Knowledge
Assisting Children Overcome Writing Challenges Post-COVID: Fostering Visible Thinking Processes
The COVID-19 pandemic has significantly impacted the lives of children, disrupting their education and social interactions. With the shift to online learning, youngsters became adept in technology but struggled with their writing skills and critical thinking abilities. As they returned to physical classrooms after a prolonged period, adapting to new routines and expressing their thoughts coherently became a gradual process.
Navigating this as a primary educator posed distinct challenges. Implementing visible thinking routines emerged as a valuable strategy in my teaching approach. Encouraging children to initially externalize their thoughts onto paper became a pivotal aspect of their learning journey. However, the concept of making thinking visible raises questions about its significance in lesson planning for educators.
From my experience, a captivating lesson involves students deeply engaged in thoughtful discussions and seamlessly translating these thoughts into written form. Yet, the pressing challenge for educators remains allocating time for thinking amidst the constant pressure to cover the curriculum. How can educators facilitate and promote visible thinking processes among students, especially amid school events and breaks?
Let’s clarify: what does ‘making thinking visible’ entail? It involves nurturing students’ abilities to organize and structure their thoughts effectively and utilizing appropriate tools to convey their messages coherently.
One effective approach is using visible thinking routines or graphic organizers. There exists a diverse array of templates for educators to integrate into various stages of their lessons. Project Zero’s compilation of thinking routines serves as a valuable repository for educators seeking to incorporate these techniques into their teaching plans.
For example, in my unit focusing on rights and responsibilities, I strategically incorporated Project Zero’s visible thinking routines during provocations, case study analysis, and assessments. The ‘Circle of Viewpoints’ routine facilitated active student participation and encouraged the exchange of perspectives, fostering patience and open-mindedness among children.
Similarly, during the exploration of The Universal Declaration of Human Rights, the ‘Step In, Step Out, Step Back’ routine proved immensely beneficial. This approach prompted students to reflect and structure their thoughts using guiding questions provided by the graphic organizer, enhancing their understanding and empathetic outlook.
By using these thinking routines, students’ critical thinking was stimulated, aiding them in articulating their ideas effectively in written form.
After two years of conscious integration of graphic organizers, I can proudly say that a significant improvement is visible in my students.
Though the void left by the pandemic in the lives of both children and educators may take time to fill, integrating various graphic organizers into teaching practices represents a conscious and gradual step towards empowering children to visualize and articulate their thoughts coherently through writing.
Authored By- Aanchal Shah, IB PYP Educator, Grade Level Coordinator, NEASC school visitor