By Marnita Coenraad
3rd Grade, Riverbend Elementary School
As I began my Artful Teaching journey last year, I was excited to find how seamlessly I was able to integrate Artful Thinking routines into my literacy instruction. I found that Reading Portraits added depth of knowledge to our reading of biographies, and art seem to provide an entry point for struggling readers. This year that trend continued with our study of tableau. As I became more familiar with the routines, I branched out and used them in science and social studies as well. But even as I experimented with these new content areas, I found that bringing the routines into my math instruction was more challenging. I made it a goal for the spring semester to bring Artful Teaching to my math lessons.
For each new math lesson, I create a guided notes sheet. These notes serve as guide through the lesson, as well as a reference that can use when completing their independent practice or homework. I decided that I would include a thinking routine at the beginning of each math lesson. I hoped that this would stimulate thoughtful discussions and promote student discovery of mathematical concepts.
The following is an introduction to geometry lesson. I used the thinking routine “See, Think, Wonder” to help students discover characteristics of open/closed shapes, polygons, and special quadrilaterals.
1. Students started by looking at groups of open and closed shapes. I did not give them any indication as to why shapes were grouped in this way. Students then completed at least one entry for See, Think, and Wonder. I did not ask students to write in complete sentences for this exercise. You can see that students entered the lesson with varying degrees of prior knowledge.
2. After some direct instruction in open versus closed figures, students repeated the thinking routine with two more groups of figures. I was happy to see that immediately began experimenting with the new vocabulary introduced during the lesson. Again, some students were already familiar with geometry vocabulary, while others were engaging with it for the first time.
3. After direct instruction in naming polygons and their parts. We repeated “See, Think, Wonder” for a final time. Students again used the new vocabulary in their observations and inferences. Several students noticed that some of the shapes were line drawings, or “random” shapes, and some were “real,” meaning photographs. This breaking into two groups was an unexpected result of my having two groups in the previous two routines. I had hoped that students would notice they all had four sides.
Although there were a few misconceptions along the way. I was happy that students were able to construct their own definitions for open shape, closed shape, and polygon. With help, we also discovered the characteristics of special quadrilaterals like rectangles, parallelograms, and trapezoids. I have taught similar geometry lessons that are vocabulary rich, and it can be difficult to get students to engage with the new words and their meanings. Teaching this lesson through the Artful Thinking routine encouraged students to construct their own definitions and provided a safe space to try out their new vocabulary terms. Since this lesson, we have used the art of Kandinsky and Mondrian to identify and name 2-dimensional figures. Students are highly motivated to find and share the shapes they see.
I am continuing to experiment with using art in my math instruction. I recently used Navajo blankets to review symmetry and introduce area. While arts integration in math does not come as naturally to me as in other subjects, I am enjoying the challenge. More importantly, I see students participating in class who are usually reticent to volunteer in math discussions. Since we teach art terms throughout elementary, I have found that students are comfortable analyzing and discussing art. The consistency of thinking routines coupled with the familiarity of art has made math more accessible and enjoyable for many of my students.
by James White
6th Grade Math, Dzantik'i Heeni Middle School
I chose to teach my 6th grade math students about Integers (positive and negative whole numbers) and Integer Operations (+,-,X,/) through Curriculum Based Readers Theatre (CBRT). Students learned about CBRT, properties of Integers and the rules for performing operations with Integers. I followed a basic sequence of direct instruction note taking on the concepts (similar to the routines already established) and then used sample CBRT scripts to introduce CBRT. Students then developed, rehearsed, and performed a CBRT script that they wrote as a class. I assessed the effectiveness of using CBRT to teach the rules of Integer Operations by having these students take a pre and post test and then analyzed the results.
Integers and Integer Operations are critical concepts for advancement through pre-algebra, and the first concept these students will learn at the start of 7th grade. 7th grade mathematics teachers stated that they wanted to have 6th graders exposed to these concepts by the end of their school year so it was more familiar by the time they taught it at the start of the following year in their classes. Being that it was the end of the school year, I also decided to incorporate CBRT as a fun way to engage my students in learning about a performance art with the support of drama specialist Roblin Davis, a local actor and fellow Artful Teaching participant.
WEEK 1 - Intro to Integers & CBRT
I started Week 1 with an introductory lesson on Integers by having my students learn common vocabulary (integer, positive, negative, opposite, etc.) and concepts by leading a note taking lesson where students filled in blanks to these definitions and important ideas.
"The next day Roblin Davis joined our class and we introduced CBRT by discussing gestures and sound effects and then reading an Introduction to CBRT script.
