Lish Obviously this student is a legend but

Lish Obviously, this student is a legend but, in English we encourage the students to do the thinking before they answer…. On the surface, it appears that this student cannot articulate his thinking in a an effective way….

Make thinking visible: ‘Tug of War’ Ron Ritchhart and David Perkins say: ‘When learners make their ideas/thinking visible or heard, they deepen their cognition. ’

How does it work? • • • The men on the ranch do not care for each other The men on the ranch do care for each other. Pose a higher-level question or statement that encourages thinking. In this case ‘The men on the ranch care for each other and regard relationships and emotions as a high priority. ’ Students record their initial thinking on a post it and stick it on the tug of war. Students revisit their ‘visible thinking’ or ‘Tug of War’ rope throughout the lesson once new learning has occurred. They rewrite post its with their ‘new’ thinking from their ‘new learning’ and pair up to justify /discuss (hence the Tug of War) the thinking. Students can visit the ‘tug of war’ at any point during the lesson, whenever their thinking changes or develops. The men on the ranch care for each other and regard relationships and emotions as a high priority.

Why use it? • In this instance students were asked to investigate the role of each character in the murder of Candy’s dog. • During the pair work students visited the Tug of War to develop their thinking

Over all benefits to student learning • Gives teachers insights into their students’ thought processes • Enables teachers to discover students’ incorrect perceptions or knowledge • Promotes a deeper content learning • Extensive student interaction • Offers the experience to explore their ideas at a deeper level, by making them visible