I’ve spend several hours this morning working on a think-aloud about writing a contrast paper that I will, hopefully, record tomorrow and post to YouTube. I have found that as I went to create charts to represent my thinking about how to write a contrast paper, I had to insert more details. I would have to stop myself and say, “What am I thinking now?” I had to add details one by one to represent how a student would think. What are three main differences? The first is … The second is… Also, as a teacher, I had to think of where the students were likely to make mistakes and to emphasize those points. For example, often writing students write down evidence without thinking of how it provides a contrast to the evidence already existing for a certain category.
It is a challenging exercise to do a think-aloud in which I, as a teacher, have to think through each mental step a student needs to make. I now realize that, in the past, I made some mental leaps in my instruction and I now understand why numerous students did not leap with me.
Have you created a think-aloud?
Education with Technology Harry G. Tuttle 
