills, the ability to identify and talk about one’s thinking itself.
Encourage individual reflection. Say students, “When we began this study, you all had some initial ideas about it and what it was all about. Take a minute to think back to when we started and remember what kind of ideas you once held. Write what it is that you used to think about our topic, starting off with the words, ‘I used to think…’” Once students have had a chance to write their responses, say, “Now , I want you to think about how ideas about our topic have changed as a result of what we’ve been studying, doing, and discussing in class. Write a few lines to capture where you are now in your thinking, starting with the phrase, ‘Now, I think…’
It is important that a teacher is genuinely curious about how his or her students’ thinking grown, deepened, shifted, or changed as a result of classroom endeavors.
This type of reflection can only effectively happen after new learning has occurred. Keep a clear emphasis on the cause-and-effect relationships of what students do and how their thinking changes.
In follow-up to a statement, assertion, or opinion expressed by someone, ask:
- What makes you say that? What evidence were you able to find to support that idea?
V nadväznosti na vyhlásenie, tvrdenie alebo na vyslovený názorom, spýtajte sa:
- Aké sú dôvody, ktoré ťa vedú k danému tvrdeniu? Je to vo význame: Poskytni viacej argumentov alebo dôkazov, ktorými môžeš zdôvodniť a podporiť svoje tvrdenie. Na čom zakladáš svoje tvrdenie?
This is more discourse routine as it is a thinking routine. / Ide viac o diskusnú rutinu ako o myšlienkovú rutinu.
Drawing on your investigation, experience, prior knowledge, or reading:
- Make a claim about the topic, issue, or idea being explored. A claim is an explanation or interpretation of some aspect of what is being examined.
- Identify support for your claim. What things do you see, feel, or know that lend evidence to your claim?
- Raise a question related to your claim. What may make you doubt the claim? What seems left hanging? What isn't fully explained? What further ideas or issues does your claim raise?
Now that we've given some support for these claims, is there evidence on the other side? What questions do we need to raise about these claims in order to truly examine their credibility? What more might we need to examine or explain?
Čerpajúc z vášho vyšetrovania, skúsenosti, prvotnej vedomosti alebo z toho, čo ste čítali:
- Urob tvrdenie o danej téme, probléme alebo myšlienke, ktorá sa skúma. Tvrdenie je vlastne nejaké vysvetlenie alebo interpretácia niektorých aspektov toho, čo sa deje. Tvrdenie môže byť napríklad: domienka, špekulácia, zovšeobecnenie, fakt, teória, hypotéza atď. Je to odpoveď na otázku: Čo sa tu vlastne deje? Tvrdenie sa zvyčajne umiestni do stredu tabule alebo flipchartu.
- Identifikuj podporu pre svoje tvrdenie. Aké veci vidíš, cítiš alebo vieš, ktoré by mohol poskytnúť ako svedectvo k tvojmu tvrdeniu? (Experiment, výskum alebo iné hľadanie faktov.) Zaznamenáva sa to k hlavnému tvrdeniu.
- Polož otázku, ktorá sa týka tvojho tvrdenia. Čo môže vyvolať pochybnosti o tvojom tvrdení? Čo ešte zostalo nedopovedané? Čo ešte nebolo celkom vysvetlené? Aké ďalšie myšlienky alebo problémy tvoje tvrdenie prináša?
You might have students rank the claims on a line of confidence, from “still questioning” to “definitely believe.” If CSQ has been used to explore a particular issue, students can be asked to give their positions regarding the issue.
Caitlin often introduces a mathematics problem, one that can be explored from a variety of perspectives with multiple strategies and for which there isn't an obvious, single solution, and then gives her students time to work on it. After ten minutes or so, Caitlin will bring the group together and ask what sort of findings they have so far, what ideas have come up, and what generalizations seem to be emerging. Caitlin not only addresses specific mathematics content but also frames the enterprise of mathematics as being about speculation, generalization, analysis, and proof.
When students seek to make sense of a given claim, do they recognize what questions might be worth asking of the claim in order to fully comprehend its complexities? For instance, do they recognize special cases that need to be investigated? Within a discipline, do students understand the weight of various kinds of evidence? For instance, finding that something works once or even twice in mathematics is supporting evidence but not proof.
Claim-Support-Question is ultimately about creating opportunities for learners to reason through complex issues from various angles and perspectives with substantial evidence. However, if students suspect that at the end of the lesson you will tell them what is right and what is wrong, they will find the routine pointless. Keep returning to the evidence.