Tuesday, October 9, 2018

Thinking Routines

Pairing classroom thinking strategies with tech integration




Harvard's Project Zero-Headlines Strategy:

This routine uses newspaper headlines to capture the essence of an event, idea, concept or topic. It works especially well at the end of a class discussion in which students have explored a topic and gathered new information and opinions.
Ask students,
If you were to write a headline for this topic or issue right now that has captured the most important aspect to remember, what would the headline be? If you ask the first question at the beginning of the discussion, follow up with these questions:
How would your headline change after today’s discussion? How does it differ from what you would have said yesterday?

Thinking Routines: A Tool for Making Thinking Visible
Developed by Project Zero researchers. See www.pz.harvard.edu/vt/ for more information.


Chromebook Integration Ideas:

  • Use Google Docs at the end of the discussion to write-up thoughts and ideas.
  • The teacher provides a class Padlet link, or similar application, for students to publically post follow up thoughts.
  • Teacher share’s a common Google Doc for all students to collaborate on in real time.
  • The teacher’s Google Classroom could be used as an open forum for final thoughts after the class discussion.
  • If Canvas is used, the teacher could post a class discussion thread to extend productive discourse after the classroom discussion has occurred. 
  • Students create and share out a WeVideo or FlipGrid.
  • Students use Google draw or generate a digital comic to relay opinions. 


Making NEPF Connections:

This strategy aligns with the Nevada Educator Performance Framework (NEPF); consider connections to standards one, three and four.
Standard One: New learning is connected to prior learning and experience. Indicator 4: Teacher provides students opportunities to build on or challenge initial understandings.
Standard Three: Students engage in meaning-making through discourse and other strategies. As the teacher provides opportunities for students to make connections and recognize relationships through productive discourse, (Indicator 1) students could also be engaging in Standard Four; Metacognitive Activity increases the understanding of and responsibility for their own learning.