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Visible Thinking Routine in secondary math classrooms, variety, opened…

- - - - ask teachers of the same or different subjects what sort of higher-order thinking activities are use in class and what the expectations are and how well students perform and engage across different grade levels
      - chat with students
    - - Knowledge on their prior experience in higher order thinking gives me understanding of how familiar students are with VTR and how comfortable they are. This affects the speed they respond to the tasks and what expectations they have for higher-order thinking answers. This also entails how much I need to scaffold in order to help them understand the task and reach the lesson goals.
  - - - talk to parents / students / teachers
    - - how I should negotiate / compromise / advocate my teaching strategies to accommodate to the schools learning culture while reflecting upon my goals and making adjustments and justifications.
  - - - Observe student engagement in class, were the students quiet or enthusiastic and chatty? Were some students left out or over dominant during group task?
      - ask teachers of the same or different subjects across different grade levels if they did similar activities and how students chose groups and divide work
      - Conduct student survey on preference and past experience
    - - what types of instructions to include to guide communication in the classroom. Do I need to set rules for grouping? Should I group students? Do I structure their interactions?
  - - - ask teachers
      - observe in classes (same or different subject)
      - ask students what they did not like
    - - what types of activities / instructions / routines to avoid
  - - - ask teachers of the same or different subjects across different grade levels if they did similar activities and how students chose groups and divide work
      - Observe student engagement in class, were the students quiet or enthusiastic and chatty? Were some students left out or over dominant during group task?
      - Conduct student survey on preference and past experience
    - - what types of instructions to include to guide communication in the classroom. Do I need to set rules for grouping? Should I group students? Do I structure their interactions?
  - - - Ask other teachers whether they have experience in using VTR as homework / assessment task.
      - Observe other classes and see what types of homework and tests they receive. Reflect on whether those tasks show that students can reason with, analyze, and applicate the taught subject.
    - - The design of my VTR assignment and assessment: 1) whether using VTR as an assignment or test achieve the learning goals better than other methods. 2) what aspects of VTR to modify and focus on when designing homework and assessment. Eg. instruct clear criteria and expectations for the assignments and build the assessment on frequent practice through assignments
- - - - classroom observation of same or different subjects and different activity scenarios
      - ask teacher
    - - how much communication instructions are required
  - - - trial run of the VTR I want to implement
      - ask previous teachers
    - - how much of scaffolding is required prior to activity
  - - - Students’ past assignments
      - observe typical assignment formats from other subjects and teachers
    - - the design of my VTR strategies: should it be graphic, in tables, or oral presentation, written statements?
  - - - formative assessment / diagnostic test
      - pre-learning activity
    - - how challenging and complex the VTR should be
- - - - communication and collaboration skills
- - - - Ding, A. C., & Wang, H. H. (2018). Unpacking teacher candidates’ decision-making and justifications in dilemmatic spaces during the student teaching year. Asia-Pacific Journal of Teacher Education, 46(3), 221-238.
        
        Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233-249.