In, Making Thinking Visible, Richart cites the importance of allowing learners to make learning processes visible. 

 

In this Make the Walls Talk project, Grade Three French Immersion students started by observing animals, which lead to questioning and inquiry related to their animal. In parallel with this work, students were working on an Abby Diamond artist study in which they studied and reflected on her work and then created their own animal painting in the style of Abby Diamond. Their final reflection took place as a video journal where they reflected on their questions about their animal, what they thought they had known but what they knew now, what they still wondered. Their art reflection hinged on artistic decision making related to their artwork. 

 

Students reflected in French, an additional language for all students, and as they worked to record a final copy of their reflection made multiple iterations of the video. Students actively listened to one another during recording, engaging in corrective language feedback (Lyster) that improved the overall quality of their spoken language in the final draft.

 

Richart names six routines that, used in a learning context, help demonstrate that thinking about learning has occurred: 

1. Observing closely and describing what’s there  

2. Building explanations and interpretations  

3. Reasoning with evidence  

4. Making connections 

5. Considering different viewpoints and perspectives  

6. Capturing the heart and forming conclusions 

7. Wondering and asking questions  

8. Uncovering complexity and going below the surface of things 

 

In developing visible thinking routines, "teachers begin finding it useful to ask themselves, ‘‘What ideas and thoughts do I want my students to come back to over and over again so that we can change them around, add on to them, and even revise some initial ideas or perhaps take some of them away as we develop and deepen understanding in a topic?’’ (p267) 

 

Mobile augmented reality in the hands of students means they have the opportunity to reflect on work and share explanations and interpretations of the thinking that occurred in realizing their work. They are able to discuss connections between the present work, work already completed and future goals. This allows students to consolidate their learning on a topic. In addition, the use of mobile AR for students means that other learners get to access the learning processes of their peers.

 

The applications for student-created mobile AR are endless!