Making Thinking Visible – Part Three

What can a teacher do to help create a classroom where thinking becomes visible?

Question. Listen. Document.

Question:

Good questions help students to construct their understanding.

Questions need to be thought through to help students think about the content not simply to outline the facts.  I think asking good questions is one of the toughest parts of good teaching.  This is at least the second time I’ve read about the importance of questions in creating teaching excellence.  It seems strange that something so simple can be so difficult.  It’s easy to ask who, what, when, where questions but to ask questions which ask them to make interpretations, make connections, focus on the big ideas requires thoughtful planning and deep understanding of the content and intent of your lesson.

Listen:

Once a teacher asks the good questions, what do they do with the responses?  Really listening to the responses students give and figuring out what they mean and what they might have missed in their understanding is another task which takes care and deliberate thoughtful preparation.  I’m not sure I’ve figured this one out.  Often I listen for the answer I think I want as opposed to listening for the thinking the students are doing and learning about them from those responses.  I think the third part of this trio probably would help me with that.

Document:

Recording what students say during a class helps track what has been said, demonstrates the value of the students’ ideas,  gives an object for further discussion and reflection.

 

Three simple actions to take in order to make thinking the work of the classroom and learners within the classroom.

I know I’m going to use this.

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