MakingThinkingVisible

HowtoPromoteEngagement,Understanding,and
g g
,
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IndependenceforAllLearners
RonRitchhart .MarkChurch.KarinMorrison
ProjectZero,HarvardGraduateSchoolofEducation

7,000wordsaccountfor90%ofour
d l
dailyusage
Think asawordranksinthetop125
intermsoffrequencyinprint.
q
y p
Think isthe12
is the 12th mostusedverbinthe
most used verb in the
Englishlanguage.
Whatareweaskingstudentstodo
whenwetellthemtoTHINK?

HarvardGraduateSchoolof
EducationsProjectZero
d

TheMission:
h
Learningtothinkandthinking
g
g
tolearn
FFosteringengagement,
i
uncoveringunderstanding,and
promotingindependencewithin
aclassroomcultureofthinking
TTeachersmodeling
h
d li thinkingand
thi ki
d
beingexplicit aboutthethought
process

ThinkingRoutines
g
RoutinesforIntroducing
and
ExploringIdeas

describing,wondering,
interpreting,uncovering,
questioning,distilling,observing
details building explanations
details,buildingexplanations

RoutinesforSynthesizing
and
OrganizingIdeas

summarizing,capturingtheheart,
g
g,
y g
,
organizing,identifyingconnections,
raisingquestions,analyzing,
reflecting

RoutinesforDiggingDeeper
IntoIdeas

reasoningwithevidence,takinga
perspective,identifyingbias,raising
questions,making
counterarguments identifying
counterarguments,identifying
complexities

Thinking Routines Culture Shapers

ThinkingRoutinesCultureShapers
Sendingmessagesaboutlearning:
Consequence ofthinking
Bothacollective endeavorandanindividual
process
Incremental andevolving
Involves
Involvescontinualquestioningaimedat
continual questioning aimed at
uncoveringthecomplexityofideas
Active
Activeprocessrequiringpersonal
process requiring personal
involvement

Thinking Routines Involve:

ThinkingRoutinesInvolve:

Q ti i
Questioning
Listening
Documentingg

Questioning
Askquestionsthat:
Modelyourinterestintheideasbeing
explored Ask authentic questions
explored.Askauthenticquestions.
Constructunderstandingbyconnecting
g y
g
orextendingideas.
FFacilitatetheilluminationofstudents
ili
h ill i i
f d

ownthinkingtothemselves.What
makesyousaythat?

Listening
Modelyourabilitytoreally
listen andaskpowerfulfollow
upquestions.
Successfulgroupinteractions
dependonthegroupsabilityto
li t
listenandtorespondtoone
dt
dt
anothersideas.

Documenting
Captures
Capturestheevents,questions,and
the events questions and
conversationsthatprovokeandadvance
learningovertime.
Supportslearningfromearlychildhood
throughsecondaryschool.
Connectstheactoflisteningandextendsit.
Savingstudentideassignalsthattheideas
havevalue.

Thinking
routines are structures.
Thinkingroutinesarestructures.

Thinkingroutinesoperateasstructures thatsupport
thinking.
The
Thestepsoftheroutineactasscaffolds
steps of the routine act as scaffolds thathelp
that help
studentsthinkatahigherandmoresophisticated
level.
Thesestructures canbeusedforwholeclassorsmall
group discussions
groupdiscussions.

Thinkingroutinesarepatternsor
b h
behaviors.

When
Whenthinkingroutinesareusedregularlythey
thinking routines are used regularly they
becomepartofthepattern oftheclassroom.
Studentsinternalize messagesaboutwhatlearning
isandhowithappens.
pp

Learning
L
arn ng and
an Innovation
nno at on Skills
S s 4Css
Critical Thinking and Problem Solving Skills
Use various types of reasoning appropriate to the situation
Analyze how parts of a whole interact with each other

Effectively analyze and evaluate evidence, arguments, claims and

beliefs

Analyze and evaluate alternative points of view

Synthesize and make connections between information and

arguments
Interpret information and draw conclusions based on the best
analysis
Reflect critically on learning experiences and processes
Identify and ask significant questions that clarify various points of
view and lead to better solutions

