Visible thinking routines are routines that target different types of thinking. They can be designed to promote students' thinking, encourage self-assessment and reflective thinking. to connect to the Visible Thinking website. Click to access Strategies and tools for divergent thinking. Click to access 22 Simple Ideas for Harnessing Creativity in the Elementary Classroom. Click to access ‘Eleven Classroom Creativity Killers’. to access a website on critical and creative thinking. Critical thinking competency in action: Introduce the Core Competency focus. Have students view the competency video and discuss how they will use the competency throughout the unit. Click to access a kid-friendly video. Share with students how the competency learning is relevant to situations. Begin to develop a Competency Word wall. students to the ‘I can statements’ on the competency posters. Include only the “I can statements’, which be assessed in the unit. Introduce the learning target for the lesson and discuss with students how they will use the core competency to attain the learning target. Engineer effective classroom discussions, activities, and tasks that elicit evidence of the competency. Challenge students to apply the competency ‘I statements’ to examples during the lesson. Use questioning strategies throughout instruction and or inquiry to prompt REFLECTIVE THINKING. Use the ‘Notice It, Name It’ Strategy. Willing to examine beliefs, assumptions, and opinions and weigh them against facts Listen carefully to others and is able to give feedback See that critical thinking is a lifelong process of Suspend judgment until all facts have been gathered and considered Look for evidence to support assumption and beliefs Adjust opinions when new facts are found Look for proof Examine problems closely Reject information that is incorrect or irrelevant Source: Questioning the Lecture Format by Barbara J. Limbach and Wendy L. Waugh Critical thinking key words and phrases Problem and solution • Evidence or reason • Guess and clue • Consequences (What would happen if . . .) “I tried to work as many imperfections out to make the final product more enjoyable.” assessment
Introduce the Core Competency focus. Have students view the competency and discuss how they will use the competency throughout the unit. Click to access a kid-friendly video. Share with students how the competency learning is relevant to situations. to develop a Competency Word wall. Refer students to the ‘I can statements’ on the competency posters. Include only the “I can statements’, which be assessed in the unit. Introduce the learning target for the lesson and discuss with students how they will use the core competency to attain the learning target. Engineer effective classroom discussions, activities, and tasks that elicit evidence of the competency. Challenge students to apply the competency ‘I statements’ to examples during the lesson. Use questioning strategies throughout instruction and or inquiry to prompt REFLECTIVE THINKING. Use the ‘Notice It, Name It’ Strategy. Classroom strategies: to access a unit on Identity and Community. Suitable for Grades 4-7. PERSONAL AWARENESS & RESPONSIBILITY Personal Awareness and Responsibility include skills to help students stay healthy like setting regulating emotions, respecting themselves and others, and managing stress. Self-determination Self-regulation Well-being Evidence of Learning: Students who are personally aware and responsible have a sense of personal efficacy and growing confidence in a variety of situations. They Evidence of Learning: Students who are personally and responsible for their own choices and actions. They set goals, monitor progress, and Evidence of Learning: Students who are personally aware and responsible recognize how their decisions and actions affect their mental, physical, emotional, social,
Share Ask students to tell you about a piece of work or an activity (competency illustration) they are proud of. Have students work with one of the 'I statements'. Connect Ask students to what they have learned to do. Connect the learning to competency growth. What connections can you make? I noticed that you __. This is important to the positive personal and identity competency. Invite students to talk about their strengths by encouraging them to use ‘I can’ statements. What attributes/dispositions did you develop? Reflect & Self-assess Engage students in self-assessment. Growing My Competencies (Inspired by a Critical Thinking activity from SD 67 Judith King jking@summer.com) Appendix 1 Give students three cards with three self-assessment statements: (1) This is where I am now__. (2) This is where I am I trying to go__. (3) This is what I need to do to get there__. Engage students in a conversation based on the above statements. Encourage students to use I can statements. Have students write a summary statement (Recording Log) or represent their growth in some way. Set a Goal: I want to…. by… so I will… PERSONAL AWARENESS & RESPONSIBILITY & STUDENT SELF-ASSESSMENT Relationship & Cultural Identity Personal Values & Choices Personal Strengths & Abilities With Support Developing Confidence With Growing Confidence With Intention