Behind Their Eyes - making thinking visible is not enough Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.

1. Behind Their
Eyesmaking thinking
visible is not enough
Darren Kuropatwa
Building Learning Communities
Boston, MA, July 2018

2. Hello. My name is …
Glad to be on your team today. :-)

3. a soft start
would you like
to play a game?
Darren Kuropatwa
Building Learning Communities
Boston, July 2018
lichess.org

4. lichess.org

5. What is “pedagogy”?
“the art, science, or profession of teaching
- Miriam Webster Dictionary

6. We have some great learning
experiences we like to use to teach,
but how do we choose activities in a
deliberate way to achieve specific
pedagogical goals?
Pedagogy isn’t activities.
“

7. What is a “pedagogical goal”?
“I don't [know] any one [who] has advocated a system of
teaching by practical jokes, mostly cruel. That, however,
describes the method of our great teacher, Experience.”
“To explain something to someone is first of all to show
[them they] cannot understand it by [themselves].”
“The Socratic Method is the highest pedagogical technique. I call it
cornering a person. Instead of just telling you what I want you to
know, I ambush you with questions. You try to escape, but you can’t.”
What an educator does in teaching is to make it
possible for the students to become themselves.”
“To reach a child's mind, first reach a child's heart.”

8. research proven
pedagogical
practices

9. high impact
pedagogical
practices

10. high yield
pedagogical
practices

11. high probability
pedagogical
strategies

13. … is the aspect of chess
playing concerned with
evaluation of chess positions
and setting of goals and long-
term plans for future play.
“
Chess strategy

14. control the centre
1

15. don’t move the same piece twice
2

16. 3
castle as quickly as you can

17. connect your rooks
+1

18. … is the aspect of teaching
concerned with evaluation of
learning positions and setting
of goals and long-term plans
for future learning.
“
Pedagogical strategy

19. how do we learn
anything …

20. share amongst three
tweet if you like
your idea goes here
your response goes here
How do people learn?
3 ideas
Think & Share
@dkuropatwa #BLC18

21. 1flickr photo by acearchie http://flickr.com/photos/acearchie/
4369849179 shared under a Creative Commons (BY-NC) license
Uncover Errors
and
Misconceptions

22. 1
2
1
3
which is bigger?

23. Teachers must engage students’ preconceptions
Students come to the classroom with conceptions of numbers grounded in
their whole-number learning that lead them astray in the world of rational
numbers; e.g. multiplying always makes numbers bigger.
x =
(Principle 1)
Students’ Errors and Misconceptions
Based on Previous Learning

24. ?
culture of curiosity

25. ?flickr photo by Philippe Put http://flickr.com/photos/34547181@N00/6810339408
shared under a Creative Commons (BY-NC) license
culture of curiosity

26. ?flickr photo by twodolla http://flickr.com/photos/twodolla/
4066762475 shared under a Creative Commons (BY) license
culture of curiosity

27. learner
centred
instructional
design
encourage attention
from NAP: How Students Learn
to preconceptions
and begin instruction
with what students
think and know

28. 2flickr photo by Lex Photographic http://flickr.com/photos/lex-photographic/
10389291854 shared under a Creative Commons (BY-NC) license
Knowledge is
Networked, not
Hierarchical

29. 3/4
3
4
3:4
75%
0.75
$0.75

30. Understanding requires factual knowledge
and conceptual frameworks
The Knowledge Network:
New Concepts and New Applications(Principle 2)

31. focus on what
from NAP: How Students Learn
is to be taught,
why it is taught,
and what mastery
looks like
knowledge
centred
instructional
design

32. 3flickr photo by Lee Carson http://flickr.com/photos/tcatcarson/6648877295
shared under a Creative Commons (BY-NC-ND) license
“We do not learn
from experience...
we learn from
reflecting on
experience.”
- John Dewey

33. Learning is facilitated through the
use of metacognitive strategies ...
Principle 3
A metacognitive approach
enables student self-monitoring

34. confirmation
bias

35. provide frequent
from NAP: How Students Learn
opportunities to make
students’ thinking and
learning visible as a guide
for both the teacher &
the student in learning
and instruction
assessment
centred
instructional
design

36. most talking is growing
Marcia L.Tate
Eliot teaching by flickr user yewenyi
http://www.flickr.com/photos/yewenyi/381552561/
The person doing the
the most dendrites.

