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Tug of War by Ms. Collins/Ms. Brewster

11/28/2015

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Many issues that arise within a community have opposing sides. By using the Tug of War routine, students can identify "tugs" for both sides of a dilemma. 

As fifth graders began their Persuasive Writing Unit and examined different topics, they noticed evidence for and against an issue. Students read numerous article about zoos. They had to display their thinking for both sides of the argument "Should there be zoos?" Students then had a whole-class debate where students used their reasons to pick a side. 

Students found it challenging to consider another viewpoint than their own. Fifth graders were able to demonstrate understanding of this critical thinking skill by using a variety of reasons to support both sides of the argument. ​
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Kindergarteners "See-Think-Wonder" about Trees by Lindsey Kauserud

11/28/2015

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In science, we are working on our trees unit. One of the key concepts expected of students is to compare the details and properties of leaves. Students were given an assortment of leaves to first observe and discuss with other students. Then the leaves were displayed on the SmartBoard zoomed in so students could notice small details in the leaves. 

After time for observation, students participated in the See, Think, Wonder thinking routine. They were first asked “What do you see?” and students responses were recorded. Then students were asked “What do you think is going on?” and lastly “What are you still wondering?” For all three questions, students first shared their responses with a partner and then I asked for volunteers to share out their ideas to the whole class. All responses were recorded on our See, Think, Wonder chart.
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This was the first time my kindergarten students participated in the See, Think, Wonder thinking routine, so I didn’t know what to expect from them. I was very surprised by students’ responses during the “What do you see?” portion of the routine. None of my students said anything about it being a leaf. Instead, they focused on the color, shape, and parts of a leaf. Students also began making connections during the “Think” portion of the routine to what students saw in the beginning. One student said, “I know that someone said there are lines in the leaves. I think those are the veins.” 
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It was great to see all of my students sharing their thinking with a partner and then the amount of them that wanted to share their ideas with the whole class. Kindergarten students sure know how to make their thinking visible using the See, Think, Wonder thinking routine!

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    This space will be used by Dolsen teachers to "talk" about the thinking happening in their classroom and at Dolsen. I hope you stop by often and learn about all the student thinking occurring in our building. 

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