Headlines A. ROUTINE FOR CAPTURING THE HEART OF THE MATTER Purpose: “THIS ROUTINE HELPS STUDENTS CAPTURE KEY POINTS BEING STUDTED, CAPTURED, OR DISCUSSED. USING A FEW WORDS, STUDENTS COMMUNICATE THE CORE MESSAGE. ‘ll MAKING THINKING VISIBLE RITCHHART, CHURCH, AND MORRISON 2011see Think Wonder A voutine For exploring works of art and other interesting things Pureose: THIS ROUTINE ENCOURAGES STUDENTS TO MAKE CAREFUL OBSERVATIONS AND THOUGHTFUL INTERPRETATIONS. T+ HELes STIMULATE CURTOSTTY AND SETS THE STAGE FOR TNQUTRY. ‘i MAKING THINKING VISIBLE RircuHart, CHURCH, AND Morrison 2(Think Pair Share A routine for ACTIVE reasoning and explanation PurPOSE: TO ENCOURAGE STUDENTS TO THINK ABOUT SOMETHING, AND THEN ARTICULATE THETR THOUGHTS. TT PROMOTES UNDERSTANDING THROUGH ACTIVE REASONING AND EXPLANATION, BECAUSE STUDENTS ARE LISTENING TO AND SHARING IDEAS, TPS ENCOURAGES STUDENTS TO UNDERSTAND MULTIPLE PERSPECTIVES. ‘yl MAKING THINKING VISIBLE Rircawarr, Crurc#, anp Morrisonstep Inside: Perceive, Know about, Care about mA Pe el De Re eee until you climb into his skin ET Reena hu a ee eg A voutine for getting inside viewpoints PurPOose: THIS ROUTINE HELPS LEARNERS VIEW THINGS, PLACES, PEOPLE, SITUATIONS, AND EVENTS “THROUGH A DIFFERENT LENS AND POINT OF VIEW, OPENING UP POSSIBILITIES FOR CREATING. Hes nM MAKING THINKING VISIBLE RITCHHART, CHURCH, AND MORRISON 2011sentence Phrase Word ‘sentence phrase word No snowfloKe feelsp = Strength responsible for anf in os | avalanche oe bers “deeper understanding of §— rerokal Sp mnansedea — *aBruse’y Eyre seention or A routine that can be used to explore a text and facilitate discussion. Purpose: THIS ROUTINE HELPS LEARNERS ENGAGE WITH E MAKE MEANTNG FROM TEXT WITH A FOCUS ON, CAPTURTNG THE ESSENCE OF THE TEXT OR “WHAT SPEAKS TO YOU. MAKING THINKING VISIBLE ‘bh \i { DEEPat RITCHHART, CHURCH, AND MORRISON 2011Question Starts Warr? Way? Wur? Way? * TELL ME A STORY... Wav? CAN YOU TELL ME MORE ABOUT...° A voutine for CREATING thought-provoking questions PurPOSE: THIS ROUTINE PROVIDES STUDENTS PRACTICE DEVELOPING GOOD QUESTIONS THAT PROVOKE THINKING AND INQUIRY INTO A TOPIC, HE PURPOSE OF ASKING DEEP AND INTERESTING QUESTIONS TS TO GET AT THE COMPLEXT TY AND DEPTH OF A TOPTC AND GAIN TNSTGHT FOR ANOTHER. ‘eh MAKING THINKING VISIBLEQuestion Sorts A routine For IDENTIFYING powerful questions to GUIDE inquiry and DEEPEN understanding Purpose: To IDENTIFY POWERFUL QUESTIONS THAT CAN GUIDE INQUIRY AND DEEPEN OUR UNDERSTANDING, WE NEED QUESTIONS THAT ARE BOTH GENERATIVE (THAT TAKE US SOMEWHERE) AND Genutne (THAT WE CARE ABOUT). ‘ah MAKING THINKING VISIBLE ITCHHART, CHURCH, AND MORRISONA routine for DISTILLING the essence of ideas non-verbally PuRPOSE? THIS ROUTINE ASKS STUDENTS TO IDENTIFY AND DISTILL THE ESSENCE OF TDEAS FROM READING, WATCHING OR LISTENING IN NON-VERBAL WAYS BY USTNG A