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I can and I will use this Harvard site to provide handouts and instructions on thinking strategies.

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Our routine is I used to think, but now I think.  We love the Harvard Project Zero site.  We feel like this could be our PLC focus for next year.  We could take the ideas of Perspective Taking, Perspectives, Controversies, and Dilemmas, and Possibilities & Analogies and focus on those next year.

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4. I would have my dilemma or "topic" in the middle of the room and have students stand on either side of the dilemma. Then as questions are posed, students will move to which side of the dilemma they feel appropriate. Then we will discuss why they are standing where there are. Students can also move back and forth as the discussion continues if their ideas or thoughts change.

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Tug of war
Peel the fruit
Question Organizer

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1)  Peel the Fruit
2)
3) Great visual representation of digging deeper into a concept
4)  Could use with multiple subjects, concepts, and grade levels
5) Sing and dance (and show a poster)

"Your thoughts on the topic should not be mute,
You get to the heart of things when you peel the fruit."

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Tug or War
3-2-1 Bridge organizer
+ - interesting

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1. Chalk Talk
2. Inside Out
3. Tug of War

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1.  Chalk Talk
2. https://www.youtube.com/watch?v=9BcfLgUbZUQ

https://vimeo.com/101254151

3. See our teachers being able to use this with both in-person and online
Think our teachers would be able to easily incorporate this strategy
Wonder how far our teachers can take this strategy in their teaching
4.  This provides both in-person and  distance learners with the ability to discuss in the same space without being in the same space.  Also, helps build learner confidence by providing them a safe space to get explain themselves

Could use this strategy by modeling in PLCs.

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1. Peel the Fruit
2. Color, Symbol, Image
3. Chalk Talk

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1.  Chalk Talk
2.  Compass Points
3.  What Makes You Say That...

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Sara Bell, Tim Power and Sarah Rich · 27 March 2019

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This is a practical guide to using thinking routines in the classroom, with quality ready-to-use activities for each type of routine. This guide begins with a short summary of the research that underpins the use of thinking routines and the purpose of making thinking visible.

Thinking Routines and Activities

What are Thinking Routines?

Thinking routines teach students to make their ideas visible and accessible. This is done through a variety of graphic organisers which help structure ideation and reasoning. They are simple to use, yet powerful in impact.

The purpose of thinking routines is to promote a deeper understanding of content, and help students understand how they think and learn. As Margaret Mead writes:

"Children must be taught how to think, not what to think."
Margaret Mead

A substantial body of research (Hattie, Murdoch, Ritchhard and others) underpins the development of thinking routines in the classroom. One of the benefits for teachers in using visible thinking routines, is being able to see learning through the eyes of students.

Why make thinking visible?

For many students the thinking behind answers and how other students and teachers reach conclusions is ' invisible'. By making thinking ' visible' students are let into the 'secret' of learning by seeing teachers and peers explain their thinking and reasoning.

"Learning is a consequence of thinking, not something extra we tack on for good measure but something in which we must actively engage to promote our own and others' learning."
Ron Ritchhart, Creating Cultures of Thinking (2015)

For learners to thrive in the 21 st century, they must be able to share their thinking in the most accessible way for ' active engagement ' with others.

What are some good Thinking Routines?

This guide includes 22 thinking routines which you can use in your classroom and school. Each thinking routine is linked to a lesson within inquisitive.com, showing how they come alive as visible thinking activities.

See Think Wonder

The curiosity of students is ignited by using a simple object, picture, video, artwork or artefact (stimulus). This is a great introductory thinking routine.

Inquisitive uses an enticing video to introduce the unit Great Journeys (History, Years 3-4). Students are prompted with the question, 'What was the age of exploration?' They dive into a See Think Wonder routine, as their inquiry unfolds.

Lesson: What was the Age of Exploration?

Compass Points

This thinking routine is used to assist students in thinking deeply about a proposition or idea from four perspectives (Compass Points).

Students are presented with an idea and immediate responses can be recorded. They are then asked to look at this idea using the compass point routine. Students record what excites 'E' them about the idea presented, and also consider the negative side of the idea by recording what worries 'W' them. They are then asked to think about what else they would need 'N' to know before accepting or denying the idea. Lastly, students are asked to record their suggestions 'S' for moving forward with the idea. Once complete, students can be asked to reflect on how their thinking has changed throughout the process.

