Visible Thinking ... Harvard Ed School Project Zero |
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Billw@projectAcademy.org | |||
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Thinking routines help learners ponder topics that might not seem to invite intricate thinking at first glance, such as arthropods. Such routines jump-start thinking and make it visible.
Example: a thinking routine called think-puzzle-explore, which has students share what they think about a topic, identify questions they puzzle about, and target directions to explore.
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Like the familiar KWL strategy—What do you Know? What do you Want to know? What have you Learned? (Lyman, 1981)—think-puzzle-explore taps students' prior knowledge, but with a key difference. By asking what students "think they know" rather than what they "know," the prompt uses conditional language that suggests possibilities and openness rather than absolutes (Langer & Piper, 1987; Ritchhart & Perkins, 2000).
This encourages sharing of tentative ideas. All students can engage in a conversation focused on personal thoughts rather than definitive knowledge. |
Different Routines
Connect-Extend-Challenge
This routine helps students make connections Ask students these
three questions: ● What new ideas extended or pushed your thinking in new directions? ● What is still challenging or confusing for you? What questions, wonderings, · or puzzles do you have?
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See-Think-Wonder
This routine helps stimulate curiosity and sets the stage for
inquiry Ask students to make observations about an object,
image, or event, answering these three questions: ● What does it make you wonder?
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Compass Points
This routine helps students explore various facets of a
proposition or idea (such as a school dress code) before taking
a stand on it. Ask students these four questions, recording
their responses as the directions of a compass to provide a
visual anchor.
● E = Excited. What excites you about this idea or proposition? ● W = Worrisome. What do you find worrisome about this idea? ● N = Need to Know. What else do you need to know or find out about it? What additional information would help you? ● S = Stance, Steps, or Suggestions for Moving Forward. What is your current stance on the idea or proposition? What steps might you take to increase your understanding of the issue?
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Values, Identities, Actions | Process-sheet-creating-communities | Building a Thinking Routine |
Process Flow
Major Task | Description |
Introduction | Knowing myself----- Ice Breaker ---- Team buddies |
Team Culture | Building our Youth Community -Working together |
Thinking Routines | Self-manage our Inquiry process |
Outside Connections/ Mentors | Develop our outside partners |
What is important to us? | What issues do we want to work on? |
Measurements & Outcomes | Research & Requirements |
Finding possible solutions | Problem Solving |
Iterate and redesign | Evaluating & Discussion |
Celebration and Inform Others | Reporting & Restart another Issue |