KnowAtom's Blog

Explore Change and Possibility with the What Can Be Thinking Routine

Oct 23, 2022 by Amanda Flocchini

“Judge a man by his questions rather than by his answers.”
-Voltaire

What Are Thinking Routines?

Thinking routines allow you to give your students the tools they need to make their thinking visible. Instead of telling students what to think, we can introduce routines that students can use as tools to become skillful independent thinkers.

Thinking routines work best when they are just that - routines. Using thinking routines with your students will create habits for them to be successful lifelong learners.

The What Can Be thinking routine asks students to discuss unfolding complexities and to imagine the future opportunities created by the unfolding situation. By unpacking complexity, students can engage more deeply with a concept. This creates opportunities for skillful thinking both in and out of the classroom.

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Topics: Thinking Routines

Claim, Support, Question Thinking Routine and Reasoning With Evidence

Oct 16, 2022 by Tatum Moser

"The more you know, the more you realize you don't know." Aristotle

What is the Claim, Support, Question Thinking Routine?

The Claim, Support, Question thinking routine helps students develop key thinking moves like identifying generalizations, offering counterarguments, reasoning with evidence, and asking questions. Created by Ron Ritchhart and researchers at Project Zero, this thinking routine shows students the importance of identifying, understanding, and making claims based on reasoning and evidence. Strong claims, sound reasoning, and thoughtful follow-up questions ultimately lead to a deeper understanding of topics and concepts. The more we know, the more we realize we don’t know. This helps us to understand that we always need to ask new questions as our understanding evolves.

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Topics: Thinking Routines

Inspire Skillful Listening with The Explanation Game Thinking Routine

Oct 9, 2022 by Tatum Moser

“The relation between what we see and what we know is never settled.” - John Berger

What is the Explanation Game?

The Explanation Game thinking routine, developed by Ron Richtart and researchers at Project Zero, supports students in increasing their understanding of a concept by crafting multiple explanations based on evidence. The routine is designed to push students’ thinking as they explore complex topics and attempt to understand the whole by examining various parts and features.

Flexible in its application across subjects, you can use The Explanation Game to deconstruct almost anything, including objects, complex processes, systems, or documents. Engaging in this thinking routine will help students learn to work together toward understanding why something is the way it is. In addition to observing, crafting explanations based on evidence, and asking questions, students will also pay close attention to effective listening and how it can provide a path to deeper learning.

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Topics: Thinking Routines

See, Think, Wonder Thinking Routine for Creative Classroom Learning

Oct 2, 2022 by Tatum Moser

"To acquire knowledge, one must study. But to acquire wisdom, one must observe.” Marilyn vos Savant

What is the See, Think, Wonder Thinking Routine?

Ron Ritchhart and the researchers at Project Zero developed the See, Think, Wonder thinking routine to support students to zoom in and experience the purpose and benefits of careful observation in the learning process.

This thinking routine uses visual imagery, artifacts, and media to engage students to carefully notice the different parts and features of objects, ideas, phenomena, etc. See, Think, Wonder engages students by allowing for open exploration of a concept rather than the more common teacher-directed delivery of information and knowledge transfer. Creating a meaningful purpose for close observation and description of a new idea or concept is also the first step toward developing thoughtful explanations and interpretations and identifying areas of further inquiry.

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Topics: Thinking Routines

What Thinking Moves Can Help Students to be Successful Learners?

Sep 25, 2022 by Tatum Moser

 “The object of teaching a child is to enable him to get along without a teacher.”        -Elbert Hubbard

Why do students need to develop thinking moves?

Enabling a child to become an independent and motivated learner is one of our most important responsibilities. 

While it won’t happen overnight, incorporating experiences where students explore different thinking moves to increase their understanding of a concept, claim, or situation, can pave the way to deeper learning and transform your science classroom. Skillful thinking increases student competency to perform deeper cognitive work, raising their level of engagement and making your teaching more joyful and effective.