In the Inquisitive unit, A Diverse and Connected World (Geography, Years 5-6), students are asked to think about global connections in the context of tourism. Students watch a short video advertisement for the Best Job in the World, being caretaker of Hamilton Island on the Great Barrier Reef. They then use the Compass Point thinking routine to help them assist in the evaluation of this job opportunity.

Lesson: I've Been to Bali Too

Peel the Fruit

In Peel the Fruit, students are asked to 'peel' back the layers of the issue.

In the Inquisitive unit, Democracy and Citizenship (History, Years 5-6), students are asked to investigate Aboriginal and Torres Strait Islander Rights throughout the 20 th Century. Students are posed the question 'How fairly do you think the Aboriginal people were treated in the early 20 th Century?' They are then asked to colour a square on an Opinion Meter demonstrating how important they believe this issue to be. A variety of statements, images and questions are then shared with the students throughout the unit. Students are consistently asked to return to the 'Peel the Fruit' image to assist them with showing their learning and understanding of this complex issue. Once complete, the students are then asked to graph their answer to the original question and reflect on any changes to their original opinion.

Lesson: Aboriginal and Torres Strait Islander People Rights

Question Organiser

This is a graphic information organiserwith spaces for questions which begin: when, why, who, where and how. It is designed as a visual guide to help students progressively delve deeper into a question or topic to reach a stronger understanding of the chosen area.

Celebrations and Commemorations (History, Years 3-4) is a unit that focuses on cultural celebrations and commemorations around the world. Students are asked to organise themselves into a small group. Each group member selects a different celebration or commemoration to research. Students use the Question Organiser to develop their thinking and assist in breaking down the research question into manageable parts. Students then use this information to create a chapter in a book or film documenting different celebrations and commemorations from around the world.

Lesson: A Celebration of Cultures

3-2-1 Bridge Organiser

This organiser is used to record initial thoughts, ideas, questions and understandings about a given topic. After reading an article or watching a video, students are then asked to rethink their initial opinions after learning more about the topic. The idea is for bridges to be built between ideas when new information is obtained. Students should be focussing on the idea of understanding and connecting their thinking and ideas.

The 3-2-1 Bridge thinking routine is used in the unit The Australian Colonies (History, Years 5-6). In this unit, students are asked to watch a video about the spread of European settlement across Australia during the 1800s. They are then asked to write down three facts, two questions and an interesting observation, from which students research the answer to the two questions they posed.

Lesson: A Story of Australian Settlements

Six Thinking Hats

This thinking routine assists students by looking at things from a number of different points of view ( hats). The Six Thinking Hats technique was created by Edward De Bono. It is good for developing decision making and creativity in thinking. Students are able to put on a hat to view things from a different point of view. The six hats are:

White Hat: Information. What are the facts?

Yellow Hat: Positives and advantages.

Black Hat: Difficulties and dangers.

Red Hat: Emotions and feelings.

Green Hat: New ideas and creativity.

Blue Hat: Managing the thinking process.

In the unit, Different Environments (Geography, Years 3-4), students are introduced to the natural features of Australia. In a differentiated activity, students are asked to use the thinking hats routine to do some research into traditional musical instruments made by Aboriginal and Torres Strait Islander Peoples using natural materials from their surrounds. They are asked to use known information and apply white, yellow, black and green hat thinking.

Lesson: The Great Southern Land

Think Puzzle Explore

The Think Puzzle Explore routine can be a useful way to complete a formative assessment before starting a new learning journey.

Inquisitive uses the Think Puzzle Explore routine to introduce the topic of the United Nations in the unit, The World's Cultural Diversity (History, Years 5-6). Student curiosity is sparked with a stimulus video: Kid President visits the UN. Following the video, they are invited to write down their thoughts on what they know about the UN, what still puzzles them, and which aspects of the United Nations they should further explore.

Lesson: Human Migration

Plus Minus Interesting

In the unit, Features of Places, (Geography, Years 1-2), students are asked to think about the way features of places have changed over time. They select a feature of their local area and examine how it has changed. They brainstorm ways this feature could be improved in the future and as a group, vote on the idea they liked best. Students then use a PMI chart to consider the positive (plus), negative (minus) and interesting aspects of the improvement that most people voted for.

