Making Thinking Visible
Assessing students should focus on tsheir THINKING process rather than the results they completed.
Since I am not a teacher now, I do not have much experience assessing students. However, I am a student now, I hope my teachers pay attention to my learning process instead of the results or test scores I completed.
Since I am not a teacher now, I do not have much experience assessing students. However, I am a student now, I hope my teachers pay attention to my learning process instead of the results or test scores I completed.
Mind Map
Here is my mind map. Sorry that my mission statement is not in the middle of the map because my thinking is in a line that the questions or comments are more specific. And it is like a big tree growing in the ground "inspiring today's students to imagine tomorrow's possibility through art" and then so many questions should be asked and solved like how to assess students? students' completed assignments are more important or learning process? Moreover, I, as a student, think that I am not a test taker, I want to be a successful learner. Thinking plays an vital role in our study and life. So how to make thinking visible so that students can follow?
Routines: You Top Seven
Routine 1: SEE-THINK-WONDER
This routine would be a great foundation for students to think deeply when they observe artworks or images, because students have time to look closely and interpret details, however, they may find out new information by asking broader questions. The STW routine fits for my mission statement perfectly because it directs students to have deeper understanding of the artworks and it helps students explore artworks and other interesting things.
Routine 2: THINK-PUZZLE-EXPLORE
This routine would be a wonderful way to set the stage for deeper inquiry for students when they observe or appreciate the artworks. This routine is like ongoing learning process - students think firstly and have puzzles, and they rethink and revisit puzzles and generate new thoughts. This routine works well for my mission statement because students will develop an understanding of at a deeper level beyond the context of artwork.
Routine 3: HEADLINES
This routine would be a useful way for students to quick summarize the big ideas or what stand out, because students may not miss some important thoughts. This routine helps my mission statement by allowing students to make connection to the ideas in further learning, because students may use headlines on hand when they observe some ideas related to what they have learned. Those previous ideas may be combined with the new ideas, and students may create the new way to describe the ideas.
Routine 4: COLOR, SYMBOL, IMAGE
This is a nonverbal routine that focus on visual connections, and it pushes students to make connections and think metaphorically. This routine supports my mission statement by providing students a special way to explain their insights, especially when students do not know how to express their thoughts in words. Moreover, it helps to advance students’ thinking.
Routine 5: I USED TO THINK…, NOW I THINK…
This routine is an effective way for students to reflect on how and why their thinking has changed over time. This routine opens up a new way for my mission statement, because it consolidates new leaning as students identify their new understandings, opinions, and beliefs. Students will realize that the changing of their thinking is also a leaning process and they will appreciate the process of learning.
Routine 6: WHAT MAKES YOU SAY THAT?
This routine is a perfect way for interpretation with justification. Students will realize that the correctness of an answer does not lie in a lone but in evidence that support it. This routine works well for my mission statement, because art is an open-ended question, and I could not assess students by my own thoughts. If students’ answers are supported by the evidences, they should be correct even though we might have “correct” answer.
Routine 7: CIRCLE OF VIEW VIEWPOINTS
This routine is a useful tool for exploring diverse perspectives, identification of perspectives around an issue or problem. Students may gain a broader and more complete understanding of the topic. This routine parallel with my mission statement by circling with topic and exploring one of the perspectives further.
This routine would be a great foundation for students to think deeply when they observe artworks or images, because students have time to look closely and interpret details, however, they may find out new information by asking broader questions. The STW routine fits for my mission statement perfectly because it directs students to have deeper understanding of the artworks and it helps students explore artworks and other interesting things.
Routine 2: THINK-PUZZLE-EXPLORE
This routine would be a wonderful way to set the stage for deeper inquiry for students when they observe or appreciate the artworks. This routine is like ongoing learning process - students think firstly and have puzzles, and they rethink and revisit puzzles and generate new thoughts. This routine works well for my mission statement because students will develop an understanding of at a deeper level beyond the context of artwork.
Routine 3: HEADLINES
This routine would be a useful way for students to quick summarize the big ideas or what stand out, because students may not miss some important thoughts. This routine helps my mission statement by allowing students to make connection to the ideas in further learning, because students may use headlines on hand when they observe some ideas related to what they have learned. Those previous ideas may be combined with the new ideas, and students may create the new way to describe the ideas.
