Harvard's Project Zero Thinking Routines
Harvard's Project Zero Thinking Routines
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What is Visible Thinking?
Visible Thinking in 5 Minutes
Visible Thinking in 5 Minutes
Harvard's Project Zero began this work to develop easy to use routines to help students make their thinking visible. These are powerful ways to increase and sharpen critical thinking skills and to build a community of thinkers.
Why would I want to use Visible Thinking Routines?
Harvard's Project Zero
Harvard's Project Zero
Visual thinking routines are principles based on several theories, approaches, and. strategies. Such routines, which are usually used again and again in the classroom, promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. For many students the thinking behind answers and how other students and teachers reach conclusions is 'invisible'. By making thinking 'visible' students are let into the 'secret' of learning by seeing teachers and peers explain their thinking and reasoning.
What is the best resource for me to look at?
Chock full of great stuff with a searchable site by subject, thinking disposition, project, competence, etc. This is POWERFUL!
Catlin Tucker has a fantastic article here explaining why this is worthwhile and she created downloadable Google Slides of key routines here! Click here!
Additional Resources
"Each slide deck focuses on a specific thinking routine." Awesome! Click on each slide deck to get your own copy!
Visible Thinking with Adobe Express
Learn in 30 minutes how to create Visible Thinking Routines with Adobe Express!
Visible Thinking Routines with Technology
Check out the AMAZING resources Holly Clark provides here.
Tug of War Routine
Use Catlin Tucker's "controversial statement" active reading strategy with the Tug of War routine to promote critical analysis, evidence gathering and synthesis.
Link to Catlin Tucker Post: https://catlintucker.com/2021/03/active-reading-strategy/
Zoom In is a thinking strategy that slowly reveals one part of an image at a time. As students observe each part revealed, they develop a hypothesis of what the image is- as more is revealed, students reassess their initial hypothesis in light of the new information. This routine teaches learners agility, flexibility and how sometimes conflicting information may change one’s initial hypothesis.
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