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Topics: Thinking Routines

Forming Evidence-based Conclusions and Debriefing CER in Science K-8

Mar 29, 2022 by Francis Vigeant

Key Learning Objectives:

What Makes a Complete Conclusion

How You Set Up Debriefing and Sharing Conclusions Matters

Tools: Motivation and Using Checkpoints and Concept Maps to Debrief Thinking

The focus of this article is on forming CER conclusions and debriefing in NGSS science – the fifth and last step in the KnowAtom lesson routine and an important way to finish each lesson. When using the KnowAtom lesson routine, students discover phenomena, discuss it, and then try to answer a question or solve a problem related to it. With hands-on science instruction, students have the opportunity to be scientists and engineers, while they respond to real world problems and work together to solve them.

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Topics: Science Curriculum, Hands-On Tools

Using Socratic Dialogue with NGSS Curriculum

Feb 4, 2022 by Francis Vigeant

The second step in the KnowAtom lesson routine for grades K-8 is Socratic dialogue. This is an important part of the Next Generation Science Standards (NGSS)-based curriculum for students of all ages. If you're new at implementing scientific discussions or looking to improve the Socratic dialogue in your classroom, it's important to set clear expectations for yourself and your students. Knowing what you should expect as a teacher-facilitator and what you should expect from your students as they become more familiar with Socratic dialogue in your science class, will help improve your results.

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Topics: Next Generation Science Standards, Socratic dialogue, Implementing New Science Standards

Science for the Next Generation: Preparing for the New Standards

Nov 17, 2021 by Francis Vigeant

Educational leaders often speak about preparing the “next generation” for the future. In the years ahead, the next generation will work in jobs that are just emerging or don’t yet exist and will face challenges we can only theorize on today. While leaders often pay lip service to “investing” in the next generation, only one content area explicitly states that the next generation is their focus. That area? Science.

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Topics: Next Generation Science Standards

What Are the Next Generation Science Standards?

Nov 12, 2021 by Francis Vigeant

What Does NGSS Stand For? NGSS refers to the Next Generation Science Standards (NGSS) which are used in some form by 44 US states and territories to shape instruction and excite the next generation of scientists and engineers. Developed by prominent scientists and teachers, the NGSS aims to inspire curiosity and engagement for students who might otherwise lose ambition for STEM (science, technology, engineering and math) as they enter middle school.

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Topics: Next Generation Science Standards

5 Steps to Use NGSS Phenomena More Effectively in Your Classroom

Nov 9, 2021 by Sara Goodman

There are 5 steps educators can adopt in their own classrooms to use NGSS phenomena most effectively in the classroom.

Step 1: Find a real-world phenomenon.

Phenomena are observable events where using ideas, based on evidence, we can explain or predict their occurrence. In accordance with NGSS, instructors will begin their lessons by selecting an anchor phenomenon for discussion. Note that NGSS phenomena are complex and based in real-world context. They represent questions we can’t answer in a single experiment or problems we can’t solve in one round of prototyping. They also should relate to one or more of the standards you plan to explore in the lesson/unit.

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Topics: NGSS-Designed Curriculum, Next Generation Science Classroom Instruction, Phenomena-Based Learning

The NGSS Disciplinary Core Ideas: An Overview of the Fundamentals

Nov 3, 2021 by Francis Vigeant

The Next Generation Science Standards (NGSS) is a multi-state initiative to create new education standards for students from K-12.  It establishes a progression of performance expectations spanning the elementary through high school years that promote growth in students' abilities to participate in science and engineering.

Rich in content and practice, an NGSS curriculum should delivers a coherent learning experience across disciplines for a grade specific and internationally benchmarked education in STEM subjects.  There are three foundations of the NGSS standards which are the NGSS Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices, which together guide the development of K-12 science curriculum, instruction, and assessments that form the most critical areas of science education.

What are the NGSS Disciplinary Core Ideas?

NGSS Disciplinary Core Ideas ( DCI ) are fundamental scientific ideas that form the content of an NGSS curriculum.  They cover four domains: physical science, life science, earth and space science, as well as engineering, technology, and applications of science.

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Topics: Disciplinary Core Ideas, Next Generation Science Standards

Next Generation Science Standards by Grade Level: From Elementary to Middle School

Nov 1, 2021 by Francis Vigeant

As teachers read the NGSS, they see a clear progression of Next Generation Science Standards by grade level.  From kindergarten to middle school, the standards increase in complexity as students grow and learn.  When rooted in next generation pedagogy, the standards expand with the capacity of the student.

