Thinking Routines
Thinking routines provide a structure for classroom discussions and learning. These routines are used on a regular basis in a classroom to promote the development of student thinking. The thinking routines used at Paideia are derived from the years of work and research done by Harvard's Project Zero program. ile@p provides training to teachers on using thinking routines with their students, and models many of the routines in workshops and meetings. Click here for more information on visible thinking and thinking routines.
Below, you will find a list of some of the thinking routines we have used at Paideia.
Thinking Routines:
A routine for activating prior knowledge and making connections
Text-based discussion that identifies key concepts in the text
A routine for clarifying truth claims
Identification of perspectives around an issue or problem
A routine for distilling the essence of ideas non-verbally
A routine for examining propositions
Connects new ideas with prior knowledge and raises awareness of puzzles or questions
A routine for exploring causal understanding
GENERATE, SORT, CONNECT, ELABORATE
A routine for organizing one's understanding of a topic through concept mapping
A routine for activating prior knowledge and generating ideas to build a broader picture.
Used to summarize the theme of a lesson, text, image, or topic
A routine noticing truth occasions
I USED TO THINK, NOW I THINK...
A self-reflection tool to examine how one's thinking has changed or shifted over time
This routine is designed to support learners and teachers to provide both positive and constructive feedback to another about a learning artifact.
This routine creates an opportunity for students to own and drive the direction of a conversation and important topics and concepts.
A routine to explore complex components of an incident, text, or photograph
A routine for constructing collective meaning of words, ideas, concepts, or events
Used to develop understanding of a complex topic
A routine for identifying key ideas and committing them to memory
A routine for creating thought-provoking questions
A routine focusing students on signs of puzzles of truth
A routine for giving and receiving ideas from peers during the early stages of learning, when new ideas can be easily integrated and may be useful in shaping the work.
A routine for exploring works of art and other interesting things
Text-based routine to identify what was important or meaningful
Used to explore different viewpoints and perspectives
A routine to ensure equal participation and active listening in a class discussion
Identifying and building both sides of an argument or tension/dilemma
A question that teachers can weave into discussion to push students to give evidence for their assertions
Exchange ideas to find similarities and differences.
This routine encourages students to capture the heart of the content being studied. It also helps them to reflect on the process of essence capturing.
A routine to give everyone an opportunity to have their ideas and understandings enhanced by hearing from others.
MORE THINKING ROUTINES:
A routine to discern the significance of a topic in global, local, and personal contexts
A routine for exploring the complex interaction between beauty and truth
A routine to motivate students to take action in personal, local, and global spheres.
A routine to engage learners to construct meaning
A Project Zero “Agency by Design” thinking routine for finding opportunity.
A routine for structuring analysis of creative works
Equal participation in a conversation that ensures everyone contributes
A routine for connecting the bigger picture
A routine for predicting, justifying, comparing, and reflecting.