COLOUR, SYMBOL, OR TMAGE TO REPRESENT THE TDEAS. MAKING THINKING VISIBLE itl DEEPat Rircuuart, Cuurcu, aND Morrison 2011Parts Purpose Complexities A ROUTINE FOR SEETNG LAYERS AND DIMENSTONS OF “THINGS PurPOsE: THIS ROUTINE HELPS STUDENTS BUTLD A MORE 3-D IMAGE OF A TOPIC BY IDENTIFYING DIFFERENT LAYERS OF THE TOPTC AND TLLUSTRATING THE COMPLEXITIES OF THE TOPTC AT HAND. ‘yl MAKING THINKING VISIBLE RITCHHART, CHURCH, AND MORRISON 2011Connect Extend Challenge EXT EN & A ROUTINE FOR CONNECTING NEW IDEAS TO PAST KNOWLEDGE Purpose: “THE ROUTINE HELPS STUDENTS MAKE CONNECTIONS BETWEEN NEW IDEAS AND PAST KNOWLEDGE. I ENCOURAGES STUDENTS AS THEY REFLECT TO BE AWARE OF QUESTIONS, PULZLES, £ ROADBLOCKS THEY MAY WRESTLE WITH. ‘ul ‘ MAKING THINKING VISIBLE RITCHHART, CHURCH, AND MORRISON 2011Purpose: THIS ROUTINE ASKS LEARNERS TO CONSTDER IDEAS, QUESTIONS, OR PROBLEMS BY STLENTLY RESPONDING IN WRITING. USED TO UNCOVER PRIOR KNOWLEDGE AND QUESTIONING. T's AN OPEN-ENDED STLENT DISCUSSION. beep MAKING 1 IG DEEPdt ina veL UNC MONONACompass Points W=Woerrisome Big S=Stance or Suggestion A voutine For EXAMINING for Moving Forward propositions Purpose: To help students flesh out an idea ov proposition and eventually evaluate if. ‘ul MAKING THINKING VISIBLE DEEPat RircuHart, CHURCH, AND Morrison 2A routine for reflecting on how and why our thinking changes PURPOSE: THIS ROUTINE HELPS STUDENTS TO REFLECT ON THEIR THINKING ABOUT A TOPIC OR ISSUE. AND EXPLORE HOw AND WHY THAT THINKING HAS CHANGED. STUDENTS ARE DEVELOPING THEIR REASONING ABILITIES AND RECOGNIZING CAUSE AND EFFECT RELATIONSHIPS. ‘bie MAKING THINKING VISIBLE RircuHart, CHURCH, AND Morrison 2011stop Light aka Red Light Green Light 4 Truth 5 0 ge 4 voutine Focusing students on signs of puzzles of truth, understanding, and agreement. PurPose: HIS ROUTINE FOCUSES STUDENTS ON STGNS OF PULZLES OF TRUTH, ALLOWS FOR QUICK ASSESSMENT OF UNDERSTANDING, SUPPORT, AND POST TION. Wuete MAKING THINKING VISIBLE forRIsON 2011OPTIONS EXPLOSION A voutine for creative decision making P PurPOSe: THIS ROUTINE FOSTERS CREATIVE THINKING AND EX- PLORES HIDDEN (UNKNOWN AT THE MOMENT) OPTTONS IN A DECESTON MAKING SETUATTON. 1. MIRKING THINKING VISIBLE DEEPdt hasnt at ectircle of Viewpoints 4 routine for EXPLORING diverse perspectives PuRPOSE? THIS ROUTINE ASKS STUDENTS TO IDENTIFY AND DISTILL THE ESSENCE OF TDEAS FROM READING, WATCHING OR LISTENING IN NON-VERBAL WAYS ‘ase BY USTNG A COLOUR, SYMBOL, OR TMAGE TO REPRESENT THE TDEAS. MAKING THINKING VISIBLE HHART, (URCH, AND MORRISON:Tug of War 4 routine for explorin the complexity of fairness dilewmas PurPOSE: THIS TS ROUTINE BULLDS ON CHILDREN’S UNDERSTANDING WITH THE GAME OF, TuG oF WAR. HELPS THEM SEE THE COMPLEX FORCES THAT TUG AT EITHER STDE OF A FATRNESS DILEMMA. DEMONSTRATES THAT NOT ALL DILEMMAS ARE BLACK AND WHITE. Hal MAKING THINKING VISIBLE