1. Making Thinking Visible

2. Overview This short presentation aims to;
Explore what MTV is all about
Provide some context regarding this pilot
Highlight seven ‘core’ thinking routines
Three key areas to share.

3. What is MTV? “I don’t know!”
Making Thinking Visible (MTV) centres around integrating pupils higher order thinking skills with their learning across subject matter. As well as developing the way in which pupils think, it deepens subject knowledge.
Create
Evaluate
Analyse
Remember
Apply
Understand
“I don’t know!”
Bloom’s Taxonomy – the important ones: Creating, Evaluating, Analysing.

4. What does the research say?
Lots!
Harvard University have been continually researching methods of enhancing learning and thinking through their Project Zero group, with MTV growing out of an initiative to develop a research-based approach to thinking dispositions.
‘MTV aims to assist young people in the successful acquisition of knowledge, usable concepts and skills, which requires sustained thinking over time.’
(Ritchhart, et al, 2011)
Google has millions of results! There is some work by John Hattie on Visible Thinking, but the routines we are discussing have come from Harvard’s Project Zero.

5. What does the research say?
‘we need to support practitioners to be able to act on lessons derived from research.’
(Research Strategy for Scottish Education, 2017)
Google has millions of results! There is some work by John Hattie on Visible Thinking, but the routines we are discussing have come from Harvard’s Project Zero.

6. Why could this be useful?
MTV consists of thinking routines, which:
are goal orientated (i.e. each routine targets a particular type of thinking)
get used repeatedly in classrooms
have only a few simple steps
are easy to learn and teach
can be used individually or in group
can be used in multiple contents (practical, creative etc.)
As stated previously, simple to implement and easily sustainable.

7. Thinking Routines There are seven core routines that we will explore.
Routines are divided into different areas of thinking that they seek to develop.
These areas include understanding, fairness, truth and creativity. Each subject area might have a set of routines more suited to their needs. This pilot will focus on seven core routines.
There are seven core routines that we will explore.

8. What makes you say that? A two question routine: What’s going on?
What do you see that makes you say that?
This routine helps students describe what they see or know and asks them to build explanations. It promotes evidential reasoning, and because it invites students to share their interpretations, it encourages pupils to understand alternatives and multiple perspectives.

10. Think, Puzzle, Explore A three question routine:
What do you think you know about this topic?
What puzzles or questions do you have?
How can you explore this topic?
To help students connect prior knowledge, to stimulate curiosity and to lay the groundwork for independent inquiry.

11. To help students connect prior knowledge, to stimulate curiosity and to lay the groundwork for independent inquiry.

12. Think, Pair, Share
A well used routine that asks pupils a question, and allows thinking time, before sharing with a partner.
The class can then discuss varying viewpoints.
Promotes understanding through active reasoning and

13. Circle of Viewpoints Sample script:
I am thinking of [topic] from the point of view of [character]
I think [describe the topic from said viewpoint – be an actor!]
I question I’d like to ask from this viewpoint is…
Considering different and diverse perspectives.

14. Considering different and diverse perspectives.

15. I used to think…now I think…
Have pupils write a response to the following statements:
I used to think…
Now I think…
Reflective. Possible exit pass task, which will show comprehension of reasoning.

16. See, Think, Wonder A three question routine: What do you see?
What do you think about that?
What does it make you wonder?
This routine encourages pupils to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for enquiry.

17. This routine encourages pupils to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for enquiry.

18. Compass Points E = Excited
What makes you excited about this idea? What’s the upside?
W = Worrisome
What makes you worry? What’s the downside?
N = Need to Know
What else do you need to know? What other info would help you evaluate?
S = Stance / Suggestions for Moving Forward
What’s your current stance/thoughts? How can you move forward?
Evaluation – formation of ideas.

19. Next steps…
Try them!
Discuss as a group which thinking routine might work best in your context, try it, and try it again.

20. Thanks to Ross Stewart at Hermitage Academy for sharing this presentation.