Group items tagged

Well worth a read and visit to the blog that this one is responding to.

I feel like an idiot because I did not understand much of this. I understand that people misapprehend the Thinking Routines as algorithms that simulate thinking instead of visual representations of the internal process of thinking. Despite the author's insistence that he did support his argument, I merely read quotes from Making Thinking Visible without syllogism, dialectics, or exegesis. I just did not see how the case was made other than believe me because I read the book, and the authors said so.

Hi Troy- I think the point was the Webb didn't read the book and hasn't represented VT accurately.

This is Ron Ritchhart's website that has some good links to readings about Making Thinking Visible.

This post adds to my thinking about how we can facilitate classroom discussions appropriately.

What do you think of these three pillars of Web literacy? I wonder if this year we can do even better at highlighting the importance of these in IL. The section about the use of Diigo is interesting. We exploited last year as an information sharing site but perhaps we need to approach it more as a personal library???

This is a very useful site for phonetics. For each IPA symbol they play an audio recording plus you get an animated diagram of the mouth position, step by step pronunciation descriptions, and a video clip of someone making the sound. Only available for American English (or German or Spanish).

Jeremy ,thanks. Think it could go to students' groups to.

that is ,tooo

Common wisdom holds that we learn best from our mistakes. But researchers at Michigan State University have published a new study that suggests something more is needed: We must be conscious of our mistakes to reap the benefits of improved performance. "Those with traumatic brain injury or other brain injuries that result in impairments in self-awareness suggest that your level of awareness of your own symptoms, for example, actually correlates with the probability that you'll recover from them," he says. "But there is still quite a bit we need to learn about conscious awareness and the role it plays in performance and judgment before we can say for certain." Hmmm. what does this mean in relation to the errors our students make?

A good reminder of one of the purposes of using thinking routines.

Some great resources if you are interested in making thinking visible. I have a copy of the book "Intellectual Character" if anyone is interested.

IL search article

Here's an interview of the book "Making Learning Whole" that was discussed at our last meeting.

This article has a great list of questions to uncover thinking beyond 'what makes you say that?'.

This article reminds me of Issac Asimov's famous essay about the Eureka Phenomenon. Check it out: http://newviewoptions.com/The-Eureka-Phenomenon-by-Isaac-Asimov.pdf

Thanks, Troy. I hadn't read it before. I was always doubtful of Eureka moments but classifying them as unnoticed thinking makes sense to me.

This TED talk is about the question formation technique which we experimented with on ADS/NZ this year.

This makes it a bit more clear. You did this as an orientation activity, right? I think we should do it earlier and more often.

How people learn...

More on the quest for the balance between being supportive and helpful and backing off so students develop autonomy and perseverance in the messy work of learning.

I can almost hear the students saying "but where is the cause and effect marker????" (as neatly provided by making connections!)

Forests and trees

I have the book mentioned in the article (Making Learning Whole) if anyone is interested in reading it. Despite my hatred of baseball, the book captured my attention and fully milks the sports metaphor in a useful way.