37. 4flickr photo by JuditK http://flickr.com/photos/juditk/5655247429
shared under a Creative Commons (BY-ND) license
Not Hands Off,
Very Hands With
- Kath Murdoch
(+1)

38. community

39. If we want to go far …

41. encourage a culture
from NAP: How Students Learn
of questioning,
respect, and
risk taking
community
centred
instructional
design

42. knowledge
networks
metacognition
community
preconceptions

43. explore
inquiry
provoke
reflect

44. explore
inquiry
provoke reflect:: ::
preconceptions networks reflection
all while making thinking visible

45. why inquiry?
that’s how we learn

46. your idea goes here
your response goes here
What’s
the most important thing
I just said?
@dkuropatwa #BLC18
FLIP OVER

47. John Steinbeck
flickr photo by theloushe https://flickr.com/photos/theloushe/5845575505 shared under a Creative Commons (BY-NC-ND) license
She breathed curiosity
into us so that each
day we came with
new questions,
new ideas,
cupped and
shielded in our
hands like
captured
fireflies.

48. … is the aspect of teaching
concerned with evaluation of
learning positions and setting
of goals and long-term plans
for future learning.
“
Pedagogical strategy

50. … are the aspects of role
playing concerned with the
move-by-move setting up of
threats and defences.
“
Chess tactics

51. tactics - fork

52. tactics - skewer

53. pedagogy is
not activities
strategies & tactics
pedagog i
cta ti s

54. … are the aspects of teaching
concerned with the move-by-
move setting up of learning
challenges and achievements.
“
Pedagogical tacticsPedagogi cta ti s

55. high impact
pedagogical
tactics
tactics

58. What’s going on in this picture?
What do you see that makes you say that?
What more can you find?
The 3 Questions

60. Routines exist in all classrooms; they are the patterns by
which we operate and go about the job of learning and
working together in a classroom environment. A routine can
be thought of as any procedure, process, or pattern of action
that is used repeatedly to manage and facilitate the
accomplishment of specific goals or tasks. Classrooms have
routines that serve to manage student behaviour and
interactions, to organizing the work of learning, and to
establish rules for communication and discourse.
Classrooms also have routines that structure the way
students go about the process of learning. These learning
routines can be simple structures, such as reading from a
text and answering the questions at the end of the chapter,
or they may be designed to promote students' thinking, such
as asking students what they know, what they want to know,
and what they have learned as part of a unit of study.

61. Think - Pair - Share

62. I see …
I think …
I wonder …

65. 3 Thoughts/Ideas
2 Questions
1 Analogy
3-2-1 BRIDGEA thinking routine for activating prior knowledge and making connections
flickr photo by freestock.ca ♡ dare to share beauty http://flickr.com/photos/
82955120@N05/15811363626 shared under a Creative Commons (BY) license

66. intentionality
strategies & tactics
intuition
ei
i
in n yo
o

67. precision in
pedagogy
strategies & tactics
e
e
i i in n
y
o
o

68. flickr photo by Lee Carson http://flickr.com/photos/tcatcarson/6648877295
shared under a Creative Commons (BY-NC-ND) license
“We do not learn
from experience...
we learn from
reflecting on
experience.”
- John Dewey

69. bit.ly/BLC18eyes
I used to think …

70. thank you
Natalie Merchant - Kind and Generous
@dkuropatwa dkuropatwa@gmail.com j.mp/whilewalking