Making Thinking Visible To make thinking visible is to put thoughts into actions. One is able to make thinking visible by studying, participating and asking questions. Learning is a result of thinking (Ritchhart and Perkins, 2008). When an educator is transforming thinking into something visible, educators give students more to learn from and build on (Perkins, 2003). For example, when an individual is learning to dance, the dance instructor is visible and demonstrating, which makes it much easier to learn to dance (Perkins, 2003). The possibilities are endless to make thinking visible. The most simple way is for educators to use “the language of thinking” (Perkins, 2003). The language of thinking is using a thinking vocabulary such as, evidence, imagination, hypothesis, reason and perspective (Perkins, 2003). All of these terms can help students think deeply about the material or problem in front of them. This process, “the language of thinking” is just a small element of a bigger picture which is educators …show more content…
There are four sections of compass points, N: needs - what other information do you need to know about this topic?, S: steps or suggestions - what should be your next step of evaluating the topic? What suggestions do you have?, E: excitements - what excites you about the topic?, and W: worries - what worries you about this topic? (Ritchhart, Church & Morrison, 2011). The explanation game have four sections as well, they are: name it - name a feature of the object you notice, explain it - what could this be? what is it used for?, give reasons - what makes you say that?, and generate alternatives - what else can it be used for? (Ritchhart, Church & Morrison, 2011). The purpose of the explanation game is to better understand the whole by examining different parts (Ritchhart, Church & Morrison,
In this method of education, according to Freire, students never think critically or develop ideas. The second type of education is labeled “problem-posing”. Freire makes it very clear that he is an advocate of the “problem-posing” method of education. He believes in encourages communication and better comprehension of what the students are learning. “Yet only through communication can human life hold meaning…the teacher cannot think for his students, nor can he impose his thought on them” (Freire 216). Freire argues that the only real form of educatio...
teachers and students. It is true that students that this will help to increase their reasoning
Siegler, R., & Alibali, M. (2005). Children’s Thinking Fourth Edition. Prentice Hall Inc. Upper Saddle River NJ.
thinking helps us to become an active learner to not only absorb information, but to probe and
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
Our five senses –sight, hearing, smell, taste and touch help the ways in which we perceive the world around us. And while they seem to work independently at time they can effect each other and the way we comprehend something. Seeing something pretty, touching something soft, eating something cold and smelling something rotten are the sense we use to connect with the world around us and will all effect how we move forward in that situation. When you look at the top picture say the color of the word not the word itself. It is harder than it seems and takes a little practice to do it efficiently. It is because we see the spelling we were taught not the color it was written in. It is hard to process it the other way, but not impossible. Take the bottom picture for another example is this a
"Teaching Games for Understanding ." Teaching Games for Understanding . N.p.. Web. 16 Sep 2013. .
White, Fred D., and Simone J. Billings. The Well-crafted Argument: Across the Curriculum. Boston, MA: Wadsworth Cengage Learning, 2013. Print.
Design thinking is a process for practical, creative resolution of problems or issues that looks for an improved future result. It is the essential ability to combine empathy, creativity and rationality to meet user needs and drive business success. Unlike analytical thinking, design thinking is a creative process based around the building up of ideas. There are no judgments early on the design thinking (Simon, 1969, p. 55). Design thinking includes imagination and reason, a combination of convergent and divergent thought, and creativity. Design thinking might be thought of as dialectic, or conversation. It involves design wisdom, judgment, and knowledge. Lastly, design thinking is skill (Hegeman, 2008).
Wilson, V. (2000), Education Forum on Teaching Thinking Skills Online at http://www.scotland.gov.uk/library3/education/ftts.pdf Accessed at 22nd February 2014
Freire states “Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly” (Freire, 2000, p. 47). Therefore; students must be aware of their oppression and fight for their freedom and autonomy in the school system. Freire also suggests a method of education that will help solve this issue: problem-posing education. The dynamic concept of problem-posing education integrates both teachers and students role’s to create a unified teaching process in which the teacher teaches the student, and the student teaches the teacher. This process “reinvents” knowledge, and teaches the student critical thinking. Instead of knowledge being deposited to students, problem-posing education presents information to students but allows them to draw their own conclusions and form their own, unique
Is thinking for one’s self worth potentially having the wrong answer? Would it be worth it for students to go through school without having to think for themselves? In the articles “Learning by Heart” by Susan Tanner and “Diagnosing and Treating the Ophelia Syndrome” by Thomas Plummer it examples how children were taught from a young age to answer questions routinely, the way the teacher prefers. The issue with this is that the student never develops the ability to think for themselves. The articles discuss the different advantages and disadvantages for developing this skill. They provide steps and resources for one to reach independent thinking. The articles explain the positive and negative advantages of memorizing and reciting past writings. These articles share that individual thinking and memorization will help students learn more efficiently.
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
The relationship between knowledge and education is often perceived to be similar in the aspect of withholding intelligence. However, knowledge and education are not, by all means, the same. Knowledge is the familiarity of certain facts and principles from experience or study. Education is the practice of implanting that information into the minds of learners to gain intelligence. In the passage, ‘Project Classroom Makeover’ Cathy Davidson argues the old-fashioned pedagogies of education and differentiates the commonly misunderstood relationship between knowledge and education. Davidson fully dives into her own project and discusses ways to advance the curriculum by intertwining creative techniques with modified technology.
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed.