Continuously assess and reflect on students' thinking processes from "summary" of Making Thinking Visible by Ron Ritchhart,Mark Church,Karin Morrison
It is crucial for educators to constantly evaluate and contemplate the cognitive processes of their students. By doing so, teachers can gain valuable insights into how students think and learn. This ongoing assessment provides a window into students' understanding, allowing educators to tailor instruction to meet their needs effectively. Through reflective practices, teachers can identify areas where students may be struggling and develop interventions to support their learning. Assessing and reflecting on students' thinking processes involves more than just looking at the final product of their work. It requires delving into the thinking behind the work, understanding the strategies students used to arrive at their conclusions. By examining the processes students use to solve problems or make decisions, teachers can better understand the strengths and weaknesses of their thinking. This awareness enables educators to provide targeted feedback that helps students improve their thinking skills. Continuously assessing and reflecting on students' thinking processes also promotes metacognition, or thinking about one's thinking. When students are encouraged to reflect on their own thought processes, they become more aware of how they approach tasks and make decisions. This metacognitive awareness can lead to greater self-regulation and improved problem-solving skills. By engaging students in metacognitive activities, educators empower them to take ownership of their learning and become more independent thinkers.- They deepen their understanding of the subject matter. Additionally, sharing their thought processes with peers can lead to rich discussions that promote collaborative learning. By creating a culture of reflection in the classroom, educators foster a community of learners who are actively engaged in thinking critically and creatively.
