Stay in Touch! GED Testing Service® www.GEDtestingservice.com – Twitter at @GEDTesting® – GED® Facebook https://www.facebook.com/GEDTesting – YouTube Channel – for Teachers” archived webinars “Tuesdays Key Concepts of Making Thinking Visible Six Key Principles of the Cultures of Thinking Project Skills are not sufficient; we must also have the disposition to use them. Possessing thinking skills and abilities alone is insufficient for good thinking. One must also have the disposition to use those abilities. This means schools must develop students’ inclination to think and awareness of occasions for thinking as well as their thinking skills and abilities. Having a disposition toward thinking enhances the likelihood that one can effectively use one’s abilities in new situations. The development of thinking and understanding is fundamentally a social endeavor, taking place in a cultural context and occurring within the constant interplay between the group and the individual. Social situations that provide experience in communicating one’s own thinking as well as opportunities to understand others’ thinking enhance individual thinking. The culture of the classroom teaches. It not only sets a tone for learning, but also determines what gets learned. The messages sent through the culture of the classroom communicate to students what it means to think and learn well. These messages are a curriculum in themselves, teaching students how to learn and ways of thinking. As educators, we must strive to make students thinking visible. It is only by making thinking visible that we can begin to understand both what and how our students are
Stay in Touch! GED Testing Service® – www.GEDtestingservice.com Twitter at @GEDTesting® – GED® Facebook – https://www.facebook.com/GEDTesting YouTube Channel – “Tuesdays for Teachers” archived webinars Key Concepts of Making Thinking Visible Six Key Principles of the Cultures of Thinking Project Skills are not sufficient; we must also have the disposition to use them. Possessing thinking skills and abilities alone is insufficient for good thinking. One must also have the disposition to use those abilities. This means schools must develop students’ inclination to think and awareness of occasions for thinking as well as their thinking skills and abilities. Having a disposition toward thinking enhances the likelihood that one can effectively use one’s abilities in new situations. The development of thinking and understanding is fundamentally a social endeavor, taking place in a cultural context and occurring within the constant interplay between the group and the individual. Social situations that provide experience in communicating one’s own thinking as well as opportunities to understand others’ thinking enhance individual thinking. The culture of the classroom teaches. It not only sets a tone for learning, but also determines what gets learned. The messages sent through the culture of the classroom communicate to students what it means to think and learn well. These messages are a curriculum in themselves, teaching students how to learn and ways of thinking. As educators, we must strive to make students thinking visible. It is only by making thinking visible that we can begin to understand both what and how our students are