Here is a video of students learning the technique of emphasis when speaking:
The next lesson involved my class taking what they learned about Integers and adding to their knowledge by reading a CBRT script about Integers. We also discussed where and how to incorporate gestures and sound effects to make our reading more informative and entertaining.
Students had fun adding the gestures to this script and making sound effects!
We finished our Introductory lessons to CBRT and Integers by doing math worksheets which practice writing integers and comparing/ordering them. I was able to incorporate a lot of the gestures and sound effects from the Integers script while kids worked through the practice problems.
WEEK 2 &3 - Integer Operations and CBRT Script Writing
I started the next week doing a pre-test of students knowledge with Integer Operations (+,-,X,/) within 10 minutes and also had them complete notes which introduced the rules for these operations.
Roblin joined us for next class day as he helped guide us through the script writing process based on the rules for integer operations we learned the day before.
Here are some great resources to help get your students thinking about the writing process and guide them through writing a script:
It took both of my classes some time to get the important concepts out and then outline the setting characters, gestures, etc. needed for writing the script. This took us two class periods to develop our scripts but at the same time students were repeatedly rehearsing the rules for operations with integers so I felt as though it was time well spent.
Here are the final versions of our scripts!
During the next class period we rehearsed our scripts and recorded them.
I showed the students their recorded rehearsals and introduced them to the CBRT Assessment Rubric below:
While watching their rehearsals, students were asked to complete a self assessment to better understand how they were graded and identify areas they could work to improve on during rehearsals and final performance.
The final sequence of lessons was adapted as timing did not allow for a performance before the post assessment, but that would be the suggested method.
At the end of the week, students were given an Integer Operations Post-test to complete in 10 minutes. It was the same exact questions as the pre-test along with the following comprehension/reflection questions.
The results from the post test showed students definitely learned from the CBRT unit on Integer Operations. Students in my Period 1 class Integer Operations Camp, averaged 8.3% increase in the tests. 13/15 students increased their overall scores. It was not that surprising that the students whom didn't take a specific part in the script (not as engaged during the writing, rehearsals and performances) had much lower increases than those that did (including the two who scored lower on the post test).
Students in my Period 2 class Integer Operation Olympics averaged almost 15% increase in the tests. 18/20 students increased their overall scores. This class had some huge gains in percentages like 45% increases and many whom are on IEPs or have lower grades on previously taught concepts achieved higher than their norm.
I also asked students to answer the following comprehension questions about CBRT and our Integer Operations unit.
Most common responses to these questions were that CBRT helped them learn and it was fun! Many students also acknowledged that the repletion of rules reading through the scripts helped them learn better. Students were also given additional rehearsal time after the post test.
The first day of the last week was our performance day. We invited other math classes to attend our performance and followed the outlined lesson below created by Roblin in preparation for the performance.
I really enjoyed the opportunity to learn about and implement a CBRT unit in mathematics. I was able to teach an advanced grade level concept to students at the end of the year while at the same time making the learning personally relevant, fun and totally engaging. Had I followed the sequence of the textbook for this unit, it would have taken me at least 17 class periods (55 minutes each) but with the entire CBRT unit it took less than 12. From the assessment results, I saw that it had a positive impact on student learning and from the comprehension questions as well as my observations, students really enjoyed the process. I am totally on board to try implementing CBRT in my mathematics classes much earlier in the school year and using it continually as a way to teach math through performance art. It was a real pleasure to be a part of this process and I hope other teachers are interested in trying it themselves.
By Jennifer Heidersdorf
4th Grade, Mendenhall River Community School
Student Thinking about this image:
What do you see?
I see sand and mountains.
I see an arch.
I see a rocks and a canyon with a hole.
I see sandstone, orange.
I see a rock with a hole in it.
What do you think?
I think it’s a desert.
I think it has reptiles.
I think the sun is going down. I think there’s a cave.
I think the picture was taken in Arizona.
I think there’s very little water.
I think it’s really old.
I think the rock eroded
What do you wonder?
I wonder if it’s a hot place.
I wonder if it’s a canyon.
I wonder if the shrubs are grass and if the arch will fall.
I wonder where this picture was taken.
I wonder if sand made the hole.
I wonder if things got fossilized in the rocks.
I wonder if there’s a road or cactus there.
I wonder what’s beyond the rock.
I wonder how it was created.