Routine 4: COLOR, SYMBOL, IMAGE
This is a nonverbal routine that focus on visual connections, and it pushes students to make connections and think metaphorically. This routine supports my mission statement by providing students a special way to explain their insights, especially when students do not know how to express their thoughts in words. Moreover, it helps to advance students’ thinking.
Routine 5: I USED TO THINK…, NOW I THINK…
This routine is an effective way for students to reflect on how and why their thinking has changed over time. This routine opens up a new way for my mission statement, because it consolidates new leaning as students identify their new understandings, opinions, and beliefs. Students will realize that the changing of their thinking is also a leaning process and they will appreciate the process of learning.
Routine 6: WHAT MAKES YOU SAY THAT?
This routine is a perfect way for interpretation with justification. Students will realize that the correctness of an answer does not lie in a lone but in evidence that support it. This routine works well for my mission statement, because art is an open-ended question, and I could not assess students by my own thoughts. If students’ answers are supported by the evidences, they should be correct even though we might have “correct” answer.
Routine 7: CIRCLE OF VIEW VIEWPOINTS
This routine is a useful tool for exploring diverse perspectives, identification of perspectives around an issue or problem. Students may gain a broader and more complete understanding of the topic. This routine parallel with my mission statement by circling with topic and exploring one of the perspectives further.
Evidence of MTV 7 and Articles
It is meaningful to read the article Value Inherent in Qualitative Assessment of Secondary Studio Art in North America: Advanced Placement, Arts PROPEL, and International Baccalaureate. Actually, as an international student in the United States, I am not very familiar with the American education system. Specifically, I do not know how teachers, administrators, districts, cities, and states assess students in art since there are so many different methods and rules. Moreover, I have not experienced k-12 education in the U.S. This article, however, is a basis for me to understand the general assessment mechanisms. It is an important overview of assessment for me as well even though it is about ten years old.
In general, there are several parts in this article, including Introduction, the Qualitative Assessment Models, Understanding of Form, Understanding Process, Form and Function, Contextual Understanding, Historical Understanding, Personal Critical Opinion, and Conclusion. In the introduction, I gained knowledge of AP (Advanced Placement), Arts Propel and IB (International Baccalaureate) and how these mechanisms work. Understanding of form, for example, is an assessment practice in senior secondary studio art. The Understanding of Form of AP is composed of quality, breadth, and concentration. There are many criteria for each section. For instance, Arts Propel focuses on reflections and writings; IB, however, focuses on formal concerns, and it requires students to understand “fundamentals of design”. These criteria look different, but they have one aspect in common in that they each define the requirements in detail which provide guidance to the students to complete their works.
As I read this article in depth, I am intrigued to know the different processes among AP, AR and IB. In particular those that emphasize student’s thinking like the Making Thinking Visible (MTV) However, there is a little nuance between these two articles. For example, on the one hand, AP students are not required to “show” their understanding process, but Arts Propel students and IB students are required to record and note their thinking processes. Although it does not mean that AP students do not have thinking processes, it is just not included in the assessment. On the other hand, MTV focuses on how to make students’ thinking visible. There are so many methods to make thinking visible, but most of them are better than the ways of AP, Arts Propel, and IB. For me, AP, Arts Propel, and IB promote and assess basic knowledge, but if I want to place emphases on student’s thinking, MTV would be a better choice to follow.
In addition, I am impressed with the historical understanding and the critical opinion discussion, because I think if we want to have real knowledge of something we need to understand the history. Moreover, only after studying the history, can a person form an informed personal opinion. These procedures remind me of the photography project I am working on. It is about traveling back in time to 1930s Shanghai. I want to portray 1930s Shanghai ladies by using visual technology – photography. I investigated 1930s Shanghai history first, and then watched some videos or movies talking about 1930s Shanghai. After studying the history , I had a more complete perception of what life was like at that time and in particular the social structure or status of Shanghai ladies’ lives. It helped me portray these ladies more realistically in that historical context. Obviously, the photos I took presented my personal concepts and perceptions in a visual way.