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Topics: Next Generation Science Standards, KnowAtom Science Curriculum, Middle School Science Curriculum

Next Gen Curriculum Mapping: 3 Important Things to Unpack

Oct 28, 2021 by Judy Higgins

When it comes to Next Gen Curriculum and Standards, it's important to unpack curriculum mapping. NGSS Standards are performance expectations (PEs), and there are infinite routes to student mastery but for students to get there requires the skill and knowledge of teachers to create deeper learning opportunities.

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Topics: Next Generation Science Standards, STEAM, Growth Mindset, STEAM Curriculum, Next Generation Science, NGSS-Designed Curriculum

Tools to Develop a Growth Mindset in Cooperative Learning Discussions

Oct 26, 2021 by Judy Higgins

Whether you are currently using KnowAtom or not, all teachers know the importance of a great discussion. I'd like to share with you some of the teaching strategies I've learned over the past 20 years to help prepare your students for meaningful scientific discussion. If you're not a science teacher, many of the cooperative learning and growth mindset strategies I am going to discuss will work with your students as well.

What is a growth mindset? The education concept was developed by psychologist Carol Dweck and shared in her book Mindset: The New Psychology of Success. She writes, "In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits…. They also believe that talent alone creates success—without effort." In contrast, "In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning…." says Dweck.

Teachers who use the KnowAtom curriculum understand first-hand how implementing cooperative learning strategies, including Socratic dialogue, in the classroom improves student engagement and strengthens learning outcomes. I've also seen how as I give the reins more to my students, letting them take the lead in classroom discussions and small group projects, they can accomplish amazing things together. Seeing this first-hand has definitely strengthened my belief in a growth mindset!


Preparing for student-led discussions

Giving students the tools they need to prepare for a great discussion is something that we really need to remember to do because students don't always know how to do it on their own. With this support, we can create students who are confident in their ability to discuss their ideas. With Dweck's growth mindset in mind, we can prepare students to engage in cooperative learning strategies that strengthen their critical thinking skills and set them up to become lifelong learners.

When using the KnowAtom curriculum, there are simple steps to every lesson that we do together as a class. We always start with nonfiction reading. Then we move into a Socratic dialogue where the students discuss their thoughts and get ready for what they will be planning next. The goal of a great classroom discussion is to create a bridge between what the students have read and the lab they will soon be preparing for. They are better prepared when we get to the cooperative learning groups' hands-on science investigation because of this step-by-step process.

The most important part of a good Socratic discussion is that the teacher is not the only one asking the questions. The students ask each other questions. They challenge each other to defend their thinking, and in the process, learn to use evidence to support their arguments. It's important to remember that cooperative learning doesn't happen overnight. When I started teaching with KnowAtom, my students were really excited about what they read. When it came time for the formal discussion, I assumed they would be very eager to discuss the information. I was wrong – we just sat there. The students either looked at me with panic or looked at their lab books. I was the only one asking questions. So, I had to go back and think about, how am I going to help my students feel prepared and comfortable to discuss these lessons?

Developing cooperative learning routines

The first thing we do together is develop routines. First, students gather the resources they need. Next, we review pre-lesson questions to get the students thinking about what they are going to read about. For the reading portion, we develop different cooperative learning strategies, including reading individually, as a class, or with a partner. We also use read-aloud videos and reading strategies to help all students access the nonfiction text. Finally, we use picture thinking graphic organizers to help students focus on the pictures from the text.

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Topics: Next Generation Science Standards, STEAM, Growth Mindset, STEAM Curriculum, Next Generation Science, NGSS-Designed Curriculum, Remote Learning, KWL Chart

The Best Cooperative Learning Involves Release of Responsibility

Oct 17, 2021 by Judy Higgins

What is cooperative learning? Cooperative learning is an instructional model designed to improve student learning outcomes by promoting teamwork. Do you allow students to work together on small group learning projects? If so, you're already modeling cooperative learning strategies in your classroom. When our students work together on interactive classroom activities, they strengthen communication, social, and critical thinking skills. When collaborating in small groups of two to four peers, students have the opportunity to take responsibility for their own learning. Collaborative learning strategies require teachers to give up some responsibility for classroom instruction to their students, letting them take the lead.

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Topics: science and engineering practices, Next Generation Science Standards, higher order thinking, STEAM, interactive science, Professional Development, STEAM Curriculum, Next Generation Science, NGSS-Designed Curriculum

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