Visible Thinking, Pt. 3

This is a quick little chapter, just setting up the routines section, which thankfully is the bulk of the book.  Still, there are many spots to stop and think in this short chapter.

  • I think to myself, I have no routines for handing in homework, or lining up.  There is no job list in my class, things just get done when they need to.  We are like an egalitarian hunter/gatherer society.  Will these thinking routines take longer to become ingrained in an atmosphere like this?  Or will they flourish?  Only one way to find out.

  • This is not a prescriptive list of activities to do in the class.  This will require work and effort on the teachers part to learn the routines and where they fit with what lesson.  I like this.

  • I am thinking I might make a poster for each routine and stick them up on the thinking about thinking board on the room; turn them into a monument or part of the class brain, so anybody can access them at any time

  • I love the idea of the lesson folding and folding back.  From a geometry of learning perspective, this is so true.  Our learning moves in and out and up and down.  It is dynamic and moving, like roots spreading.  Pirie and Kieren have a theory of learning that is a series of concentric circles.  We move outward towards the higher levels (back to our Blooms levels, which I don't like) but we also fold back onto our previous knowledge.  This folding back is something that teachers are looking for, because it means the learner is not pushing forward, and we need to provide a new stimulus to get the thinking moving forward.





  • There is a great quote by Paul Cobb.  We quotes an idea in the math classroom that happens when everybody agrees on a term, or a concept and they all use that shared knowledge to move forward and learn together.  He calls it Taken as Shared, and I would love to see these routines become a Taken as Shared artifact in my class.

  • A little unsure about the categorization of the routines.  I like how the authors admit that there could potentially be many ways to categorize them.  Still, I find it a very human trait to categorize everything, when maybe the best response is to just leave them uncategorized?

  • I need to visualize all these routines on pages 50 and 51.  I hate tables.  I need flowcharts and diagrams.  Great.  Another project.

  • ;)


Flipping ahead, the rest of the section is organized by thinking routine.  Not sure how I will structure my reflections, one thinking routine at a time?  Need to sleep on it.

 

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