1. I use thinking routines and structures to help students organize their thinking.
  2. I use thinking routines flexibly, spontaneously, and effectively to deepen students’ understanding.
  3. I am good at matching a routine with appropriate content so that students are able to achieve a deeper level of understanding.
  4. Have thinking routines become patterns of behavior in my classroom; that is, do students know particular routines so well that they no longer seek clarification about the mechanics of the routine, instead going straight to the thinking.
  5. Students use routines and structures to further their understanding and as a platform for discussion, rather than as work to be done.