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Author: khushboo.sheth @fountainheadschools.org

LEAP:- Visible thinking routine-CSI

LEAP:- Visible thinking routine-CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

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LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0546 img_0547 img_0548 img_0549 img_0550 img_0551 img_0552 img_0553 img_0554 img_0555 img_0556

LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0578 img_0580 img_0581 img_0582 img_0583 img_0584 img_0585 img_0586 img_0587

LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0589 img_0592 img_0593 img_0594 img_0595 img_0596 img_0597 img_0598 img_0601

LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0624 img_0626 img_0627 img_0628 img_0629 img_0630 img_0631 img_0632 img_0633 img_0635 img_0636

LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0637 img_0638 img_0639 img_0640 img_0641 img_0643 img_0644 img_0645 img_0646 img_0647

LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0648 img_0649 img_0650 img_0651 img_0652 img_0653 img_0654 img_0656 img_0657 img_0658 img_0659 img_0660 img_0661

Describe it!!

Describe it!!

The LEAP session in the previous cycle catered to the strand of ‘Multiple intelligence- language smart’ in which students were given an exposure to descriptive writing .

What is Multiple intelligence?- The Theory of Multiple Intelligences which was proposed by Howard Gardner in his 1983 book Frames of Mind. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

  • Linguistic intelligence (“word smart”)
  • Logical-mathematical intelligence (“number/reasoning smart”)
  • Spatial intelligence (“picture smart”)
  • Bodily-Kinesthetic intelligence (“body smart”)
  • Musical intelligence (“music smart”)
  • Interpersonal intelligence (“people smart”)
  • Intrapersonal intelligence (“self smart”)
  • Naturalist intelligence (“nature smart”)

Details of learning engagement-  The session comprised of three tasks .

Task one: Students were given to read a very short and vague description of a thing/place/person/scene  and then visualize and depict it as a  drawing.

Task  two :Students were given another description in which the description of the same thing/place/person/scene given in task one was more vivid and understandable.

Once the first two task were over a short discussion was taken where students compared their drawings and the details of both the readings.In this way students themselves identified the writing genre they were going to learn in language class.

Task three : In the concluding part the students were given a picture and were asked to  apply their learning about how to write a description of a given thing/setting and they wrote the detailed description like the one they read in task two.

The students throughly enjoyed the session.

Glimpeses of the session.

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Describe it!!

Describe it!!

The LEAP session in the previous cycle catered to the strand of ‘Multiple intelligence- language smart’ in which students were given an exposure to descriptive writing .

What is Multiple intelligence?- The Theory of Multiple Intelligences which was proposed by Howard Gardner in his 1983 book Frames of Mind. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

  • Linguistic intelligence (“word smart”)
  • Logical-mathematical intelligence (“number/reasoning smart”)
  • Spatial intelligence (“picture smart”)
  • Bodily-Kinesthetic intelligence (“body smart”)
  • Musical intelligence (“music smart”)
  • Interpersonal intelligence (“people smart”)
  • Intrapersonal intelligence (“self smart”)
  • Naturalist intelligence (“nature smart”)

Details of learning engagement-  The session comprised of three tasks .

Task one: Students were given to read a very short and vague description of a thing/place/person/scene  and then visualize and depict it as a  drawing.

Task  two :Students were given another description in which the description of the same thing/place/person/scene given in task one was more vivid and understandable.

Once the first two task were over a short discussion was taken where students compared their drawings and the details of both the readings.In this way students themselves identified the writing genre they were going to learn in language class.

Task three : In the concluding part the students were given a picture and were asked to  apply their learning about how to write a description of a given thing/setting and they wrote the detailed description like the one they read in task two.

The students throughly enjoyed the session.

Glimpeses of the session.

img_0493 img_0494 img_0495 img_0496 img_0497 img_0498 img_0499 img_0500 img_0501 img_0502 img_0503 img_0504 img_0505

Describe it!!

Describe it!!

The LEAP session in the previous cycle catered to the strand of ‘Multiple intelligence- language smart’ in which students were given an exposure to descriptive writing .

What is Multiple intelligence?- The Theory of Multiple Intelligences which was proposed by Howard Gardner in his 1983 book Frames of Mind. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

  • Linguistic intelligence (“word smart”)
  • Logical-mathematical intelligence (“number/reasoning smart”)
  • Spatial intelligence (“picture smart”)
  • Bodily-Kinesthetic intelligence (“body smart”)
  • Musical intelligence (“music smart”)
  • Interpersonal intelligence (“people smart”)
  • Intrapersonal intelligence (“self smart”)
  • Naturalist intelligence (“nature smart”)

Details of learning engagement-  The session comprised of three tasks .

Task one: Students were given to read a very short and vague description of a thing/place/person/scene  and then visualize and depict it as a  drawing.

Task  two :Students were given another description in which the description of the same thing/place/person/scene given in task one was more vivid and understandable.

Once the first two task were over a short discussion was taken where students compared their drawings and the details of both the readings.In this way students themselves identified the writing genre they were going to learn in language class.

Task three : In the concluding part the students were given a picture and were asked to  apply their learning about how to write a description of a given thing/setting and they wrote the detailed description like the one they read in task two.

The students throughly enjoyed the session.

Glimpeses of the session.

img_0472 img_0473 img_0474 img_0475 img_0476 img_0477 img_0478 img_0479 img_0480 img_0481 img_0483 img_0484 img_0486 img_0489 img_0491