Lesson: Change http://www.inquisitive.com/lesson/238

Inquisitive uses this thinking routine in many of its lessons. In Past and Present Family Life (History, Years 1-2), students are asked to think about how families have changed over time. Photos from the past are displayed showing large families with numerous children. Two questions are presented for discussion which follow the think, pair, share routine: What would be the good things about living in a big family? What would be the bad things about living in a big family?

Lesson: Families Then and Now

Venn Diagram

Venn Diagrams are used to compare two or more things and to show both their similarities and differences. A Venn Diagram is usually made up of two or more circles that overlap. In the outer circles students are able to record how things differ and within the overlapping section they record the similarities. By using this routine, students are able to compare and contrast ideas for a greater understanding. Venn Diagrams can be used for a variety of purposes in all subjects.

Within First Contacts (History, Years 3-4), students are presented with differing ideas and opinions of what has taken place in modern Australian History. This lesson is entitled Terra Nullius? and asks students to research this term. The class is then asked to think about the decision of the British to declare Australia as 'Terra Nullius' and form an opinion on this. Students then create their own Venn Diagram to show the similarities and differences between the views of European and Aboriginal and Torres Strait Islander Peoples towards land ownership. Students are then asked to reflect on how these opposing views would have impacted on the early relations between the European and Aboriginal Peoples.

I Used to Think... Now I Think

This routine captures a change of opinion or perspective from what a student ' used to think' to what they ' now think.'

It enables students to reflect on their learning, be willing to consider different ideas and to be able to acknowledge when their opinion has changed. It can be a useful routine to use for topical or emotive issues. It also gives students the opportunity to reflect on why their thinking may have changed and enhances reasoning skills.

In First Contacts (History, Years 3-4), students are asked to identify who they think discovered Australia. They research a range of explorers who made a significant contribution to the 'discovery' of Australia. Students are asked to think deeply about this question and justify their reasoning and response. They are given opportunities to change their mind, reflecting and analysing along the way. Students are then asked to consider Aboriginal and Torres Strait Islander Peoples' feelings about this question.

Lesson: Who Discovered Australia?

Mind Map

Mind maps are diagrams to visually organise information branching out from a central concept. The branches unpack the central concept into smaller categories. They become a map of a student's thinking.

There are two forms of mind maps: unstructured or structured. An unstructured mind map can be used to assist the recording of free-flowing ideas related to a singular concept. A structured mind map is an excellent way to guide students in their research to help them identify key areas related to a topic or concept. It helps order thoughts and divide concepts into categories.

In the unit, The Earth's Environment (Geography, Years 3-4), students are guided through a study of Brazil. They are provided with a quality eBook about Brazil, and asked to summarise the information of interest to them, using a mind map.

Lesson: South American Country Study

Connect Extend Challenge

This Connect Extend Challenge routine helps students make connections between new and prior knowledge, with an implicit guide as to how to develop their interest further. Recording students' ideas and using them at a later time can also be useful for reflecting on their understanding.

Students are then invited to write their questions on sticky notes and display them in the classroom. The class works together to write their own intergalactic address, starting with their classroom and expanding out until they identify their planet.

KWHL Chart

This chart helps students to organise their thinking before, during and after conducting research.

K stands for what you alreadyKNOW about the subject.

W stands for what you WANT to learn.

H stands for figuring out HOW you can learn more about the topic.

L stands for what you LEARN as you read.

Students structure their research by stepping through each part of the process and also recording what they learn as they go.

Whilst working through the unit, The Earth's Environment (Geography, Years 3-4), students are asked to consider the concept of sustainability. They are given the option of researching one of the most sustainable cities in the world, provided with guided research links to websites and then use the KWHL chart to record their thinking.

Lesson: Who's Looking after this Home of Ours

Colour, Symbol, Image

In the unit, A Diverse and Connected World (Geography, Year 5-6), students learn about global connections through the study of the Olympic Games. In one particular lesson, they are shown a moving video of athlete Derek Redmond running in the Olympic semi-finals in Barcelona in 1992. Students are encouraged to record anything they find interesting, important or meaningful. They are then asked to use the Colour, Symbol, Image routine in relation to one of these observations.

Lesson: Faster, Higher, Stronger

Jigsaw Strategy

The Jigsaw Strategy is achieved by forming groups with 5 or 6 students. Each student in a group has to investigate and learn about a different piece of the overall topic ( jigsaw). They become the expert of that piece. If you have multiple groups, the experts from each group focussing on the same piece, can join together in researching and attaining key insights, before returning to their group to share.