While attending the NSTA Conference this spring and learning with other teachers on how to implement the NGSS (Next Generation Science Standards), I got excited and thought, "wow, this sounds a lot like the Artful Thinking routine of See/Think/Wonder". We ultimately want all students to observe things, think about why things work, and ask questions that will hopefully lead them to future investigations to find the answers. Presenting students with a phenomenon in the form of pictures or other media creates an opportunity for students to look with their eyes wide open and share their ideas in a safe, nonjudgmental environment. This approach has become a common practice in the way that I start many of my lessons in my fourth grade class.
For this opening science lesson, I wanted students to view a variety of images while doing a See/Think/Wonder routine. As we went through these slides, I had students respond aloud and also in written form. I didn’t frontload the lesson or give students any more information then that; my hope was that it would lead to them asking questions and that they would find a common occurrence among the pictures. Students were eager to share and had a wide range of responses and questions. When we finished looking at the images the first time, I asked them to take a quick look at the slides again and see if they noticed a common occurrence happening within the images. I love the engagement of students when they talk about what they’re seeing, thinking, and wondering. By separating out the questions, the routine stimulates curiosity and helps students reach for new connections. I could see from the student responses that they had a deeper interest.
Student Thinking about this image:
What do you see?
I see sand and mountains in the background.
I see a big hole in the the standing rock.
I see a rock that looks like a hand without fingers.
I see a statue of the illuminati.
What do you think?
I think it’s in the middle of nowhere.
I think wind carved the rock.
I think something hides or gets in the shade in the big rock.
I think there’s water.
I think it’s 10,000 years old. I think the rock is not stable and it might fall.
What do you wonder?
I wonder if people live there. I wonder if the rock is going to fall.
I wonder if it was flooded and then got dried out.
I wonder what’s behind the rock.
I wonder if I can fit in the rock.
I wonder if somebody sculpted the rock.
I wonder where this is. I wonder how it came to be.
Student Thinking about this image:
What do you see?
I see a cliff holding a building.
I see the tide has gone down.
I see what would be the ocean.
I see wet rocks, seaweed, and blue sky.
What do you think?
I think it was hard to get down to the beach.
I think they’re going to rebuild the house.
I think it’s in a foreign country.
I wonder if the person taking the picture is underwater.
I think there was war before the house was built.
I think people would go there on the 4th of July.
What do you wonder?
“I wonder where the photo was taken. I wonder if I’ve seen it before. I wonder if there was a tsunami. I wonder if the house was a church. I wonder if the water wore the cliff down. I wonder what the people are doing. I wonder how long the building has been there.”
Engagement and Enthusiasm
What I love is hearing students make connections and but having them make those connections on their own. I didn’t want to give students any vocabulary, I just restated what they said and eventually a student said the word erosion. At that point I asked him what he meant by that and then we were able to substitute that word with a definition that tied into what they were observing but they made the connection on their own. From this point we talked about the different forms of erosion and how it can cause change.
Science activities that followed:
These lessons served as an entry point into NGSS standards 4-ESS1-1 (Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time) and ESS1.C (Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes).
To engage students in the topic of weathering the next day, I presented the class with a picture of an interesting rock formation and gave them the following prompt:
With your whiteboard, please use sentences, labels, and drawings to propose an explanation for how you think this rock might have been hollowed out. Please explain how you think this occurred using sentences and drawings.
Our Four Investigations
Wind: Student groups are provided a container of sand and a drinking straw. Students then blow gently across the sand with the straw. The students are able to see the changes in the sand surface and observe the moving sediment. Students must wear goggles when working with sand.
Moving Water: Each group is given a water bottle half-full with water. They then place a piece of chalk in the water and take turns shaking the bottle (moving the water). The students stop after three minutes and make observations.
Ice: Students look at a picture (or a real example) of a bottle that was filled with water and then frozen. They can observe the expanded ice sticking out from the top of the bottle and the overexpanded bottle.
Living Things: Students are given a baggy with a cracker in it. The cracker represents a rock. Students use their fingers to “weather” the cracker
Students then worked in groups of five to propose explanations on a large sheet of paper that had been folded into four sections. I walked from group to group and asked clarifying questions about the science content on the boards (“Can you be more explicit in your drawing about how you think this occurs?”) and about the students’ writing (“Can you label your drawings and add more details using scientific words to explain your drawings?”). I then explained that I wanted each group to come to the front of the classroom, one group at a time, to present their ideas. But, before the first group came up, I directed the students’ attention to a poster on the classroom wall that outlines the group sharing norms that the class developed earlier in the school year. The list contains items such as: • Examine each paper carefully for words and drawings. • Can you identify claims and evidence? • What questions can you ask? • How does your paper compare to other
As I reflect on these lessons, I see how important it is for my students to be able to explain their thinking with drawings and explanations. As students observed the connections that other students made, many had some realizations that their paper didn’t look anything like other students papers. I wanted students to have a range of connections but well thought out connections. This is something that students have to practice at, it definitely does not come easy. I plan to start this strategy much earlier in the year next year to see just how much students improve and grow through the year.