As far as I am concerned, these three mechanisms (AP, Arts Propel, IB) are not out of date, and they are still useful and helpful in some ways. At least, I am given some basic ideas about assessment mechanisms. Certainly, I admit that in my opinion Formative Assessment in Visual Arts is a better mechanism for assessing today’s students in art. In order to help students actually learn and gain knowledge , I do not think by simply giveing exams to measure what students have learned will accomplish the final teaching goal of the attainment of knowledge. Utilizing various stratagies to guide students through their thinking processes will achieve the final goal. Jason Rondinelli and Emily Maddy 7th-Grade graduation lesson is an effective way that used some assessment mechanisms, for example, self-assessment was engaged in this lesson and students were asked to add their thoughtful self-assessment in the drawing. What’s more, students were improving after getting feedback from peers, and this process is a Peer-assessment which is mentioned in Assessment in Art Education. Furthermore, in Ms. Makowsky’s second grade lesson, students were asked to discuss and share their problems they had experienced, and they talked about how to solve these problems and listened to others’ opinions as well. These methods obviously help students learn about artworks and improve their learning. However, certainly, the roles of teachers are changing. “Teachers become learners of their own teaching, and when students become their own teachers, they exhibit attributes that are most desirable for learners, including self-monitoring, self-assessing, and self-teaching.”
There is no doubt that the two lessons in Formative Assessment in Visual Arts are similar with the case study: making room for reflection in Making Thanking Visible. For example, they all realized that the roles of teachers are changing. Like Lisa Verkerk (MTV) says, she has come to recognize that “the important role that her own modeling plays in students’ valuing of reflection.” In addition, they all assessed students in many similar ways. For instance, in Lisa’s class, “there is no competition; no one is more correct; no one scores higher. We are all equal.” This activity helped students “develop a deeper level of respect and understanding”, and we can see the same atmosphere in both Jason Rondinelli and Kareen Makowsky’s classes. Assessment/Grade is not the terminal point for teachers to know how students have progressed, however, it should increase their understanding. That’s why I think I may not assess students’ results but their thinking processes instead. I am not an art judge, qualified to evaluate students’ works, however, I am “a leader in instructional practices” in the class. Of course, I am a continuous learner as well.
Chapter 7 in Making Thinking Visible talks about the places which are “valued, visible and actively promoted” and how to create these kinds of places. These spaces are not confined to classrooms, but they include boardrooms, book clubs, museum tours, committee meetings, and study groups. Therefore, these three case studies show how to make visable and promote the value of the thinking process, in the classroom, the committee meeting, and the museum. They provide some strategies for making thinking visible which are different from AP, Arts Propel and IB. if the assessment process was visualized as a house, AP, Arts Propel, and IB would be the basement. Formative assessment, however, would be the structure and MTV would be the appearance of the house. These strategies are improving as time goes by.
Actually, I learned a lot when I read these three articles, and they provide me not only with the background information, but also some new strategies for teaching and assessing students. What’s more, I realize that my mission statement is proved in a way by these three articles.
In general, there are several parts in this article, including Introduction, the Qualitative Assessment Models, Understanding of Form, Understanding Process, Form and Function, Contextual Understanding, Historical Understanding, Personal Critical Opinion, and Conclusion. In the introduction, I gained knowledge of AP (Advanced Placement), Arts Propel and IB (International Baccalaureate) and how these mechanisms work. Understanding of form, for example, is an assessment practice in senior secondary studio art. The Understanding of Form of AP is composed of quality, breadth, and concentration. There are many criteria for each section. For instance, Arts Propel focuses on reflections and writings; IB, however, focuses on formal concerns, and it requires students to understand “fundamentals of design”. These criteria look different, but they have one aspect in common in that they each define the requirements in detail which provide guidance to the students to complete their works.
