Task A : Making Thinking Visible through Productive Discourse in the NGSS Classroom

Making Thinking Visible

"Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins

Approximate time: 30 minutes

Components: reading, watch two videos (both Part 1 & 2)

Prior to the zoom session:

1. Open and read: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS"

2. Open and read: "Developing and Using Models - A Snippet from the NRC Framework"

3. Choose one two-part video set to watch (either elementary or high school).

Watch part 1 AND part 2 of either the secondary OR elementary video cases below.

Elementary Videos

part 1 speed and motion classroom video (3:26)

part 2 Ingrid's Perspective: Explanation (9:45)

Secondary Videos

part 1 light classroom video (7:16)

part 2 Scott's Perspective: Modeling (10:42)

Listen and watch for:

1. What phenomena the students are trying to figure out
2. How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.)
3. The sets of ideas, or models, that the students are using to make sense of the phenomena
4. How the classroom culture provides a safe space for students to:
   1. Engage in productive discourse
   2. Make their ideas public and visible
   3. Revise their ideas
   4. Ask questions
   5. Develop and use models

During the Zoom session:

As a group, complete Survey 3.A. One person open and lead the group in filling out the survey.

Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion.

1. Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena.
2. Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling.

Reasoning Triangle Link