Observations by Becky Engstrom
3-5th Grade TED Specialist, Gastineau and Harborview Schools
As a specialist serving intermediate students grades 3 through 5, I have always rotated language arts units on a 3-year basis to be sure students are offered an eclectic mix of content supported by lessons to improve reading and writing skills. One of my favorite units has always been an art biography unit. Students would do research on an artist collecting pertinent facts by taking notes. They would use the notes to write a three paragraph report on their chosen artist. They would write haiku poetry about their artist and the art work. They would create a piece of work combining their artist’s style and beliefs with their own, then they would support the piece they created with a description explaining their reasoning behind their work of art. All these parts are then mounted on a poster board which has always made for a beautiful display.
After signing up and committing myself to the study of Artful Teaching, the first thing I wanted to do was change this unit to create more opportunities for authentic artful thinking using a variety of thinking routines from different thinking dispositions. I experimented with a selected artist to experience different routines that would help students when they finally selected the artist they wanted to study. I chose Frederic Remington to learn and model different thinking routines. We did a verbal See/Think/Wonder in table groups with different Remington pieces, then used the same pieces to do a verbal Beginning/Middle/End. We experienced Step Inside with a work from Remington. We studied desert vocabulary (mesa, plateau, canyon, butte, saguaro, ocotillo, etc.) and used that vocabulary to create tableaus.
ON THEIR OWN
After students selected their artist, gathered notes, and wrote their report, I selected a piece from their artist, printed it out, and students wrote their See/Think/Wonders on the printout.
Students also selected a piece from their artist that they wanted to attempt to turn into a Tableau (step inside). The student who selected their piece would become the tableau director and had to put people in position until they were satisfied with the outcome. It gave me a good understanding of which students had excellent communication skills and which students needed improvement. It also helped me see the students who noticed many details and the ones who did not. I would have to bring focus to areas in the piece with questions… “What direction are they looking?” “What is their hand doing?” The amount of information I received from this one activity was a true eye-opener!
Students also extended their thinking by creating a piece of art that connected their own thinking to the artist they were studying.
CRITIQUING AN ARTIST
Students wrote a research paper on the artist they picked. The last paragraph was their opinion of the artist they selected. I especially enjoyed reading these paragraphs.
NEW PROJECTS DISPLAYED
Although I believe the old poster board displays were more visually pleasing and beautiful, the new displays showed more artful thinking; the most beautiful moment to catch is proof of a brain in action. Whereas the old displays had more writing skills involved, the new supported the process by which learning took place. It was inspiring to watch the students make incredible observations. To listen to the details noticed to create the tableaus was a treat. To read their observations of the students’ chosen artist was deeply satisfying. Teaching became more passive, as if I handed the wheel to the students because they were ready to drive. It’s scary, and wonderful at the same time.
By Allison Smith
1st Grade, Auke Bay School
Artful Teaching has transformed the way I teach. One example is when we studied weather this year. In the past, when we studied about wind, students made wind flags measure the wind on a scale of 0-2. The flags are made from fabric and cardboard cut for them ahead of time. The emphasis in this lesson had been on the measurement of wind, not so much on the creation of the wind flag.
This year I decided to use Artful Teaching to introduce the concept of wind and measuring wind by showing my first grade students different paintings showing wind and wind gauges. That got me thinking...if students are looking at pictures of different wind gauges, why not have them design and create their own wind gauges and test them? What started with me looking for images to introduce a lesson turned into a great STEM project for my students.
First I asked students to See, Think, and Wonder looking at 4 paintings showing wind at the same time. Then I asked them to think about what was the same about all of the paintings. “It’s windy!” Was the common answer. Students then talked in small groups about how they knew it was windy.
“The curtains are blowing.”
"The horses’ manes and tails are blowing.”
“The person is flying a kite.”
Are a few of the things they shared.
Our next step was to work in small groups to look at pictures of different tools designed to measure the wind. I explained to students that we would be looking at these wind gauges and asked them to discuss how they thought they worked. The conversation was lively with lots of pointing at parts of the pictures to explain how they worked.
