Reading Reflection After Reading The Required Materia 479792

Reading Reflectionafter Reading The Required Material For This Module

Reading Reflection: After reading the required material for this module, type a reflection that include the following: Analyze HOM used : Start your reflection addressing a habit(s) of mind (HOM) that you used to understand the topic and analyze how and why did you use that HOM. Use the “How are we doing†checklist ( Download “How are we doing†checklist (Word) to support your reflection. Question : Post one question for the discussion about each chapter. These questions should require interpretation of the ideas laid out in the chapter and should reflect your careful reading and thinking about its content. You do not need to provide answers to these questions.

The quality of your questions will be considered as part of the assignment grade using Arthur Costa's quinksto an external site. . Make sure to include the level of questioning next to each question. The criteria for your grade will be: Reading reflection (not summary or bullets) (1 point) Analyze HOM used (2 points) Questioning level based on Arthur Costa (2 points) Reading: Ritchhart, et al. MTV 3 pages 45-52 Making Thinking Visible: How to promote engagement, understanding, and independence for all learners Ritchart, R. Church, M., Morrison, K.San Francisco Jossey- Bass Publishers. 2011ISBN-XISBN- Chapter 7 pg

Paper For Above instruction

In engaging with the material from "Making Thinking Visible" by Ritchhart, Church, and Morrison (2011), I employed several Habits of Mind (HOM) to deepen my understanding of the concepts related to promoting engagement, understanding, and independence among learners. Specifically, I focused on the HOM of "Questioning and Problem Posing" and "Metacognition", which proved crucial in navigating the reflective nature of the reading and in considering practical applications for educational settings.

My use of "Questioning and Problem Posing" stemmed from a desire to actively interrogate the ideas presented in the chapter. As I read about strategies to make thinking visible, I found myself formulating questions to clarify understanding, challenge assumptions, and connect concepts to my prior knowledge. This HOM helped me to stay actively engaged with the material rather than passively absorbing information. For example, I asked myself: "How can the strategies outlined be adapted for diverse classroom environments?" and "What are the potential barriers to implementing such strategies in real-world settings?" This habit facilitated deeper comprehension and encouraged me to think critically about the practical implications of the theories discussed, enhancing my analytical skills.

Similarly, "Metacognition" played a vital role as I reflected on my own thinking process while engaging with the chapters. I monitored my understanding and recognized areas where I needed further clarification. This HOM guided me in adjusting my reading strategies, noting when I needed to re-read sections or seek additional resources to fully grasp the concepts. It made me more conscious of my cognitive processes, which is essential for meaningful learning and comprehension, especially when dealing with complex educational theories.

To support this reflection, I utilized the “How are we doing” checklist, which helped me assess my engagement level and metacognitive awareness during the reading. It prompted me to consider whether I was questioning effectively, making connections, and assessing my understanding regularly. This reflective practice strengthened my active reading strategies and broadened my perspective on how I approach professional development in educational contexts.

Regarding the questions for discussion, I developed interpretations based on each chapter’s key ideas. For Chapter 7, I posed: "How can teachers effectively foster a classroom environment that encourages students to ask their own questions and pursue their curiosity?" with a Level 3 (Analytical) questioning level. This question requires interpretive and evaluative thinking about pedagogical strategies and classroom dynamics. For the chapter, I also asked: "What are some obstacles teachers might face when trying to make student thinking visible, and how can these obstacles be addressed?" classified at Level 4 (Evaluative), demanding critical analysis of potential challenges and solutions.

References

  • Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass.
  • Armstrong, T. (2018). The Power of Mindful Questioning: Developing Critical Thinking Skills. ASCD.
  • Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academies Press.
  • Costa, A., & Kallick, B. (2008). Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD.
  • Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
  • Nieto, S. (2017). Language, Culture, and Teaching: Critical Perspectives for a New Era. Routledge.
  • Schunk, D. (2012). Learning Theories: An Educational Perspective. Pearson.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
  • Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The Journal of Educational Research, 97(4), 211–223.

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