Reading Reflection: After reading the required material for this module, type a reflection  that include the following:

Analyze HOM used: Start your reflection addressing a habit(s) of mind (HOM) that you used to understand the topic and analyze how and why did you use that HOM. Use the “How are we doing” checklist (Download “How are we doing” checklist (Word) to support your reflection.
Question: Post one question for the discussion about each chapter. These questions should require interpretation of the ideas laid out in the chapter and should reflect your careful reading and thinking about its content.  You do not need to provide answers to these questions. The quality of your questions will be considered as part of the assignment grade using Arthur Costa’s quinksto an external site.. Make sure to include the level of questioning next to each question. 

The criteria for your grade will be:

Reading reflection (not summary or bullets) (1 point)
Analyze HOM used (2 points)
Questioning level based on Arthur Costa (2 points)

Reading: Ritchhart, et al.  MTV  3 pages 45-52 Making Thinking Visible: How to promote engagement, understanding, and independence for all learnersRitchart, R. Church, M., Morrison, K.San Francisco Jossey- Bass Publishers. 2011ISBN-10 047091551XISBN-13 978-0470915516  Chapter 8Shifting Teachers’ Discourse


Shifting Teachers’ Discourse in the Classroom:

Implications of Cultivating Habits of Mind, Visible Thinking, and Teaching for

Understanding in a Graduate Childhood Curriculum Course

Angela K. Salmon, Ed.D.

Florida International University

Debra Mayes Pane, Ph.D.

Florida International University

Shifting Teachers’ Discourse


Shifting Teachers’ Discourse in the Classroom:

Implications of Cultivating Habits of Mind, Visible Thinking, and Teaching for

Understanding in a Graduate Childhood Curriculum Course

It is common for teachers to teach in the same way that they were taught. In their teacher

discourse, teachers often communicate and reflect their philosophies of teaching and learning,

teaching approaches, and habits of mind. This chapter presents our approach of embedding and

consolidating the Habits of Mind (HoM) and using the Visible Thinking (VT) approach to

develop thinking dispositions within a Teaching for Understanding (TfU) framework (Blyte &

Associates, 1998) in a graduate course (Childhood Curriculum, EDE 6205) in the College of

Education (COE) at Florida International University (FIU) which is designed for candidates to

study curriculum theory, research, construction, and evaluation. The combination of approaches

have been designed and applied to enhance thinking and understanding of teachers/master’s

degree candidates’ enrolled in the MS Curriculum and Instruction – Jamaican program.

Additionally, we designed a qualitative case study of course participants to explore the three

important interrelated frameworks [HoM-VT- TfU] for developing dialogical and dialectical

thinking through teachers’ discourse (Flyvbjerg, 2011). The study took place in in several

regions of Jamaica during the summer term, 2012. The study included the candidates’ field

notes and audio/videotaping of their lessons taught at early childhood, elementary, middle, and

high school levels in very diverse learning settings in grades pK-12 schools. We triangulated the

data from different candidates’ artifacts that revealed how the three frameworks of EDE 6205

Shifting Teachers’ Discourse


were a call to action in their current practices to reflect on their classroom discourse, and that the

new ideas/approaches would have favorable implications in their students’ learning outcomes.

Childhood Curriculum Course EDE 6205

Thinking is a critical component in the learning process. Learning is a consequence of

thinking (Perkins, 1992); thus, we believe that it is important for teachers to interpret the concept

of thinking and how it is reflected in their discourse in the classroom. EDE 6205 was designed

with this end-goal in mind.

Our Philosophy: Setting the Stage for Dialogical and Dialectical Thinking

Paul (2001) distinguishes between two theories that reveal the teacher’s discourse in the

classroom: (a) the

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