After students had a chance to look at and discuss how the wind gauges worked, I gave them the challenge of creating their own wind gauge by making a plan, building their wind gauge, testing their wind gauge using a fan, and revamping their wind gauge as necessary. It was an amazing process to watch and be a part of. Students were engaged in all parts of the project, taking time to create their designs as well as testing, revamping, and testing their gauges again.
After our wind gauges had been tested and redesigned, students took them outside to measure the wind speed on a scale of 0-2. The student created wind gauges worked just as well as the flags we used to make! At the end of the project, I asked students to share what they learned. Here’s what stuck with me:
“If your wind gauge doesn’t work at first, change it and try again.”
In the end, this lesson was just as much about the design and creation process as it was weather. Thank you Artful Teaching for expanding my horizons!
By Maura Selenak
Kindergarten Teacher, Harborview School
It’s January and I’m sitting at the carpet with a group of kindergartners. “Why do you think the character in the story said that? What was she thinking?” Hands shoot into the air- “I’ve built a snowman before!” “My mom read this book to me before.” “Can I go to the bathroom?” They are eager to share their experiences and what they know to be true. However, urging a group of five and six year olds to perspective take-- whether we’re reading a book, or I’m asking a child to think about his friend’s point of view when they’re having a disagreement-- can be hard. Perspective taking is the ability to take the perspectives of others and apply it to your interactions with them. It is something that we work on over the course of the entire year in kindergarten.
When my Art Lab group chose to experiment with the Step Inside Artful Thinking Routine, I was intimidated. Choose a person, object or element in a piece of artwork, and step inside that point of view. Consider: what can the person/object perceive or feel? What might the person/thing know about or believe? What might the person/thing care about?
I worried that this thinking routine would be too abstract for my kindergartners, or that they wouldn’t be interested. Boy was I wrong. This routine was so successful on the first try that I came back to it again and again for the remainder of the year. Each time I was blown away by the students’ insights, responses, and eagerness to share.
What did this thinking routine look like in the classroom?
Snapshot 1: Our Day-Old Chick
For this thinking routine, we used an image of a chick that had just hatched in our classroom. Some of the students’ thinking was recorded on a poster during the thinking routine:
Snapshot 2: Friendship
This thinking routine happened toward the end of a read aloud of Timothy Goes to School by Rosemary Wells. In the story, Timothy is excited to go to school but when he gets there, Claude tells him he is wearing the wrong thing day after day. We paused at an image of Timothy and I asked students to “Step Inside” and pretend that they were Timothy. Some of the students’ thinking was recorded on a poster during the thinking routine.
by Michaela Moore
JDHS, ELA & Drama
To introduce the play, Death of a Salesman by Arthur Miller, I first put an image from a poster of the play on the overhead and had the students go through the Thinking Routine of SEE/THINK/WONDER:
After this Thinking Routine, I asked the students to complete a Crowdsourcing activity about Arthur Miller. The students found information quickly about Arthur Miller and came up and wrote in a word splash on the whiteboard fun and important facts. We took a few moments to discuss surprises and interesting facts found in table groups and in whole group.
Then I asked the students to prepare for notes: I introduced the 4 main characters from Death of a Salesman to students and asked them to choose one character that they would focus on in their project and notes. I instructed the students to write anything important down about the character (personality, weaknesses, strengths, choices, goals, motivations, etc) while we watched the play. After we finished watching and discussing the play, I passed out the text of the play and asked the students to fill in holes in their notes about their characters AND to add important quotes said by their characters, or important quotes others said about their characters.
Once, these notes were complete, I taught the students step by step how to draw a caricature of their character beginning with a sketch first and then moving into their final draft. We first discussed the idea of caricatures and how they were different from real portraits or pictures. We discussed the symbolic nature of caricatures. (Learned from work of Richard Jenkins).
2. Show the students how to draw a caricature from lines, shapes, and patterns and have them draw your example, and have them rough draft sketch out a caricature of their Death of a Salesman chosen character.
3. Show the students how to turn their sketch into a real caricature of their chosen character.
4. I showed the students how to do Richard Jenkins’ inking technique (using sharpie to outline your pencil drawing) and then coloring technique (how to use colored pencils to get different shades and different textures) and shared with the students Richard Jenkins’ helpful handouts on hair and faces.
by Thomas Mc Kenna
Harborview Elementary School, Principal
From the outset of the year with the Artful Teaching project, I’ve been challenged as a school leader to think about how I could help to catalyze and support arts integration in a way that aligned with other district initiatives. From the first time Nancy Lehnhart and Mandy Mallott presented to our Admin Council, I began thinking about how I could orchestrate professional learning about arts integration when teachers were showing signs of “initiative overload” very early in the school year.