Use of this strategy ensures that all students contribute equally in a group that is inclusive of all. It gives individuals autonomy and responsibility as well as the opportunity to become an 'expert' whilst being supported and guided by those around them.

This routine is completed using the following steps:

1. Students are placed into a group of 5 or 6.

2. Individuals are each given an inquiry question (all groups are given the same set of questions).

3. Students then find others from different jigsaw groups who have the same question. This is their expert group.

4. In their expert group, students discuss the inquiry question. They should record prior knowledge and work together to research and record the information required.

5. When time is up, students are to return to their jigsaw group with the information collected and present their puzzle piece to their group.

When all the puzzle pieces are put together students then have the complete research project.

Inquisitive uses this routine to assist students in locating and analysing information relating to the development of the Australian Colonies after 1800. This lesson, from the unit The Australian Colonies (History, Years 5-6), starts off with a 3D animated presentation introducing the changes made during this time. Students then use the Jigsaw Strategy to investigate inquiry questions in Expert Groups before reporting back to their original Jigsaw Group.

Lesson: A Colonial Puzzle

3-2-1 Graphic Organiser

In the unit, The Earth's Environment (Geography, Years 3-4), the focus is on how Aboriginal and Torres Strait Islander Peoples live sustainable lives. During this research, students are provided with a link to a website about Kakadu, which teaches them about Bininj and Mungguy peoples. Students select an area to research. To assist in summarising this research, a 3-2-1 Graphic Organiser is provided requiring the following information:

Record three things you have learned about protecting the environment, using resources and/or sustainability.

Record two interesting facts you discovered.

Record one new word for your vocabulary.

Lesson: Aboriginal and Torres Strait Islander Peoples Sustainability

Tug of War

The Tug of War routine uses students' familiarity with this game (two teams pulling against each other on a rope) to demonstrate ways in which arguments can be put across to ' pull ' an audience to one side of a debate. Teachers can easily bring this routine into their classroom with a variety of issues and topics in different subjects. This can be completed in pairs, small groups or as a whole class.

In the unit, Australia as a Nation (History, Years 5-6), students are taught about human rights, and learn that privacy is one of those fundamental rights under the UN Declaration of Human Rights. Notwithstanding this, children and adolescents often use the Internet in ways which put their privacy at risk.

Students are posed the question: Does a parent's concern for the right to a safe environment interfere with a child's right to privacy?

An image of a Tug of War rope, with people on opposing sides, is placed in the classroom. Students are asked to think of reasons for both sides of the argument and justify them, recording this on a sticky note to display on each side of the image. Students are then asked to discuss each side. After the discussion, each student is asked to write a recommendation about how rights of safety and privacy for children using the Internet, could be managed.

Concept Map

A concept map is used to show how ideas are connected. Starting with a main idea or topic, arrows fan out to circles and boxes for associated ideas. It allows students to unpack and organise their thinking, and is a powerful way to enrich and deepen student comprehension.

Inquisitive guides students through the creation of a concept map whilst teaching students about traditional land ownership in the unit, Factors that Shape Places (Geography, Years 5-6). Students spend time researching an Aboriginal or Torres Strait Islander land management technique, and are required to present their findings in a concept map.

Lesson: Traditional Land Management

Infographic

An infographic is a way to present information as a diagram, using pictures, graphs, symbols and images. Text is also important on an infographic but should only be in small sections and be short and to the point. Presenting information this way can assist visual learners in understanding the information presented, being easier to read, and designed to be more memorable than paragraphs of words. By using this strategy in the classroom, students are asked to clearly summarise information that they have learned and share it with others.

In the unit, Community and Commemorations (History, Years 3-4), students are asked to research either the International Day of Peace or International Mother Earth Day. They are provided with links to assist in their research. Once they have learned about the significance and origin of their chosen international day, students are asked to create an infographic to share their knowledge.

Lesson: International Celebrations and Commemorations

Step Inside: Perceive, Know, Care About

The Step Inside routine, asks students to consider ( step inside) events or topics from the perspective of different people, or even the perspective of animals, objects or other phenomena. From this unique perspective, what do they perceive, know and care about?

Asking children to look at things from another point of view helps them understand our world and gain empathy and understanding of others. This routine can be used in many different subject areas in a variety of ways. For example, students could be asked to write about a bushfire, however they could be asked to write from the fire's perspective. Students may be shown a picture of the moon landing. Students could discuss the point of view of Neil Armstrong, Buzz Aldrin, the moon, the people watching at home, the Russian astronauts. All of these would have different ideas, opinions and feelings about the same event. Even the youngest students can benefit from this routine.

