Visible Thinking is an approach to teaching and learning that emphasizes the use of thinking routines to help students develop deeper understanding and critical thinking skills. Developed by researchers at Harvard's Project Zero, Visible Thinking is based on the idea that making thinking visible in the classroom can help students become more aware of their own thinking processes and more adept at using them to learn and solve problems.
Incorporating Visible Thinking routines into the classroom can have a number of benefits for students. By making their thinking visible, students can gain a better understanding of their own learning processes, identify areas where they need more help or practice, and become more confident and engaged learners. In addition, Visible Thinking routines can help teachers better understand their students' thought processes and tailor their instruction to meet individual needs.
Here are some examples of Visible Thinking routines that can be used in the classroom:
Think-Pair-Share: In this routine, students are asked to reflect on a question or topic individually, then discuss their thoughts with a partner, before sharing their ideas with the class. This routine encourages active listening and promotes discussion and collaboration among students.
Circle of Viewpoints: In this routine, students explore a topic or issue from multiple perspectives, taking into account the viewpoints of different groups or individuals. This routine can help students develop empathy and understanding for different perspectives, as well as improve their critical thinking and reasoning skills.
See-Think-Wonder: In this routine, students are asked to observe and analyze a visual image, such as a photograph or artwork, by noting what they see, what they think about it, and what questions it raises for them. This routine encourages careful observation and critical thinking, as well as curiosity and inquiry.
Chalk Talk: In this routine, students write their thoughts and ideas on a large piece of paper or board, without discussion or debate. This routine can promote individual reflection and can be used as a way to gather data on student thinking and understanding.
Connect-Extend-Challenge: In this routine, students are asked to make connections between new information and what they already know, extend their understanding of the topic, and identify areas where they still have questions or challenges. This routine encourages students to build on their prior knowledge, identify areas where they need more support, and engage in deeper reflection and inquiry.
What Makes You Say That?: In this routine, students are asked to provide evidence and reasoning to support their ideas and arguments. This routine can help students develop critical thinking skills, as well as improve their ability to communicate their ideas clearly and persuasively.
Headlines: In this routine, students are asked to come up with a headline that captures the essence of a topic or issue. This routine can help students distill complex ideas into simpler, more memorable phrases, and can also be used as a way to spark interest and curiosity in a topic.
Step Inside: In this routine, students are asked to imagine themselves in the shoes of a character or person, and to describe what they see, hear, think, and feel. This routine can help students develop empathy and understanding for different perspectives, as well as improve their ability to analyze and interpret the thoughts and motivations of others.
I Used to Think, But Now I Think: In this routine, students are asked to reflect on how their thinking has changed over time, based on new information or experiences. This routine can help students develop a growth mindset and a willingness to revise their ideas and beliefs based on evidence and feedback.
Generate-Sort-Connect-Elaborate (GSCE): In this routine, students are asked to generate a list of ideas related to a topic, sort them into categories, connect them to related ideas, and then elaborate on their thinking. This routine can help students develop a more comprehensive understanding of a topic and build connections between different ideas.
Compass Points: In this routine, students are asked to reflect on a topic or issue from four different perspectives: North (what excites you about this idea?), East (what new information or ideas does this idea bring to mind?), South (what concerns or questions do you have about this idea?), and West (what ideas or perspectives challenge your thinking about this idea?). This routine can help students explore a topic from multiple perspectives and develop a more nuanced understanding of it.
Question Starts: In this routine, students are provided with a list of question starters, such as "What if...?" or "How might we...?", and asked to generate questions related to a topic or issue. This routine can help students develop their questioning skills and foster curiosity and inquiry.
Circle of Voices: In this routine, students sit in a circle and take turns sharing their perspectives on a topic or issue. Each student is encouraged to listen actively to their classmates and to build on their ideas and perspectives. This routine can promote discussion and collaboration among students and can help students develop empathy and understanding for different perspectives.
Creative Questions: In this routine, students are asked to generate questions related to a topic or issue that are open-ended and encourage creativity and imagination. This routine can help students develop their questioning skills and foster curiosity and inquiry.
3-2-1 Bridge: In this routine, students are asked to reflect on their learning by identifying three key ideas, two connections they have made, and one question they still have. This routine can help students consolidate their learning, identify areas where they need more support, and promote metacognition.
Zoom In: In this routine, students are asked to closely examine a small portion of an image or text and to make observations and inferences about it. This routine can help students develop their observation and interpretation skills, as well as encourage close reading and analysis.
Think-Puzzle-Explore: In this routine, students are asked to reflect on a topic or issue by identifying what they already know, what puzzles them, and what they would like to explore further. This routine can help students identify gaps in their understanding, generate questions for further inquiry, and promote metacognition.
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