Project Zero, Harvard Graduate School of Education的动态

A new article from PZers María Ximena Barrera Reyes and Adriana Garcia Nu?ez explores how thinking routines have transformed pedagogy in Spanish-speaking classrooms: -- In Peru, a teacher said: “Adriana, I wanted to share with you what has been going on in my classroom after using thinking routines for some time. I have good news and bad news.” I asked her to share the good news first. ? She said she had never seen her students so motivated and engaged. They were using the thinking routines in other classrooms and in their homes. They were more curious and participative, and asking a lot of questions. I asked her to share the bad news. She replied, “Exactly the same.” I was confused. She then explained that she was becoming anxious by seeing her students asking for more in the classroom and bringing questions that she did not have the answers to. This gave us the chance to address something that is very common: teachers being expected to know all or the “right” answers. We encouraged her to use this motivation and curiosity to promote deeper learning and that it was okay to say: ??♂? “I actually don’t know, what if we find out together?” What we observed during our time: 1?? Thinking routines foster deeper learning:?Structured approaches can encourage deeper engagement from both students and teachers. 2?? Transformation requires time and effort:?Implementing TRs is a gradual journey that requires slowing down, patience, and consistent effort. 3?? Shifting control is crucial for empowering students:?Use TRs to allow students to explore, reflect, question, and share their ideas. Allowing space for experimentation and making mistakes is also essential. 4?? Reflection and documentation are vital:?Tracking student progress and analyzing teaching practices drive successful implementation. Teacher Vanessa García says: "I learned to feel free, to enjoy my classes, not to live waiting for something, but to allow myself to be surprised by the new. Now I enjoy what my students share, as they are more autonomous. They question each other while also offering each other support. They generate their own learning based on their needs." Some common challenges?teachers might encounter: ?? Treating TRs as isolated activities, rather than integrating them into the curriculum?? ?? Rushing through TRs, potentially limiting students' thinking time ?? Overlooking the importance of documenting?ideas and reflecting on activities ?? Difficulty in releasing control?to allow student exploration or to handle unexpected questions ???? How do you potentially address these challenges? Read the full article in English and Spanish at the link in comments!