Cueing Thinking in the Classroom: The Promise of …

1 JAY McTiGHE AND FRANK T. LYMAN, JR. Cueing Thinking in the classroom : The Promise of Theory- Embedded Tools Thinking tools bring sound instructional theory into the classroom in a practical form that students and teachers both enjoy using. Using tx Tbinlarix, sataena learn lo generate Ibelr oun questions, for example, by placing a marker on "facts or events" on the left, lined up with "evaluation" on top and bottom 18 EDUCATIONAL LEADERSHIP. hroughout history, human prog son and Johnson 1984). The think - that, in general, students are not in T ress has been propelled by our development and use of tools.

2 The wheel, telegraph, microscope, Pair-Share method (Lyman 1981) com bines the benefits of wait time and cooperative learning. volved in thought-provoking discus sions. Teachers can integrate effective computer these and other tools think -Pair-Share is a multi-mode questioning and discussion strategies greatly extend human capabilities. discussion cycle in which students lis into their daily repertoires by refer How can the concept of tools help to ten to a question or presentation, have ring to a " Cueing " bookmark (McTighe accelerate progress in education?)

3 Na time to think individually, talk with 1985), which features question starters thaniel Gage (1974) has proposed that each other in pairs, and finally share on one side and discussion strategies teachers use "tools of the trade," tan responses with the larger group. The on the other (fig. 3) During classroom gible teaching/learning devices that teacher signals students to switch from discussion, the bookmark reminds are material embodiments of theoret listening to think , to pair, and to share teachers to use these promising strat ically valid teaching/learning ideas.

4 Ac modes by using cues (fig. 1). egies. cording to Gage, these tools should Cueing enables teachers to manage have: students' Thinking by combating the Thinking Matrix psychological validity they re competitiveness, impulsivity, and pas After looking at a game board think flect what is known about teaching and sivity present in the timeworn recita ing matrix, a 5th grade boy asks his learning; tion model. Both Wait Time I and Wait classmates: "What caused the hero's concreteness they embody knowl Time II can be consistently achieved death .. I mean, what was there edge in materials and equipment; with think -Pair-Share, since students about his life that made you drink he relevance to teachers they have raise their hands only on signal, not bad to die that way?

5 ". practical value in the classroom ; directly after the question or a re In addition to learning to ask ques differentiation by type of learn sponse. Students, individually and in tions that promote Thinking (see Gall ing a relationship exists between the pairs, may write or diagram their 1970, Hare and Pulliam 1980), teach type of tool and the way that a skill, thoughts. Other cues give options for ers are recognizing a need to help concept, process, or attitude is best how students are to think or work in students generate their own questions.

6 Learned. pairs. For instance, teachers may cue Generating their own questions facili Successful classroom applications them to reach consensus, engage in tates students' comprehension (Davey demonstrate that tool-assisted instruc problem solving, or assume the role of and McBride 1986) and encourages tion is indeed a medium for blending devil's advocate (fig. 2). The overall them to focus attention, make predic theory and practice. Here we describe effect of these coordinated elements is tions, identify relevant information, six tools for creating classroom condi a concrete, valid, and practical system, and think creatively about content.

7 Tions conducive to Thinking . made manageable, and thereby ac The Thinking matrix, or Thinktrix, is ceptable to teachers, by Cueing de- a device to aid teachers and students think -Pair-Share in generating questions and responses After the teacher asks a question, 1st (Lyman 1987, see fig. 4). The vertical graders think for 10 seconds and then Questioning/Discussion axis of the matrix contains symbols of talk in pairs as the teacher moves an Strategies Bookmark types of thought; the horizontal axis arrow on a cue chart from think to During classroom discussion of the lists categories that give points of de pair.

8 Limits of First Amendment rights, a parture for inquiry, which vary accord Over 20 years of research on "wait high school social studies tec r ing to the subject area For example, time ' has confirmed numerous bene glances at a laminated bookmark ,-e's using the matrix in language arts, fits from allowing three or more sec holding and assumes the role ofdevil's teachers or students point to an inter onds of silent Thinking time after a advocate in response to student com section such as cause/effect and eivnt question has been posed (Wait Time I) ments.

9 Or character and ask a question about as well as after a student's response Over 2,000 years ago, Socrates dem the cause of the hero's death; in soeal (Wait Time II). These benefits include onstrated the power of questioning to studies, they could point to the inter longer and more elaborate answers, stimulate Thinking . Educators today section of idea to example and theme inferences supported by evidence and know that the way a teacher structures or concept and ask for historical exam logical argument, greater incidence of a question influences the nature of the ples of balance of power.

10 Speculative responses, increased stu Thinking required to respond. We also The Thinktrix has many uses in the dent participation in discussion, and know that follow-up discussion strate classroom . Students can analyze class improved achievement (Rowe 1986). gies, such as asking for elaboration, room questioning or discourse; or Also, the use of cooperative learning influence the degree and quality of they can create, analyze, and answer structures promotes student involve classroom discussion. Despite this their own questions using a desk-size ment and increased verbal interaction, knowledge, however, Goodlad (1983) matrix as a game board.