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Week 7. The Dispositional Mind. Announcements. Quick questions after class Yasmin Kafai presents: "Hard Fun - Digital Games and Learning" on Tuesday, November 7, 2:30 - 4 pm in Longfellow 308. Section meetings upcoming: Wednesday, November 15 at 11:30 AM / Thursday, November 16 at 2:00 PM.

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Week 7

Week 7

The Dispositional Mind


Announcements
Announcements

  • Quick questions after class

  • Yasmin Kafai presents: "Hard Fun - Digital Games and Learning" on Tuesday, November 7, 2:30 - 4 pm in Longfellow 308.

  • Section meetings upcoming: Wednesday, November 15 at 11:30 AM / Thursday, November 16 at 2:00 PM



Week 7

  • Creating learning

  • Pandora questions

  • Avoiding ‘aboutitis’

  • Theory One

  • Teaching for Understanding

  • Whole game learning, big field of action around the knowledge base

  • Teaching and learning for transfer

  • Learning from others, distributed cognition

  • ‘Hot’ cognitive economy


Week 7


Preview the dispositional mind the second session on the challenge of better thinkers and learners
PreviewThe Dispositional Mind, the second session on “the challenge of better thinkers and learners”

  • Visible thinking

  • The explanation game: An example

  • Making thinking visible with routines

  • Making thinking visible with documentation

  • Making thinking visible with mental pictures

  • Design a routine

  • Rapid review and looking ahead


Learning goals
Learning Goals

  • Understand how ‘making visible’ can be a force not only for cognitive but for dispositional development.

  • Understand something about the craft of designing ‘routines’


Visible

Visible

Thinking


Week 7
Mark ChurchPatricia PalmerDavid Perkins Ron RitchhartTerri TurnerShari TishmanProject ZeroHarvard Graduate School of Education


Week 7

Resources

Visible Thinking Website

www.pz.harvard.edu/vt/

Artful Thinking Website

www.pz.harvard.edu/tc


Week 7


Make thinking visible
Make thinking visible


The explanation game

The Explanation Game

Goal: Understand by example how alertness and commitment can be fostered


Week 7

  • Look for…

    • What’s done to make thinking visible?

    • What’s done to encourage engagement in thinking?

    • What’s done to encourage alertness to opportunity?

..\..\My videos\Visible thinking DVD\VIDEO_TS\VTS_06_0.IFO


Three ways of making thinking visible

Three ways of making thinking visible

Goal: Learn about some ‘visibility tactics’ relevant to many kinds of learning


Week 7

Three ways of making visible

  • Routines

  • Documentation

  • Mental pictures



Week 7

  • CLAIM / SUPPORT / QUESTION

  • A Reasoning Routine

  • Make a claim about an object or topic.

  • - Identify support for your claim.

  • - Ask a question related to your claim.

  • THINK / PUZZLE / EXPLORE

  • A routine for questioning and inquiry

  • Consider a topic or object:

    • - What do you think you know about the topic or object?

    • - What questions or puzzles do you have?

    • - What does the topic or object make you want to explore?

More

routines…


Concepts of art traverse city
Concepts of Art: Traverse City

I used to think…. Now I think…

2 groups (Artful thinking):

  • 5th & 6th grade

  • 9th grade


5 th 6 th grade
5th & 6th grade

I used to think art was just a lot of colors on a canvas.

I now think that art has a story behind it and art has a meaning.

I used to think art wasn’t very complex or thoughtful.

Now I think art is very complex and there are a lot of observations you can make and that there are a lot of view points in art and it is really interesting and fun to look at.


9 th grade
9th grade

I used to look at just the obvious meaning of the picture or painting. I never thought deeply about it.

I look for the hidden messages, or hidden figures inside of pictures or paintings. I think about what the creator wants to be received by the viewer. I think about how it relates to history or my life.


Week 7

  • CIRCLE OF VIEWPOINTS

  • A perspective taking routine

  • Consider a controversial topic:

    • - Who (or what!) might have different viewpoints about this? – identify the roles.

    • - Divide up and speak from the viewpoints

    • - Reflect overall

More

routines…

  • RED LIGHT, YELLOW LIGHT

  • A critical noticing routine

  • Look for the ‘red lights’ and ‘yellow lights’ in something – points of serious doubt or uncertainty

  • Identify what tips you off


Thinking routines design characteristics
Thinking RoutinesDesign Characteristics

  • Work the first time

  • Very few steps

  • Widely applicable

  • Create engagement

  • Invoke high-level thinking

  • Can be made visible

  • Can be used individually or in groups


Trying out routines

Trying Out Routines

Goal: Get a better sense of the quick utility of routines by trying one out


Week 7

  • RED LIGHT, YELLOW LIGHT

  • A critical noticing routine

  • Look for the ‘red lights’ and ‘yellow lights’ in something – points of serious doubt or uncertainty

  • Identify what tips you off

  • HEADLINES

  • A summing up routine

  • Construct newspaper-like headlines for big conclusions


Week 7

Mounting evidence suggests obesity is contagious, scientists said today.

A human pathogen called the adenovirus Ad-37 causes obesity in chickens, according to a new study led by Leah Whigham of the departments of Medicine and Nutritional Sciences at the University of Wisconsin, Madison.

Previous research found that two related adenoviruses, Ad-36 and Ad-5, cause obesity in animals. Adenoviruses typically cause respiratory infections.

Importantly, Ad-36 has associated with human obesity in previous studies, and Ad-37 might be, too, but more research is needed, Whigham said.

"It makes people feel more comfortable to think that obesity stems from lack of control," Whigham said. "It's a big mental leap to think you can catch obesity."


Making thinking visible with documentation

Making thinking visible with… scientists said today. Documentation


Think puzzle explore naomi arrow year 5 study of arthropods
Think Puzzle Explore scientists said today. Naomi Arrow – Year 5 – Study of Arthropods

  • I plan to use this thinking routine a number of times through our Year 5 unit on arthropods to see how it influences the students’ learning.


Week 7

We shared these routines and briefly discussed the difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.


Documentation
Documentation difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.


Making thinking visible with mental pictures

Making thinking visible with… difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.MentalPictures


Concept maps of thinking
Concept maps of Thinking difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.

Traverse City, Michigan


Week 7

Achievement difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.


Week 7

Achievement difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.


Week 7

Sparse difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.


Week 7

Talent difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.


Design a routine for reading in the subject areas

Design a Routine for Reading in the Subject Areas difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.

Goal: Get the feel of formulating routines through quick design


Design a routine for reading in the subject areas1
Design a Routine for Reading in the Subject Areas difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.

  • Work the first time

  • Very few steps

  • Widely applicable

  • Create engagement

  • Invoke high-level thinking

  • Can be made visible

  • Can be used individually or in groups


Rapid review and looking ahead

Rapid Review and Looking Ahead difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.

Goal: Consolidation and mental preparation


Learning goals1
Learning Goals difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.

  • Understand how ‘making visible’ can be a force not only for cognitive but for dispositional development.

  • Understand something about the craft of designing ‘routines’


Beyond these walls
Beyond these walls difference between Puzzle and Explore. I wrote some of their responses onto butcher’s paper so that the students could see how their peers approached the questions.

  • Look for ‘routines’ in your learning experiences

  • Notice how you organize your own learning with personal ‘routines’ – and maybe add to them!