Fortunately for me, Harborview teachers are fairly well inclined to embrace the arts, but with so much else coming our way (Marzano, SLOs, and Reading Wonders, in particular), I was quite nervous about teachers not having intellectual space (or time) to open up to new learning.
When Jessica Ross from Project Zero visited, I gained quite a bit of insight into the fit with the work we had committed to, in heart and mind, at Harborview. Ms. Ross’ introduction of “Thinking Routines” meshed nicely with the “close reading” protocols our teachers had been collaboratively developing to work with Reading Wonders materials. As I perused the exhibitions of student work that were part of Ms. Ross’s presentation, I was delighted to experience the connection with our site based work just that morning, reading Ron Berger’s thinking about the value of curating and studying exemplary student work. That confluence of themes will continue to help us find a way forward in sharing knowledge about practices like close reading, inductive thinking and evidence-based reasoning while using District-purchased curricular materials.
Deb Brzoska's presentation at Dzantik'i Heeni was well attended by our staff. In her session, “Integrating Art with Reading Wonders,” Ms. Brzoska presented a set of “best practices” which called for adoption of constructivist techniques of giving students experiences with content, allowing them to engage through a variety of modalities as a mode of teaching that is more effective than teachers’ “delivery” of information. This spurred important dialogue among primary teachers about the potential opportunity cost in teaching straight from the directions in Reading Wonders. We integrated tableaus with choral and close reading while Ms. Brzoska reminded us that students should engage a complex text at least three times.
I emerged from Richard Jenkins’ workshops at The Canvas and at Dzantik'i Heeni grateful for the experience of art providing multiple entry points into writing. Mr. Jenkins’ advocacy for special needs students was especially powerful due to his own soft-spoken intellectual nimbleness. We learned a step-by-step technique for turning geometric shapes into superhero drawings. I loved his technique of demonstrating a single step, giving a very precise instruction, and saying “Go.”
Melanie Rick’s talk about art integration, and then her teaching demonstrations about portraits helped bring the year’s p.d. full circle to me. She provided a definition and a rationale for arts integration, and then she modeled some exceptionally good class management and thinking routines with students observing and describing portraits. Students arrived ,through close observation, at a working definition of portraits, and they realized that portraits were everywhere.
Finally, at our school table during the Arts Team Day, we re-visited the theme of alignment. Ted Wilson grounded thinking routines in several elements of Domain 1 of the Marzano teacher evaluation framework. Our team will continue to discuss how to align next year’s work with this year’s cornerstones of close reading and curation of student work.
by Carly Lehnhart
Glacier Valley Elementary, 2nd grade
Artful Thinking has become such a natural part of my teaching. I have found that it sneaks its way into everything. I continue to be amazed at the engagement and effort that my students put in during and after a Thinking Routine. It brings the focus back to the process and emphasizes curiosity and critical thinking skills, which are two things that I strive to facilitate. One way in which Artful Thinking has made a huge impact for me and my students is in science. I have always used science notebooks as a way of recording our observations and findings, but this year, they have been a lot more successful. I am realizing that Artful Thinking is what I have to thank for that. My students are structuring their observations and notes in ways that are mirroring and combining a lot of the routines that we have tried. Without leading them in a formal routine, I find that they are using the language that has been modeled when they make notes in their science notebooks. Woohoo!
I have been loving using Artful Thinking as an introduction to a unit to spark interest and identify our background knowledge, as well as at the end of units as assessments. This specific lesson was kind of in the middle.
My students had just been to DIPAC to learn about mollusks. They had been introduced to what a clam was, gotten to see one, and had an overview of the parts. A couple of days later, a parent showed up in the morning with a bucket full of clams and asked if I wanted to use them. I obviously threw out the old plans and quickly came up with an idea of how to use them in my classroom. Artful Thinking immediately came to mind. I started out with a See/ Think /Wonder with this picture. This is a routine that we do A LOT.
I started the lesson doing a Looking 10 x 2 Thinking Routine. They immediately forgot about the picture, because a live clam on your table is way more interesting.
1st look: Quick and simple. They had about 3 minutes to write down words, phrases, or sentences about the clam in front of them. Some second graders struggled with this, so it turned out to be more like 5x2 for some. Here is an example of one students 1st look:
A collection of JSD teachers' arts integration classroom experiences