Building Confidence in High Ability Learners through Visible Thinking in History
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Building Confidence in High Ability Learners through Visible Thinking in History
| Project Type: Practitioner Inquiry | Discipline: Humanities |
|---|---|
| Duration: 09/2015 - 03/2016 | Domain: Pedagogical Approaches |
Abstract:
This study investigates the use of Visible Thinking routines implemented in 
6 History classrooms at Raffles Girls’ School (Secondary). Visible Thinking is an approach developed by researchers at Harvard Project Zero (Harvard Project Zero, 2005) that makes thinking an explicit and overt part of classroom discourse. Besides deepening students’ subject matter learning, Visible Thinking routines also help make them aware of the development in their thinking. 193 high-ability students from four Year 2 and two Year 1 classes were exposed to the routines of Visible Thinking throughout their Lower Secondary History lessons from July 2015 to February 2016. Students were found to be more confident of their content mastery, become less critical of themselves, and are interested to find out more about the subject matter.
6 History classrooms at Raffles Girls’ School (Secondary). Visible Thinking is an approach developed by researchers at Harvard Project Zero (Harvard Project Zero, 2005) that makes thinking an explicit and overt part of classroom discourse. Besides deepening students’ subject matter learning, Visible Thinking routines also help make them aware of the development in their thinking. 193 high-ability students from four Year 2 and two Year 1 classes were exposed to the routines of Visible Thinking throughout their Lower Secondary History lessons from July 2015 to February 2016. Students were found to be more confident of their content mastery, become less critical of themselves, and are interested to find out more about the subject matter.
Research Personnel:
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