Making Learning and Thinking Visible
October 1 & 3, 2015
"[I learned] that understanding is a consequence of thinking...I cannot wait to use these (thinking routines) in my class to help shape accountable talk." - Teacher Comment
Session 2: Making Learning and Thinking Visible, tackles the big question of why it is important for students to reflect in ways that make their thinking visible. According to David Perkins, founding member of Harvard's Project Zero, learning is a consequence of thinking. Therefore, we must explicitly support the quality of our students' thinking. Blythe explores formative assessments and presents an array of thinking routines that provide structures for making student learning and thinking visible.
Tina Blythe has been a researcher with Harvard University's Project Zero since 1988. She has focused on professional development, teacher inquiry, and collaborative assessment of student work, as well as curriculum and instruction that emphasizes learning for understanding.
She is the author of The Teaching for Understanding Guide and Looking Together at Student Work.
Exploring the text Me . . . Jane, a story about Jane Goodall, workshop participants practiced strategies and thinking routines to make student thinking visible.
To play, press and hold the enter key. To stop, release the enter key.