What is important then is not correcting ways of expressing thoughts but making ways of thinking visible.
One of the maintenance factors listed on the chart paper was "Questions: Clarification questions, open-ended, making thinking visible for students".
Frameworks for design of science instruction foster knowledge integration by calling for materials and activities that feature accessible ideas, make thinking visible, help students learn from others, and encourage self-monitoring.
In addition, teachers in the STeLLA VbPD program increased their use of teaching strategies that made student thinking visible and contributed to the coherence of the science lesson (p < .01).01
Ambitious teaching involves creating classroom learning environments that promote the sharing and display of students ideas and thereby making learners' thinking visible that, in turn, make possible teachers' assessment for learning practices.
The conditions for science learning and assessment improve through the establishment of: Learning environments that promote active productive student learning, Instructional sequences that promote integrating science learning across each of the 3 domains in (1), Activities and tasks that make students' thinking visible in each of the 3 domains in (1), and.
In our study, clinical educators reflected on how to teach clinical reasoning, using the lens of making thinking visible to focus their reflection.
In this article we introduce and evaluate (via a pilot action research project with allied health educators), an approach to teaching clinical reasoning based on the pedagogical method of making thinking visible [ 16, 17].
I refrained from reading with an eye toward grammatical issues, but I would like to make one suggested revision: "The online platform (www.plantingscience.org) not only eliminates geographic limitations but also makes student thinking visible through its design features, enabling students, teachers and mentors to monitor thinking and learning and to provide feedback".
There has been a corresponding paradigm shift in education from a focus on the curriculum and the acquisition of content knowledge to developing the learners' metacognitive skills and learning strategies (Mayer, 1992) by incorporating modeling to make thinking visible and disciplinary practices overt, providing graduated supported practice ("scaffolding"), and encouraging reflection.
