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Click below to learn about thinking processes and routines that focus on the learning process and reducing student stress.
LDRC
LDRC
Learn, Do, Reflect, Connect
Learn, Do, Reflect, Connect
This is a process that I use when designing learning experiences. These four components when paired together (not necessarily in order listed below) creates a full-circle learning process.
Learn: Consume information
There are many avenues for consumption of information: YouTube, Twitter, Facebook, a book, your friends, teachers, colleagues, Google search. Get out there and learn something!
Do: Use the information to complete a task.
Doing something that matters to you and serves a purpose for you is significant but the most important thing is to just do something!
Reflect: Take time to think about the information and completed task. (Perhaps even write down your thoughts.)
Thinking about what we learn and how we are learning it is an important and often overlooked, rushed by part of the learning process.
Even a short pause for reflection can pay big dividends in determining if "the stuff sticks."
Connect: Make a clear connection between the information learned and tasks completed to prior knowledge or experience(s).
I say, "This is like" or "it reminds me of" consistently during this phase of learning.
Bottom Lines
Bottom Lines
In our history class we make connections to following "Bottom Lines" throughout the year. Often, students can make connections to more than one with the content of the topic we are discussing.
Everyone has a story.
People want to be seen and heard.
Emotions motivate behavior.
War is expensive.
Things change.
Location, location, location.
Habits of a Historian
Habits of a Historian
These are the skills that we use to make meaning:
Communicate
Connect
Question
See, Think, Wonder
See, Think, Wonder
I learned about this thinking routine when I read the book "Making Thinking Visible" and it has been a game changer for my classroom. This can be completed with anything, an image, text, a piece of music, a mathematical equation, a video ....
Step #1: See - This is just where learners OBSERVE the subject.
Options for interaction include, circling items they see, discussing with a small group, listing as a large group.
Step #2: Think - This is just make STATEMENTS about the subject.
Have learners finish the sentence, "I think that ..."
Step #3: See - This is just where create QUESTIONS about the subject.
Any question goes as long as it is appropriate.
Don't worry if you don't know all the answers ... the focus is getting the learners to interact with the presented subject.
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