Making Thinking Visible: Chapter Two
Cross-posted (almost) from Inquire Within, a blog about inquiry.
We’re laughing as we shift the tables to include the screen in our circle. Someone has offered to give her chair to the expected guest, forgetting momentarily that he is actually in Tennessee, USA and will be joining us via Skype!
This group loves to learn together and we’re meeting for breakfast an hour before school again today to continue our discussion of Making Thinking Visible by Ritchhart, Morrison and Church. I highly recommend the book, the website and the principles of visible thinking for all inquiry teachers.
Our virtual guests Philip and Beth take some time to adjust their sound and then a bit longer to adjust to our accents, but are soon participating in the discussion. Philip is a 6th grade teacher who recently did a course at Harvard’s Project Zero and blogs here about his further exploration into Visible Thinking. Beth is a 2nd Grade teacher who incorporatesthese beliefs and strategies in her class too. They saw our reading group mentioned on my blog and asked if they could join, undeterred by the fact that we are in Australia!
We use the 4 C’s thinking routine as a guide for today’s discussion. It’s a great routine for synthesising and organising ideas.
Concepts: What are the big ideas?
Connections: How does it connect to what we already know?
Challenges: What do we find challenging?
Changes: How have our actions and attitudes changed as a result?
Today’s chapter focuses not just on the power of good questioning, but on how to listen carefully to what students say (and don’t say). You can read my response to the chapter in an earlier post ‘Great questions have legs‘.
I’ve heard Ritchhart tell the story in person of how he observed great teaching and learning in classrooms then wondered why, although he carefully asked precisely the same questions as they had, the lessons did not go as well and he wasn’t able to create the same kind of thinking culture. It was only when he learned the value of attentive and responsive listening, that he was able to create that culture in his own classes. How many teachers have a desired answer in their heads and stop listening as soon as they hear it?
The chapter also stresses the importance of documenting thinking. Most of the group agrees that this part is the most challenging. People talk about using sticky notes, which are easy to display, and journals, which are easier to keep. We consider whether one of the most effective ways of documenting and recording student thinking might be via a class blog. The question is what do you do with that documentation? We’ve started spending time in groups analysing students questions, discussing both what they reveal about each student and how they shape the direction of future teaching and learning. (but that’s for another post!)
The conversation, as always in this group, reflects passion for and commitment to learning… our own and that of our students. We conclude by reflecting on how our thinking has changed over time since we first began exploring Visible Thinking and Inquiry Learning. For the ‘exit card’ we use another thinking routine ‘I used to think… Now I think’. Even Philip is ready with his sticky note!
I used to think PD was something by experts that took place a few days a year. Now I think powerful professional learning comes from creating a community of learners and developing a culture of thinking within your own school. And inviting the world in.