Artful & Visible Thinking

Programs developed by Harvard Project Zero

Presented by J essica Ross
Artful & Visible Thinking
Workshop Agenda
Day One Introduction to
Routines, Research and
Implications for the classroom
Day Two Gallery of Student
Work, connections to Thinking
Dispositions, Understanding
Goals, Looking at Student
Thinking and Assessment
Artful & Visible Thinking
Todays Agenda
Day One Introduction to Routines,
Research and Implications for the classroom
MYST Routine
Thinking Webs
See-Think-Wonder
J igsaw of 6 Routines
Video of teaching practice using VT
Artful Thinking Palette
Reflection
Goal of the Artful Thinking Program
To help students develop thinking dispositions
that support thoughtful learning in the arts,
and across school subjects.
What is it?
Visible Thinking is a flexible and
systematic research-based approach to
integrating the development of students'
thinking with content learning across
subject matters. An extensive and
adaptable collection of practices, Visible
Thinking has a double goal: on the one
hand, to cultivate students' thinking skills
and dispositions, and, on the other, to
deepen content learning. By thinking
dispositions, we mean curiosity, concern
for truth and understanding, a creative
mindset, not just being skilled but also
alert to thinking and learning opportunities
and eager to take them.
Huh?
We have routines
for everything
except thinking!
Ideally thinking
should be foremost
in students and
teachers minds.
If we make it both
routine and visible --
it will become so.
Uncovering Thinking
MYST - a routine for teachers.
Connection to Habits of Mind
From A. Costa & BKallick
What is thinking?
THINKING
See / Think / Wonder
Research background: The
triadic theory of dispositions
Ability
Inclination Sensitivity
R
R
o
o
u
u
t
t
i
i
n
n
e
e
s
s
Perceive/Know/Care About
Claim/Support/Question
Think/Puzzle/Explore
Connect/Extend/Challenge
Parts/Purposes/Complexities
Question Starts
Routines:
Practice, and pictures of practice
Spend 15 (or so) minutes with one routine.
Do the routine - make a quick note of your
responses & share it with others at your table.
We will unpack your responses together and
then look at implications for teaching.
Step Inside: Perceive, Know, Care About
Claim/Support/Question
Think/Puzzle/Explore
Connect/Extend/Challenge
Parts/Purposes/Complexities
Question Starts
Artful Thinking in action:
A video picture of practice
What do you see?
What makes you say
that?
See, Think, Wonder or
Connect, Extend, Challenge
Which thinking dispositions?
Questioning & Investigating
Observing & Describing
Exploring Viewpoints
Finding Complexity
Reasoning
Comparing & Connecting
Reflection
Add to your thinking map:
I used to think, Now I think
Homework
Pick one routine
that we looked at
today & think of
how you might
use it in your
work.
Decide what type
of thinking you
would be looking
for from you
students.
Day Two
Artful & Visible Thinking
Workshop Agenda
Day Two
Gallery of Student Work,
connections to Thinking
Dispositions, Understanding
Goals, Looking at Student
Thinking and Assessment
Artful & Visible Thinking
Todays Agenda
Day Two Gallery of Student Work, connections to
Thinking Dispositions, Understanding Goals,
Looking at Student Thinking and Assessment
3-2-1 Bridge: Artful & Visible Thinking
Gallery Walk using See-Think-Wonder
Discussion of the use of art with Thinking Routines
Student Work & LAST Protocol
Thinking Webs and Concept Mapping
3-2-1 Bridge & Headlines
Questioning & Investigating
Observing & Describing
Exploring Viewpoints
Finding Complexity
Reasoning
Comparing & Connecting
Gallery Walk
In pairs, tour the documentation on the
wall. Spend time carefully looking at
one or two exhibits. Using the palette,
find examples of student thinking
dispositions.
What do you see?
What do you think about that?
What does it make you wonder?
Share your findings with another pair.
How do dispositions
develop?
By routinely engaging in
specific patterns of
behavior by doing
certain things regularly
Thinking Routines
Short, easy-to-learn
procedures that help
students engage in
thinking-dispositional
behavior in and
across the six areas
of the palette
What do you see?
What do you think about
that?
What does it make you
wonder?
SEE-THINK-WONDER
Why art?
Because of how works of
art make us think
Because of what works of
art make us think about
AT encourages curricular
connections along both of
these dimensions
How do concepts of thinking and concepts
of art compare?
Art a shift toward a recognition of art as a
complex object of meaning and inquiry
Thinking a shift from an achievement conception
of thinking to an inquiry conception
Questioning & Investigating
Think Puzzle Explore
Creative Questions
See Think Wonder
Observing & Describing
Beginning Middle or End
Looking 10 x 2
Elaboration Game
Colors, Shapes, Lines
Exploring Viewpoints
Perceive/Know/Care about
Used to thinkNow I think
Finding Complexity
The Complexity Scale
Parts Purposes Complexities
Reasoning
Claim Support Question
What Makes you say that?
Comparing & Connecting
Word Phrase Sentence
Headlines
Connect Extend Challenge
Creative Comparisons
Artful Thinking routines
Connections
Elements of TFU Framework
Generative Topics
Understanding Goals
Performances of Understanding
Ongoing Assessment
Wonder
Consider Different
Viewpoints
Uncovering Complexity
Build Explanations
Describe Whats There
Make Connections
Reason With Evidence
Capture the Heart and
Form Conclusions
Connections
Visible Thinking Moves
Connections
Guided Inquiry
What do I already know?
What questions do I have?
How do I find out?
What did I learn?
Note there is no mention of the teacher in these questions.
Connections
Habits of Mind
Persisting
Thinking and
communicating with clarity
and precision
Managing impulsivity
Gathering data through all
senses
Listening with
understanding and
empathy
Creating, imagining,
innovating
Thinking flexibly
Responding with
wonderment and awe
Thinking about thinking
(metacognition)
Taking responsible risks
Striving for accuracy
Finding humor
Questioning and posing
problems
Thinking interdependently
Applying past knowledge to
new situations
Remaining open to
continuous learning
From A. Costa & BKallick
Connections to Habits of Mind
Artful & Visible Thinking
From A. Costa & BKallick
ROUTINES
Making Thinking Visible
Visible Thinking / Documentation of student thinking
Visible Thinking / Documentation of student thinking
Gallery Walk
Tour the documentation on
the wall.
Use the LAST protocol with
one set of student work.
Teacher Study Groups
Study groups:
Professional growth and support
Generate, Sort, Connect, Elaborate
Take you thinking
maps add to them,
color code or move
items, connect items.
*If time allows, in small
groups, create one concept
map about thinking.
Many ways to make connections to the curriculum
www.pz.harvard.edu/at
www.pz.harvard.edu/at/cc_into_new.cfm
http://www.pz.harvard.edu/vt/index.html
J essica Ross
rabbitross@comcast.net
Please stay in touch
Thank you
Questions
& Reflections