Lynn Putnam

April 29, 2016

Making Thinking Visible Log

Date

Discussed

Incorporation in unit

2-22-16

Today, we discussed chapters 1

and 2. Abigail and I prepared the
discussion questions. The
conversation focused around how
we as future teachers can make
the thinking of our students visible
and not fall into the habit of
teaching to the test or only doing
activities with our students. There
needs to be a purposeful balance.
We are the example for our
students on the importance of
deep thinking and application.

The thinking moves outlined on page

11 and 13 will be incorporated into
my unit. They are: observing closely
and describing whats there, building
explanations and interpretations,
reasoning with evidence, making
connections, considering different
viewpoints and perspectives,
capturing the heart and forming
conclusions, wondering and asking
questions, uncovering complexity
and going below the surface of
things.

3-10-16

Today, we discussed chapters 34. Abby led the discussion today.

Our main focus was taking each
of the strategies outlined in these
chapters and we brainstormed
different ways we could use these
when writing our unit. We also
spoke about how we were
surprised there were strategies in
this book. We all thought it was
an informational book rather than
a resource book.

Each strategy in chapter 4 could be

used in my unit. I know I will
definitely use the Think-SeeWonder strategy. I plan to show
pictures of protests or signs used in
the protests and have the students
try to determine what the protests
was for and see what they notice
about the people and their
surroundings.

3-16-16

Today, we discussed chapters 56. Amanda led the discussion

today. We went through the many
strategies that these two chapters
outlined. We discussed how we
could see ourselves specifically
using these strategies in our
units. We gave each other our
opinions and feedback on ideas.

There are multiple strategies that I

will use in my unit. For example, I
will use the Tug-of-War when
discussing the difference between
peaceful and violent protests. The
students will get to weigh the pros
and cons of each type and
determine which is more beneficial
towards the CRM.

4-11-16

Today, we discussed the last two

chapters of the book. Emily led
the discussion. These chapters
focused on making the strategies
routine in the classroom and the
process of that, as well as
difficulties that teachers have
faced while using the strategies.
There were case studies that we
went over as well in the chapters.

I can use this section and the case

studies to identify possible
misconceptions the students may
have regarding the strategies. This is
something I, as a teacher, can
prepare for and incorporate in my
unit.