Reflective Journal/ Visible Thinking

1. Reflective Journal/ Visible Thinking • Anna Moore • St. John Catholic School • 5th grade teacher/ Assistant Principal

2. Timeline • What is visible thinking? • What is reflective journaling? • How do I use this in my classroom? • Try it out!

3. What is Visible Thinking? • Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. • The goal is to cultivate students' thinking skills and to deepen content learning by building a culture of thinking. • http://pzweb.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html

4. A Culture of Thinking • A culture of thinking refers to your classroom environment. What are the values, habits, and language of your classroom? • What are your students thinking dispositions and metal management?

5. A Culture of Thinking • What kind of thinking do you value and want to promote in your classroom? • What type of thinking do your lessons force your students to do?

6. MYST • Me: How do I make my own thinking visible? • You: How do I make my students’ thinking visible? • Space: How is space in the classroom organized to help facilitate thinking? • Time: How do I give thinking time? How does thinking develop over time?

7. MYST • How am I (Me) making my own thinking visible for students? How and when do I display the habits of mind and thinking dispositions I want students to develop?

8. MYST • How is the thinking of students (You) made visible to me and the rest of the class? When and where do students share their thinking? Do I have a sense of what my students are thinking about on our current topic of study? Am I able to see their thinking develop? How can I get more access to this thinking? As a class, do we examine and discuss the thinking of others?

9. MYST • How is thinking displayed in the physical setting of my classroom (Space)? Could a visitor to my classroom see students' thinking? What artifacts of thinking do I put up on the wall? What records of thinking do I keep? Who has access to these records? Are the ideas and issues we are exploring and our efforts at developing understanding on display in the classroom? How can I use the space to make my thinking and that of students visible for examination, discussion, and reflection?

10. MYST • What are the opportunities for thinking in my classroom (Time)? How much time do students really spend in meaningful thought around the issues and topics we are exploring? Are homework assignments and classwork infused with opportunities for thinking? How can I increase their thoughtfulness?

11. Making the Invisible Visible • Questioning- moving past the simple, short answers. As teachers we must ask our students to think. • What makes you say that? • What does that tell you then? • What are you basing your answer on?

12. Document • Record students answers on the board, post-it notes, or larger portfolios.

13. What kind of thinking does this routine promote? • This is a routine that encourages students to use critical thinking skills through observations and discussions. It also encourages students to make interpretations of texts and drawings on their own.

14. What is Reflective Journaling • A way to tie in common core and 21st century skills. • Reading, writing, creativity, communication, and critical thinking.

15. In the Classroom • Set-up: Read a story/poem or view a painting. • Discussion: discuss themes of the story/poem/picture, thinking routine. • Thinking: give students an opportunity to think about a theme and what to draw. How will they represent their theme? (Critical thinking)

16. Reflective Journaling • Creativity: Students are given 20-30 minutes to draw/paint their picture. Rules: they cannot simply write the theme or draw something obvious. (Example: love cannot be a heart) • Writing: students must write at least a paragraph to explain their painting (15-20 minutes). • Students share their painting and writing with a friend or the class. (Communication)

20. What does it look • Begin with a painting or story. • Ideas: novels in class, seasons of the year, social studies lessons, poems, beginning of the year, end of the year.

21. See, Think, Wonder • What do you see? • What does this make you think? • What do you wonder about this picture?

23. Other Ideas • Holes • Grandfather’s Journey • Call it Courage • Island of the Blue Dolphins • We Can Soar • Martin Luther King Jr. I Have a Dream Speech

24. Locomotion By:Jacqueline Woodson

25. Word, Sentence, Phrase • A word that strikes you as powerful. • A sentence that you feel captures the big idea. • A phrase that helps you gain a deeper understanding.

26. The Newspaper said it was electrical bad wiring in the basement or maybe the first floor. We lived on the third. Five rooms counting the kitchen and the kitchen was big. The newspaper said two people died and right on the next line was their names. The newspaper said survived by Lili and Lonnie Motion. Ages 4 and 7. A bus was leaving real early for the Bronx Zoo and Mama and Daddy had a date by themselves Pastor Marshall’s daughter was taking a bunch of kids so we all slept over at her house And Mama and Daddy had a date That made me a Lili laugh Married people don’t go ondates, I said. And Mama and Daddy shooed us on out of the house into Pastor Marshall’s daughter Sarah’s car. You two be good, Mama said. And Lili blew her a kiss. You think it’s still flying through the air somewhere? The Fire Locomotion By: Jacqueline Woodson

27. Communication • Share with the people around you. • Share as a group.

28. Themes • What common themes came up in our responses? What did the author or artist want us to think about? • What themes can we pull from this passage?

29. Interpreting the Theme • What interpretations can you make? What is being said that matters here?

30. Try it out • Select a theme. • Decide how you will represent it in your drawing. • Draw your interpretation. • Write a short explanation of your drawing. • http://www.vickiblackwell.com/timer.html

31. Communication • Share your drawing with others at your table.

32. Video • 5th Grade Students

33. Routines to Use • Reasoning-Centered • What makes you say that? • Claim/Support/ Question • Think, Pair, Share • Artifact • Rumors • 3-2-1 Bridge • Chalk Talk

34. Think, Pair, Share • Present a question to the class. • Have students turn to their partner and share their answer. • Students can volunteer their partner to present their answer if time permits.

35. Artifact • Chose an artifact to represent a topic. • What is your artifact? • Why did you choose it? • What does it say about your question? • What does it not say?

36. Rumors • Write one thing you want to learn in science on a post-it with your name. • Turn and share it with a partner and then that partner takes your post it and moves on. • Did you hear that Taylor wants to learn why President Lincoln was assassinated?

37. Micro Lab • Present a question about the content. • Each person in the group gets 2 min to talk, no one else talks. • 30 seconds to reflect. • Next person gives their opinion. • I use this after reading a passage in a story or after a great class discussion. • End with whole class discussion.

38. Chalk Talk • Present a question. What are the affects of global warming? • Students post their answers on a chart piece of paper. Other students can comment on their answers.

39. Exploring Viewpoints • Putting yourself in someone else’s shoes. • Present a picture or an idea and have students imagine they are a person in the picture. • What do they see, how do they feel?

41. Exploring Viewpoints

42. Questioning and Investigating • I See/ I Think/ I Wonder • Think/ Puzzle/ Explore • Creative Questions • Word, Sentence, Phrase

43. Think, Puzzle, Explore • What do you think you know about this topic? • What puzzles you about this topic? • What are some ways we could explore this topic?

44. Observing and Describing • Beginning/ Middle/ End • Listening: Ten times two • Looking: Ten times two • Colors, Shapes, Lines

45. Beginning, Middle, End • If this artwork is the beginning of the story, what might happen next? • If this artwork is the middle of the story, what might happen before? What might happen next? • If this artwork is the end of the story, what might the story be?

46. Looking and Listening Times Two • Present a picture or a piece of music to the class. Give them a set amount of time to write everything they see. • Then ask them to stop and repeat looking for something new this time. • Have students share what they found.

48. Comparing and Connecting • Headlines • Connect/ Extend/ Challenge • CSI • I Used to Think, Now I Think

49. Headlines • Summarize the main idea in a few words. • An easy way to assess if students understood what they read. • Example: After reading a passage on Christopher Columbus I gave each student a piece of paper to write their headline. • One student’s wrote “Columbus’ Disappointment”

50. CSI • Color, Symbol, Image • Example: After reading “Sea of Courage” on student’s CSI was blue, a bone, the beach.