Research based practices and teaching to improve student performance

1. “Children must
be taught how to
think, not what
to think”
Margaret Mead
Making Thinking
Visible

2. Activity
•Read the six key principles
that anchor Visible Thinking
on pages 1 and 2 of the
Making Thinking Visible
article.
•Highlight/underline one
phrase that you feel is
particularly significant.
•Each person in your group
shares the phrase they
chose and one sentence
about why that stood out to
them.

3. See. Think. Wonder

4. Making Thinking Visible
OBJECTIVES
• Introduction to investigating and extending student thinking
• Visible Thinking Routines
• Practicing Routines
• Applying this to our unique contexts
• Closing (We will identify ways that Thinking Routines could work in our
unique contexts).

5. Why Use Thinking
Routines
Thinking Routines are
intentionally designed graphic
organizers that
enable students to make their
thinking and learning visible.
They encourage inquiry,
promote reasoning, focus on
process, and make learning
engaging. As an educator, you
can use these Thinking
Routines to make learning
meaningful and authentic in
every classroom context
Encouraging students to make careful observations and thoughtful
interpretations
Enabling students to organize their thoughts in a clear and succinct
manner
Stimulating curiosity and setting the stage for inquiry
Encouraging learners to independently research
Allowing for deeper exploration and understanding of concepts
Inspiring connections between prior knowledge and new learnings
Provoking students to reflect on their learning and goals
Asking meaningful questions

6. How to use Thinking Routines
“Learning is a consequence of thinking” Ron Ritchhart
Thinking routines can be effectively used across every stage of the
inquiry
journey, be it in transdisciplinary or single-subject unit of inquiry and
through
all parts of the inquiry cycle. Whether you’re tuning in or taking action,
Thinking Routines can make learning more visible and more engaging.
Thinking Routines can be used for a range of reasons. Each routine is
best
fit for a certain type of thinking so it’s best to carefully choose your tools.
PZ's Thinking Routines Toolbox | Project Zero (harvard.edu)
Pair up. Try a strategy. Share out

7. Universal Questions for Literature
◦ What is the story? Thinking about narrative, tradition and genre DESCRIBE
◦ Whose voice tells the story? Thinking about character, narrator and style ANALYSE
◦ Why is the story told? Thinking about purpose, audience and motivation EVALUATE
◦ What is the other story? Thinking about choices of the writer and narrator, omissions, characters who might be
silent and why, selective recount HYPOTHESISE
◦ What does the story reveal about being human? Thinking about the deeper meaning of the story for readers,
ideas about timelessness, story as symbol and a product of the world in which it is created
RELATE AND ENGAGE

8. See. Think Wonder

9. What do you do to light a fire in your
students?

10. • Wehaveroutinesforallsortsofthings–managingstudentbehaviorandinteractions, organizational
routines, rules for communication and discourse – so why not also have routines for learning?
• “Thinking Routines are simple structures that can be used across various grade levels and
content. What makes them routines, versus merely strategies, is that they get used over and
over again in the classroom so that they become part of the fabric of classroom culture. The
routines become the ways in which students go about the process of learning.”

11. I see. I think. I wonder