SHADOW ON THE MOUNTAIN by Margi Preus

Visible Thinking Routine – After reading up to page 157

Purpose: Compass Points enables groups of learners to consider an idea or proposition from different angles. Learners can explore the pluses and minuses of the situation and identify areas that need to be further investigated.

Reference Making Thinking Visible book, pages 93-100

Set up:

  • PROPOSITION: Espen is faced with a difficult decision: Escape to Sweden or stay and continue spying for Norway. Espen decides to stay.
  • Place four large sheets of paper, one for each compass point, on the classroom walls. Label each sheet with one of the letters denoting the compass points. (E,W,N,S)
  • Alternatively, the proposition can be written on the whiteboard and the four points of the compass written around it.
  • Distribute sticky notes for students to write their ideas on.

PRESENT PROPOSITION:

Espen is faced with a difficult decision: Escape to Sweden or stay and continue spying for Norway. Espen decides to stay.

COMPASS POINTS:

E = Excitements. Ask, “What excites you about this proposition? What’s the upside?What might Espen be excited about?”Allow time for learners to think and write their ideas. Once students are ready, have them post their ideas. Do this after each compass point.

W = Worries. Ask, “What worries would you have about this? What are your concerns? What’s the downside?”

N = Needs. Ask, “What do you need to know and gather more information about to help you better understand this issue or prepare for this event?”

S = Stance, Steps, or Suggestions. Ask students to take a stance toward the proposal, or identify next steps for actions, or make suggestions for enhancing the situation.

SHARE THINKING – after EACH compass point completion

Assessment: The Compass Points routine provides many opportunities to observe learners’ flexibility in considering different aspects of a problem/situation/proposition as they move from one step of the routine to the next. Are students able to think beyond their immediate reactions and positions? Are they able to generate multiple responses at each juncture or just one? Noticing how learners manage the “Need to Know” step enables teachers to see how their students are able to analyze the information they have and identify what else is needed to further their own and the group’s understanding of the topic.

Provided by Authors In April, Rochester Michigan, 2016

All Visible Thinking Routines are based from Making Thinking Visible by Ron Ritchart, Mark Church, Karin Morrison