As I read this article in depth, I am intrigued to know the different processes among AP, AR and IB. In particular those that emphasize student’s thinking like the Making Thinking Visible (MTV) However, there is a little nuance between these two articles. For example, on the one hand, AP students are not required to “show” their understanding process, but Arts Propel students and IB students are required to record and note their thinking processes. Although it does not mean that AP students do not have thinking processes, it is just not included in the assessment. On the other hand, MTV focuses on how to make students’ thinking visible. There are so many methods to make thinking visible, but most of them are better than the ways of AP, Arts Propel, and IB. For me, AP, Arts Propel, and IB promote and assess basic knowledge, but if I want to place emphases on student’s thinking, MTV would be a better choice to follow.
In addition, I am impressed with the historical understanding and the critical opinion discussion, because I think if we want to have real knowledge of something we need to understand the history. Moreover, only after studying the history, can a person form an informed personal opinion. These procedures remind me of the photography project I am working on. It is about traveling back in time to 1930s Shanghai. I want to portray 1930s Shanghai ladies by using visual technology – photography. I investigated 1930s Shanghai history first, and then watched some videos or movies talking about 1930s Shanghai. After studying the history , I had a more complete perception of what life was like at that time and in particular the social structure or status of Shanghai ladies’ lives. It helped me portray these ladies more realistically in that historical context. Obviously, the photos I took presented my personal concepts and perceptions in a visual way.
As far as I am concerned, these three mechanisms (AP, Arts Propel, IB) are not out of date, and they are still useful and helpful in some ways. At least, I am given some basic ideas about assessment mechanisms. Certainly, I admit that in my opinion Formative Assessment in Visual Arts is a better mechanism for assessing today’s students in art. In order to help students actually learn and gain knowledge , I do not think by simply giveing exams to measure what students have learned will accomplish the final teaching goal of the attainment of knowledge. Utilizing various stratagies to guide students through their thinking processes will achieve the final goal. Jason Rondinelli and Emily Maddy 7th-Grade graduation lesson is an effective way that used some assessment mechanisms, for example, self-assessment was engaged in this lesson and students were asked to add their thoughtful self-assessment in the drawing. What’s more, students were improving after getting feedback from peers, and this process is a Peer-assessment which is mentioned in Assessment in Art Education. Furthermore, in Ms. Makowsky’s second grade lesson, students were asked to discuss and share their problems they had experienced, and they talked about how to solve these problems and listened to others’ opinions as well. These methods obviously help students learn about artworks and improve their learning. However, certainly, the roles of teachers are changing. “Teachers become learners of their own teaching, and when students become their own teachers, they exhibit attributes that are most desirable for learners, including self-monitoring, self-assessing, and self-teaching.”
There is no doubt that the two lessons in Formative Assessment in Visual Arts are similar with the case study: making room for reflection in Making Thanking Visible. For example, they all realized that the roles of teachers are changing. Like Lisa Verkerk (MTV) says, she has come to recognize that “the important role that her own modeling plays in students’ valuing of reflection.” In addition, they all assessed students in many similar ways. For instance, in Lisa’s class, “there is no competition; no one is more correct; no one scores higher. We are all equal.” This activity helped students “develop a deeper level of respect and understanding”, and we can see the same atmosphere in both Jason Rondinelli and Kareen Makowsky’s classes. Assessment/Grade is not the terminal point for teachers to know how students have progressed, however, it should increase their understanding. That’s why I think I may not assess students’ results but their thinking processes instead. I am not an art judge, qualified to evaluate students’ works, however, I am “a leader in instructional practices” in the class. Of course, I am a continuous learner as well.
Chapter 7 in Making Thinking Visible talks about the places which are “valued, visible and actively promoted” and how to create these kinds of places. These spaces are not confined to classrooms, but they include boardrooms, book clubs, museum tours, committee meetings, and study groups. Therefore, these three case studies show how to make visable and promote the value of the thinking process, in the classroom, the committee meeting, and the museum. They provide some strategies for making thinking visible which are different from AP, Arts Propel and IB. if the assessment process was visualized as a house, AP, Arts Propel, and IB would be the basement. Formative assessment, however, would be the structure and MTV would be the appearance of the house. These strategies are improving as time goes by.
Actually, I learned a lot when I read these three articles, and they provide me not only with the background information, but also some new strategies for teaching and assessing students. What’s more, I realize that my mission statement is proved in a way by these three articles.