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Today Im continuing the Professional Development series about how principals, school leaders, and teachers can implement thinking routines in schools. This article outlines how educators can use the Chalk Talk Thinking Routine to engage students in visible thinking.The book Making Thinking Visible: How to Promote Engagement, Understanding and Independence for All Learners, by Ron Ritchard, Mark Church, and Karin Morrison, features strategies to develop students thinking dispositions and to shift the classroom culture toward a community of enthusiastic and engaged thinkers and learners.To learn more about how I got started using Making Thinking Visible, read the first article in this professional development series.Thinking Routine of the Month: Chalk TalkThis months post highlights the Chalk Talk thinking routine. With the Chalk Talk protocol students are asked to think about ideas presented to them, make connections to others responses and then question the ideas and responses of their peers. It is an excellent way of having silent conversation — and it allows all learners to be part of the conversation anonymously. Students are not asked to sign their name to their comments in order to encourage risk-taking in their thinking. It is great for increasing comprehension of a topic by having students present ideas, question those ideas, and then build upon the ideas of others. I always enjoy seeing which students change or expand their thinking after seeing their classmates ideas.Introducing the Chalk Talk Thinking Routine to StudentsThis is how the Chalk Talk protocol works:Write a topic or question on a piece of poster paper and hang it up for the class to see. Tell your students to write down any ideas that come to mind when they consider this idea, question, or problem. Ask your students if they can make any connections to others responses. Have them add these connections to the chart.Then have the students add to the chart any questions that come up as they think about the ideas and consider their classmates responses and comments. The Chalk Talk thinking routine can be used in almost any subject area, and on a wide variety of topics. It can be used prior to covering a topic or as a reflection at the end of a lesson or unit. If time permits, it is always interesting to implement the Chalk Talk protocol after reading a persuasive article as a way to see if students thinking has changed or expanded even further.A Printable Graphic OrganizerThe Chalk Talk Thinking RoutineGraphic Organizer is available for download. You can use this graphic organizer in several different ways. I made the Chalk Talk Thinking RoutineGraphic Organizer into a poster and laminated it so I would be able to use it throughout the year with my students, writing on it with dry-erase markers. You can also make copies of the graphic organizer to give to students as a note-taking sheet where they can capture their ideas before writing them on the class poster. No matter how you decide to use the graphic organizer, it is a great way to get students thinking. RELATED RESOURCES: A routine for open-ended discussion on paper ensuring all voices are heard. Description: The Chalk Talk thinking routine provides an opportunity for everyone to be given a chance to be heard. Thinking becomes visible and it encourages students to consider others viewpoints. How to Use the Strategy: Refer to pages 78-83 in the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners.Content Application: * Combine the Step Inside routine with a Chalk Talk. Assign students a role in which they must write in the Chalk Talk from that point of view. Classroom Story: Dana Pennanen uses Chalk-Talk in 7th Grade Mathematics These routines work well in the classroom and at home. Using the Chalk Talk routine at home with my kids provided more information than we might have had in a conversation because it was recorded on paper. Instead of just saying, How was your day? and getting a one word response, I was able to write Why was your day good? and learn more detailed information about their day. Im excited about the effectiveness of this routine. -Erica Rossell68 grade Science TeacherReuther Middle School This routine has helped enhance students writing. Last yearI would sometimes get the groans, Is this a CERC? This year the kids arelike, Okay! Ive got this! They are very confident, and their evidence and reasoningare linking together.-Jari Lynn Pathenos78 grade ELA Teacher Reuther Middle School ms.pathenos_routine_introduction.notebookFile Size: 588 kbFile Type: notebookDownload File NEW: Find resources for online meetingspresentationsclassesevents! February 17, 2020 Lindsey Cermak, Numeracy Coordinator Kristine Kelly, Literacy & ELA Coordinator I have wanted to try Chalk Talk, a strategy from our #makthinkvis bookchat, for several weeks. However, I wanted it to be an authentic learning experience rather than a contrived activity just to say we did it. This past 2 weeks, I found myself able to use it in 2 very different contexts. Chalk Talk requires students to communicate written dialogue, no verbal.The first was at the end of a unit of study. I used the 2 Minute Assessment Grid discussed here, as a reflection tool for my students a couple of days before the unit assessment. At the end of the previous post, I wondered how to address student questionsmisconceptions. I chose to recopy the questions onto a post it, placed in the middle of a dry erase poster. Students were curious as they entered the room that afternoon and saw the posters hanging around.Students took a dry erase marker and were instructed to respond without verbally talking, to suggest, explain, give examples or ask questions on the posters. Notice 2 posters were red. I explained to students that red flags went up for me as I read the statements from their classmates post-it note reflection on the 2MAG. After students had opportunities to respond on each poster, we carouselled around to read responses. Ill be honest, I was hoping for more guidance, in depth statements from them. There were some good examples, but majority were point-blank, straight forward surface statements without in depth explanations. However, as we discussed the posters, I felt the thoughtful ideas came through. Heres how I remember this…, If you can think of it this way… Which shows most of them can verbally give ideas, explanations but written is not as strong. How do we assess them? High stakes testing is almost always written. Another reason I am not am not a fan. It just seems unfair we judge students and even teachers based on written, mc tests that dont allow opportunity to showcase strengths of all students.Overall, I feel like this task gave students a chance to address those ideas they were still fuzzy on, gaining suggestions from classmates, whether written in the Chalk Talk or our wrap up discussion. On our unit assessment, questions that targeted the concepts from Chalk Talk, students performed very well on. I do feel the opportunity to discussprocess verbally as the follow-up is key. A wrap upmdiscussion gave me opportunity to address any unclear incorrect comments as well. I look forward to finding more opportunities to use Chalk Talk to move learning forward and make thinking visible.
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