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How do I start a Thinking Classroom?
What is a Thinking Classroom?
How can I make thinking visible in the classroom?
How do teachers promote a deep-thinking classroom culture?
How do classroom setups impact thinking?
How can teachers improve children's thinking?
Dec 3, 2020 · Are we as educators stifling children’s natural learning behaviours and skills? Here are 5 great strategies to build a thinking classroom.
- What Matters
Our mission is to make learning come to life by empowering...
- What Matters
- Classroom Culture of Thinking. Create a classroom culture that values thinking, learning, and intellectual development. Start with thinking tasks that are separate from your curriculum.
- Opportunities to Think in Groups. Provide opportunities for students to think and engage in meaningful group learning experiences. The Thinking Classroom practices emphasize “visibly random groups” that change frequently.
- Vertical and Non-permanant Workspaces. You may have noticed that the traditional method of having students sit at their desks and take notes is only sometimes the best way to promote active thinking in your classroom.
- Room Layout. Research has shown that traditional, front-facing classrooms promote passive learning. At the same time, a more flexible, de-fronted setup—where students are free to face any direction—can be much more effective in promoting active thinking and engagement.
Aug 28, 2024 · Part I: Background. Since this post is aimed at classroom teachers, parents, researchers, and other education stakeholders who may be unfamiliar with cognitive science or Building Thinking Classrooms beyond the basics, I will provide a brief overview to help illustrate the connections I will be making between these two areas.
This course provides you with two tools for measuring impact of implementing a Thinking Classroom approach in your school. The Pupil Tracker and the Metacognition & Critical Thinking (MC & CT) Tracker.
- Making Thinking Visible
- Transforming Expectations and Questions to Attain A Culture of Thinking
- Offering Opportunities to Think
- Taking Time to Observe and Reflect
Young children naturally produce a great deal of thinking both in and out of school. Because learning is a consequence of thinking (Ritchhart & Perkins 2008), teachers face the challenge of engaging children and seeking to draw out and understand their inner thoughts. Our research shows that when adults help children identify their thinking process...
To promote a deep-thinking classroom culture, teachers must learn how to ask strategic questions. Questions set the stage for and guide thinking. They deepen learning, build a growth mindset, and help students become more aware of their own thinking processes (Costa & Kallick 2015). However, they need to be the right kinds of questions. Most classr...
Too often, activities in early childhood settings are characterized by a teacher-centered approach: teachers design step-by-step activities and expect similar outcomes from all children. By contrast, developmentally appropriate practice encourages teachers to build on each child’s multiple assets and to create opportunities for each child to exerci...
To have a meaningful conversation with a child, adults need to know what the child thinks. Forman and Hall (2005) stress the importance of observing and documenting children with written notes and recordings or observing and analyzing children’s own work. This helps teachers learn about each child’s interests, skills, and thinking. Children are com...
Oct 13, 2020 · Here’s a list of specific strategies and activities you can use support making thinking visible in the classroom (click on each for more details): Use Artful Thinking Routines; Try Close Reading of an Art Composition; Connect with Cooperative Poetry; Explore Ekphrasis Poetry for Vivid Language; Generate One Word Focal Points; Develop ...
Nov 27, 2018 · 20 Ways To Setup A Classroom To Help Your Students Think. 1. Maker Spaces. How this is structured depends on your space, content area, grade level, etc. But any content area can use ‘making’ as a primary teaching and learning strategy, and to do so, you’ll need to create the spaces for that to happen.
