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    Project Zero

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    Artful Thinking Final Report, November 2006 2

    TABLE OF CONTENTSACKNOWLEDGMENTS ................................................................................................................................... II

    CHAPTER1:OVERVIEW ........................................................................................................................1

    HOW THIS REPORT IS ORGANIZED............................................................................................................... 2

    INTRODUCTION............................................................................................................................................4

    CHAPTER2:THEARTFULTHINKINGAPPROACH .............................................................................6

    THINKING DISPOSITIONS.............................................................................................................................. 7

    THINKINGANDART ................................................................................................................................... 11

    CHAPTER3:INSTRUCTIONALCOMPONENTS .................................................................................14

    THINKING ROUTINES ................................................................................................................................. 15

    Reasoning-centered routines:................................................................................................16Perspective Taking-centered routines: ..................................................................................20Questioning & Investigating-centered routines:.....................................................................26Observing & Describing-centered routines:...........................................................................29

    Comparing & Connecting-centered routines:.........................................................................36Complexity-centered routines ................................................................................................42

    CHAPTER4:TEACHERRESOURCEMATERIALS..............................................................................47

    TEACHER STUDY GROUPS......................................................................................................................... 48

    STUDY GROUP PROTOCOL ........................................................................................................................49

    THINK TRACK DATA:ACASE STUDY .......................................................................................................... 50

    INSTITUTIONAL STRUCTUREAND SUPPORT ................................................................................................ 54

    CHAPTER5:ASSESSMENT.................................................................................................................55

    STANCE ONASSESSMENT.......................................................................................................................... 56

    ASSESSING THINKING:SIX CONTINUA ........................................................................................................ 59

    CAAPASSESSMENT REDESIGN................................................................................................................. 60

    CHAPTER6:RESEARCH .....................................................................................................................62

    CONCEPTS OFART:IUSED TO THINK,NOW ITHINK ................................................................................... 63

    STUDENT CONCEPT MAPS......................................................................................................................... 71

    REFERENCES............................................................................................................................................ 86

    APPENDIXA ..........................................................................................................................................89

    THEARTFUL THINKING PALETTE ................................................................................................................ 90

    THINK TRACK ............................................................................................................................................91

    STUDENT CONCEPT MAP INSTRUMENT....................................................................................................... 93

    APPENDIXB ..........................................................................................................................................96

    FROM THINKING ROUTINES TO WRITING GOALS ......................................................................................... 99

    IDEAS FOR USING ROUTINES IN FOREIGN LANGUAGE CLASS ....................................................................109

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    Artful Thinking Final Report, November 2006 ii

    ACKNOWLEDGMENTS

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    Artful Thinking Final Report, November 2006 5

    HOW THIS REPORT IS ORGANIZED

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    Artful Thinking Final Report, November 2006 3

    Appendix A 23,/(%*C )../C %*$*/.H*% 0.# )-* H#.

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    Artful Thinking Final Report, November 2006 4

    INTRODUCTION

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    Artful Thinking Final Report, November 2006 5

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    Artful Thinking Final Report, November 2006 6

    I.

    Works of art are good things tothink about. This simple premiseunderlies Artful Thinking, a programthat helps teachers regularly useworks of art in their curriculum inways that strengthen studentthinking and learning. Used byclassroom teachers across allgrade levels, as well as artspecialists, the program focuses onlooking at and interpreting art,rather than making art. Its goalsare twofold: To help teacherscreate rich connections betweenworks of art and topics they areteaching; and to use the power ofart as a force for developingstudents thinking dispositions.

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    Artful Thinking Final Report, November 2006 7

    THINKING DISPOSITIONS

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    CLAIM / SUPPORT /QUESTION

    A Reasoning Routine

    Make a claim about theartwork or topic.

    Identify support for yourclaim.

    Ask a question related toyour claim.

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    APPENDIX A

    The Artful Thinking Palette

    Think Track Tool

    Student Concept Map Instrument

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    THINK TRACK

    Teacher name______________________________ School/ Grade level: _________ Date: _______

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    Use of Thinking Routines: Circle the routines you tried this week. Include any partial routines

    and/or combined use of routines.

    Questioning &Investigating ______

    Observing &Describing _______

    ExploringViewpoints ________

    FindingComplexity_______

    Reasoning _______

    Comparing &Connecting ________

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    Artful Thinking Final Report, November 2006 95

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    Artful Thinking Final Report, November 2006 96

    Name______________________________________________ School ________________________ Grade______

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    Concept Map Distribution Protocol

    1) Today I have an activity to ask you to do. This activity is a way for teachersto know a little bit more about your thinking. Have any of you ever made a

    mind map, or a web before?

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    Today we want to find out your ideas about what kind of thinking you dowhen you are trying to understand somethingYou can use yourimagination, there are no right or wrong answers.

    2) What kinds of things do you study in school?a. Students may answer Social studies, math, science, etc.

    3) What are some topics within these areas that you study?a. Students may answer, the civil war, long division, weather, etc.

    4) Id like you to spend a few minutes, quietly, thinking about a question Ihave for you and then I d like you do make your own mind map or webabout it. Display the question below (on chart paper).

    When you are doing your best thinking, in order to understandsomething, what different kinds of thinking do you do?

    5) Distribute the maps to students. Make sure to fill out your paper with:a. first and last name,b. date,c. teacher and graded. school

    6) Read the concept map aloud with them and tell them that you would like themto do their own web or mind map.

    7) Do not talk about it anymore as a group. Ask students to work on their own.They can raise their hand if they have a questionand you can answer basic

    questions, however do not assist students in the task. Tell them to do theirbest and put down as many ideas as they can.

    8) Collect the maps when most of the class seems finished.

    Fill out Concept Map Probe Record Sheet

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    APPENDIX B

    From Thinking Routines To Writing Goals

    Connecting Thinking To Writing Goals

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    FROM THINKING ROUTINES TO WRITING GOALS

    This document gives ideas for how specific thinking routines can support writing activities.

    Routines are organized by thinking dispositions on the Artful Thinking palette.

    QUESTIONING AND INVESTIGATING-CENTERED ROUTINES

    See / Think / Wonder

    This routine stimulates curiosity and helps students make observations.

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    EXPLORING VIEWPOINTS-CENTERED ROUTINES

    Perceive/Know/Care AboutThis routine helps students to explore diverse perspectives and viewpoints as they try to imagine

    things, events, problems, or issues differently.

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    CONNECTING THINKING ROUTINES TO WRITING GOALS

    General Prewriting (thinking and organizing ideas before writing)

    Useful Routines:

    See/Think/Wonder

    Think/Puzzle/Explore

    B.

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    Expository Writing (explaining an insight, informing the reader, expressing

    emotion)

    Useful Routines:

    See/Think/WonderThink/Puzzle/Explore

    B.

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    Think/Puzzle/Explore

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    .3 C)*

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    A. CONNECTING THINKING ROUTINES TO WRITING GOALS

    See/Think/Wonder

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