As part of our back to school professional development, one of my colleagues offered a training session on the cultures of thinking. While working through several visible thinking routines, it became clear that by asking students to illustrate their thought processes, either through visuals or oral explanation, students are more likely to consider complex aspects of a concept and draw connections previously ignored. In the text, How People Learn: Brain, Mind, Experience, and School: Expanded Edition, education experts discuss the necessity for students (and all learners) to move beyond a novice state toward mastery. Visible thinking routines are just one way that this can occur. In the following essay, I have explored the differences between learning as a novice and an expert, as well as reflected on some of the ways that this can occur in my own practice.
The full essay can be found here. I look forward to engaging with other educators to discuss the best practices for implementing these concepts in my classroom and overall school community.