A proven program for enhancing students' thinking and comprehension abilities
Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines-small sets of questions or a short sequence of steps-as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon.
- Helps direct student thinking and structure classroom discussion
- Can be applied with students at all grade levels and in all content areas
- Includes easy-to-implement classroom strategies
The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.
About the Author
Ron Ritchhart, Ed.D. is a senior researcher at Project Zero, Harvard Graduate School of Education. He is the author of Intellectual Character from Jossey-Bass.
Mark Church is the Learning, Assessment, and Instructional Resource Supervisor for the Traverse City Area Public Schools in Michigan.
Karin Morrison is director of The Development Centre at Independent Schools Victoria, Australia and instructor for the WIDE World online course, Making Thinking Visible, at Harvard.
Table of Contents
List of Figures and Tables ix
DVD Contents xi
About the Authors xxv
PART ONE Some Thinking about Thinking 1
ONE Unpacking Thinking 3
Beyond Bloom 6
Beyond Memorization, Work, and Activity 8
A Map of Thinking Involved in Understanding 11
Other Kinds of Thinking 14
Uncovering Students’ Thinking About Thinking 15
TWO Putting Thinking at the Center of the Educational Enterprise 23
How Does Visibility Serve Both Learning and Teaching? 27
How Can We Make the Invisible Visible? 30
PART TWO Using Thinking Routines to Make Thinking Visible 41
THREE Introduction to Thinking Routines 43
ThreeWays of Looking at Thinking Routines 45
How Are the Thinking Routines Organized? 49
FOUR Routines for Introducing and Exploring Ideas 53
Zoom In 64
Chalk Talk 78
3–2–1 Bridge 86
Compass Points 93
The Explanation Game 101
FIVE Routines for Synthesizing and Organizing Ideas 109
CSI: Color, Symbol, Image 119
Generate-Sort-Connect-Elaborate: Concept Maps 125
The 4C’s 140
The Micro Lab Protocol 147
I Used to Think. . . , Now I Think . . . 154
SIX Routines for Digging Deeper into Ideas 163
What Makes You Say That? 165
Circle of Viewpoints 171
Step Inside 178
Red Light, Yellow Light 185
PART THREE Bringing the Power of Visible Thinking to Life 215
SEVEN Creating a Place Where Thinking Is Valued, Visible, and Actively Promoted 217
Making Room for Reflection 222
Making Time for Our Own Learning 229
The Making of an Elaborated Conversation 234
The Forces That Shape Culture 240
EIGHT Notes from the Field 247
The Challenges of Making Thinking Visible in a Mathematics Class and
Beyond: The Case of Mark Church 250
Content + Routines + Students = A Culture of Thinking: The Case of Sharonne Blum 256
What These Cases Reveal About the Use of Routines 261
Stages of Development in the Use of Thinking Routines 262
Common Pitfalls and Struggles 267
In Conclusion 272
How to Use the DVD 293
Most Helpful Customer Reviews
Does the Nook version come with the DVDs also? How would I access them?
What a wonderful book! I love the thinking routines. A great resource to help my teaching go to the next level.
If you haven’t read this, are you even teaching? Among the many, many books I’ve read on teaching and pedagogy (it’s kind of my job), rarely have I encountered a “must read” text like this one. While I’m fairly certain that no book ever published qualifies as THE quintessential how-to-teach manual that every educator at every grade level in every discipline absolutely positively has to read, this one comes pretty darn close. First, the authors of this book understand that there is no such thing as “good teaching” without “true learning.” To understand what constitutes effective teaching, they argue, it’s necessary to focus on learners. In one typically succinct and insightful statement, they argue, “coverage is the ultimate delusion of those who place the act of teaching (or presenting) above the act of learning” (p. 242). The authors also advocate supporting students through metacognition and reflection. Only by helping students understand and proactively practice specific thinking “routines” can teachers ensure that students are learning how to learn. Although the word “heuristic” never appears within these pages, that’s precisely what these thinking routines are—a variety of habits of mind and transferrable techniques that will assist students in the study of, well, just about anything. Each of the twenty-one thinking routines the authors discussed is essentially a variation of—as they readily admit—the essential question “What makes you say that?” Most importantly, the authors explain—in clear, accessible language—the theory that informs their routines and describe practical ways for promoting the various routines. They also devote the final two chapters explaining the forces that affect a teacher’s ability to create the culture of thinking that characterizes successful constructivist classrooms: expectations, opportunities, time, modeling, language, environment, interactions, and routines. Bear in mind, the routines are not simply one-shot strategies to experiment with. They are templates that can help teachers create a metacognitive classroom culture that values the thinking and reasoning process. This book makes me want to be a better teacher—and for that reason alone, I strongly urge every educator, trainer, manager, coach (and anyone else who helps others learn) to read this book. It will transform your teaching.