Making Thinking Visible Chapter 1 takeaways

After reading Ritchart, Church and Morrison’s first chapter of Making Thinking Visible, here are some takeaways:

Chapter 1: Unpacking Thinking

“What kinds of thinking do you value and want to promote in your classroom?” What kinds of thinking does that lesson force students to do?” These two thinking questions are at the heart of Making Thinking Visible.

Every time I annotated or highlighted a takeaway from Chapter 1 I critiqued my practice. For example, “…understanding is not a precursor to application, analysis, evaluating, and creating but a result of it.” I noted how this belief can lead to greater access and equity, After all you don’t have to be fluent with your math facts to solve complex problems. I also thought about how our math team sometimes schedules a group work task at the end of the unit—after the students have completed a string of procedural problems. Often times a task at the end limits the student’s opportunity to think.

Another quote from Chapter 1: “In most school settings, educators have focused more on the completion of work and assignments than on a true development of understanding.” I kept thinking about Michael Pershan’s relentless pursuit of analyzing student work and making sense of it. I also thought about this in terms of our PLCs. We can do a better job of collaborating to improve student learning by studying student work.

I also noted that our lesson objectives do a fine job of articulating what students will be able to do from a procedural standpoint, “I will be able to convert between fractions, decimals, and percents” but the thinking piece needs to be clearly defined. The book’s eight high leverage thinking moves, were previewed and I’m looking forward to studying them at length.

  1. Observe closely and describe what’s there.
  2. Build explanations and interpretations.
  3. Reason with evidence.
  4. Make connections.
  5. Consider different viewpoints and perspectives.
  6. Capture the heart and form conclusions.
  7. Wonder and ask questions.
  8. Uncover complexity – go below surface learning.

I’m also interested in discussing Bridget Dunbar’s comment about metacognition.


Pam Wilson’s post does a fine job of capturing the salient points of Chapter 1. Check it out and join the conversation on twitter using the #eduread and #makethinkvis hashtags.


2 thoughts on “Making Thinking Visible Chapter 1 takeaways

  1. Interesting post. We definitely need to focus on thinking more, and on getting students involved in deeper thinking to develop true understanding.

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