What Are You Thinking?: Scaffolding Thinking to Promote Learning

[...]once you touch what's in here, your mind is going to think and make connections. Making Thinking Visible Young children naturally produce a great deal of thinking both in and out of school. Because learning is a consequence of thinking (Ritchhart & Perkins 2008), teachers face the chal...

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Bibliographic Details
Published in:YC young children 2021-07, Vol.76 (2), p.59-63
Main Authors: Salmon, Angela K., Barrera, Maria Ximena
Format: Article
Language:English
Subjects:
Children & youth
Classroom Environment
Classrooms
Cognitive Processes
Design
Early childhood education
Early Childhood Teachers
Educational Environment
Feature Articles
Field Trips
Hypotheses
Learning
Learning Experience
Object Permanence
Opportunities
Personality Traits
Preschool education
Reflection
Students
Teachers
Teaching Methods
Young Children
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Summary:[...]once you touch what's in here, your mind is going to think and make connections. Making Thinking Visible Young children naturally produce a great deal of thinking both in and out of school. Because learning is a consequence of thinking (Ritchhart & Perkins 2008), teachers face the challenge of engaging children and seeking to draw out and understand their inner thoughts. In Lisi's class, children listen to each other, ask questions, and learn to value the different ideas that emerge from the activity. * Environment: Arranging the classroom space to facilitate thoughtful interactions ensures that the learning environment displays representations of children's thinking. Most classroom questions fall into one of five typologies (Ritchhart 2015): * Review: recalling and reviewing knowledge and information * Procedural: directing the work of the class, going over directions and assignments * Generative: exploring the topic, asking authentic questions * Constructive: building new understanding, extending and interpreting, connecting and linking, focusing on big ideas, and evaluating * Facilitative: promoting learners' own thinking and understanding, elaborating, reasoning, and justifying When teachers center their questions on review and procedural, children can quickly lose interest.
ISSN:1538-6619
1941-2002