Making Thinking Visible Strategy

All three categories of routines (Introducing & Exploring Ideas,
Synthesizing & Organizing, and Digging Deeper)
Zoom In
The Explanation Game
Generate-Sort-Connect-Elaborate: Concept Map
What Makes You Say That?
See-Think-Wonder
Claim Support Question
Claim-Support-Question
Tug-Of-War
Red Light, Yellow Light
Step Inside
Headlines
Circle of Viewpoints
Compass Points
Claim-Support-Question
Generate-Sort-Connect-Elaborate: Concept Maps
3-2-1 Bridge
Sentence-Phrase-Word
The Micro Lab Protocol
I Used to Think . . . Now I Think
Think-Puzzle-Explore
The 4Cs
p
Points
Compass

Communication and Collaboration Skills

Participate in rich conversations
Articulate thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts

Listen effectively to decipher meaning, including knowledge, values,

attitudes and intentions

Demonstrate ability to work effectively and respectfully with

diverse teams

Making Thinking Visible Strategy

All three categories of routines (Introducing & Exploring Ideas,
S th i i & O
Synthesizing
Organizing,
i i
and
d Digging
Di i D
Deeper))
Chalk Talk
CSI: Color, Symbol, Image
I Used to Think . . . Now I Think
Sentence-Phrase-Word
H
Headlines
Circle of Viewpoints
Step Inside
Red Light, Yellow Light
Tug of War
Sentence-Phrase-Word
Cl i S
Claim-Support-Question
t Q
ti
The Explanation Game
All three categories of routines (Introducing & Exploring Ideas,
Synthesizing & Organizing, and Digging Deeper)

Assume
m shared responsibility
p
y for
f collaborative work,, and value the
individual contributions made by each team member

Creativity and Innovation Skills

Use a wide range of idea creation techniques
Create new and worthwhile ideas (both incremental and radical
concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to
improve and maximize creative efforts
Respect and utilize creative contributions of others
Be open and responsive to new and diverse perspectives;
incorporate group input and feedback into the work

Making Thinking Visible Strategy

All three categories of routines (Introducing & Exploring Ideas,
Synthesizing & Organizing, and Digging Deeper)
Connect-Extend-Challenge
3-2-1 Bridge
Compass Points
Compass Points
The Micro Lab Protocol
The 4Cs
Circle of Viewpoints
Tug-Of-War

ForcesthatBuildandNurtureCultures
ofThinking
f h k
Expectations

For thegroupoutcomeaswellasthetypeofthinkingrequired

Opportunities

Content,interactionwithit,andstudenttask

Time

Required forinsight,connection, andunderstanding

Modelingg

Provides concreterolerequirements
q

Language

Teachernames,notices,andhighlightsthinkinginaction;students
learntousethelanguage

Environment

Arrangement ofspacecontributestotheculture
of space contributes to the culture

Interactions

Showingrespectbylisteningandquestioning

Routines

Oncethey areestablishedcanbeusedwithverylittledisruption

Think aboutit...
about it . . .
Whenteacherscomplainthattheirstudentsarenotthinking,itis
oftenbecausetheyhavebeentaughtnottothink.
ft b
th h
b
t ht t t thi k
ProjectZeroresearchershaveconsistentlyfoundthatwhen
thinking becomes part of the daily practice of the classroom and
thinkingbecomespartofthedailypracticeoftheclassroomand
teachersshowaninterestinandrespectforstudentsthinking,
thenstudentswhohadnotpreviouslybeenseenasacademically
strongbegintoshine.
Whenschoolisnolongeraboutthequickrightanswerbutfocuses
ontheexpressionofonesideas,questions,andobservations,
thenanewplayingfieldiscreatedfor
students.

allll

Childrengrowintotheintellectuallifeofthose
around them. (Vygotsky)
aroundthem.