# Making Thinking Visible # 4: Recognizing the need for clear learning intentions

Chapter 4 is a great resource to tap into. The routines for “Introducing and Exploring Ideas” are varied and strategically target making observations, uncovering new ideas by connecting prior knowledge, and considering problems from alternate perspectives. Some of the routines are variations of what I’m already familiar with or am currently do in the classroom, so I was reading to learn what I can add or focus on to improve student thinking.

What it really boils down to is clear learning intentions. If learning intentions solely focus on skills, we’re missing the opportunity to develop students as thinkers.

A few of the routines are described below.

The See-Think-Wonder routine, similar to I Notice…I Wonder, invites students to inquire. To maximize the benefit of the routine students may need to experience it several times in order to break through the surface level to dig deeper. My co-teacher and I used this routine to introduce exponents to our 6th graders. We showed this Best Offer video twice.

Using the video, students were asked whether they would prefer a lump sum payment of \$50,000 or be paid exponentially, starting with two dollars. As the students experienced the routine many of their wonderings were surface level. At that point it became clear that the routine needs to be reintroduced so students have opportunities to practice digging deeper.

Another routine I enjoyed reading about was Zoom-In as it will be useful when exploring rational numbers. I’ll likely create a powerpoint to overlay a variety of rational numbers, integers, and whole numbers–attempting to connect prior knowledge with classification. The idea behind Zoom-In is to show a small section of an image and slowly zoom out, or pan from left to right, revealing other aspects of the image.

Yet another routine, the Explanation Game, piqued my interested. The goal is to elicit thinking on the parts of something. It reminded me of David Wees (@davidwees) and his collaborative efforts on the Contemplate then Calculate instructional routine which emphasizes the mathematical practice make use of structure. I’m particularly familiar with this task…

…which asks students to explore structure to find short cuts when calculating. Connecting it to the Explanation Game, students describe the features of the problem, explain their short cut, give reasons for why it works and describe alternatives.

Chapter 4 is a great reminder of existing instructional routines. What is also quite useful is each routine’s description includes its purpose, how to select appropriate content, implement or vary it–all essential when making learning intentions explicit.