Inquisitive provides opportunities for Foundation students to place themselves inside a picture. In the unit People Live in Places (Geography, Foundation or Kindergarten Year), students are asked to think about places they belong. They are then asked to think about what it would be like to be in another place. Students are shown visual images of a roller coaster, a waterfall, a birthday party and a dental surgery. They are then asked to step inside each picture and describe what they might see, hear or smell whilst there.

Lesson: Places I Belong To

10 x 2 Visual Thinking Strategy

In the 10 x 2 Visual Thinking Strategy, students are shown an image of an artwork for 30 seconds and then asked to write down ten words or phrases that come to mind regarding the picture. Once students have completed their 10 words/phrases, they repeat the activity, with another 30 seconds to relook at the artwork, and then recording another ten words or phrases, different from the first.

By using the 10 x 2 Visual Thinking Strategy, students have the opportunity to look more deeply into a piece of artwork. It helps students to slow down and make detailed observations beyond a first impression.

Paintings can be used as an historical source to provide insight into the past. In the unit, The Australian Colonies (History, Years 5-6), students learn about the History of Australia beyond 1800. Students are provided an eBook of paintings created by Joseph Lycett, a convict sent to Australia after being sentenced for money forgery. Lycett's talent was discovered by the settlement's commander and he was given the task of recording and painting scenes of the new settlement and its surrounding environment.

Students select a painting to focus on. They use the graphic organiser provided to structure their thinking. In the centre circle, students write the name of their chosen painting. They are given 30 seconds to do nothing but look at the image they have chosen. They then record ten words or phrases about the image. Students repeat the activity, recording their next ten words in another colour.

Lesson: Two Worlds

About Inquisitive

Inquisitive is the Australian education company with a mission to simplify access to quality lessons, so that teachers can enjoy teaching and students can learn with purpose and depth.

This research into thinking routines and visible thinking, informs the ongoing development of inquisitive.com. From this base of research, Inquisitive lessons are then trialled, workshopped and refined in classrooms.

Contact us if you would like to write for Inquisitive.

Head of Education: Sarah Rich

Telephone: +61 2 9969 1885
Email: support@inquisitive.com

Further Research and Acknowledgements
http://www.pz.harvard.edu/resources/visible-thinking-tools https://www.mindtools.com/pages/main/newMN_ISS.htm www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html

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A Teacher's Guide to Visible Thinking A... | Inquisitive AU

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Sara Bell, Tim Power and Sarah Rich · 27 March 2019 Share this post This is a practical guide to using thinking routines in the classroom, with quality ready-to-use activities for each type of routine. This guide begins with a short summary of the research that underpins the use of thinking routines and the purpose of making thinking visible.

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Padlet of Visible Thinking Routine resources

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Padlet of Visible Thinking Routine resources

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Think Puzzle Explore Template - visible Thinking Routine

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Support Online and Blended Learning with Powerful Thinking Routines - Dr. Catlin Tucker

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Project Zero at Harvard's Graduate School of Education has created a collection of Core Thinking Routines as part of their Visible Thinking Project. Teachers can view the entire collection on the Project Zero website, where each routine is described in detail (e.g., purpose, application, launch) in both English and Spanish.

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﻿ ﻿ Children must be taught how to think, not what to think." - Margaret Mead ﻿ ﻿

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This introductory collection includes the Understanding Map and several of Harvard University's Project Zero routines. Workshop participants will select a routine(s) based on the type of thinking a...

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Visible Thinking Routines by Jill Bromenschenkel

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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Visible Thinking Routines for #RemoteLearning

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Visible Thinking Routines for #RemoteLearning

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In this time of remote learning, it is important that we take a moment - no matter what our comfort level with remote teaching - to find a way to stay connected with our students and to truly understand where they are in the learning process Even remote learning can be student-centered.

To do this we need to find a way to hear form our students. They can do this easily using a parent's phone and apps like Seesaw and Flipgrid.

Better Understand Our Remote Learners with Visible Thinking Routines

In their book, Making Thinking Visible, authors Ron Ritchhart, Mark Church, and Karin Morrison describe these thinking routines, many of which classrooms use to uncover the root of the thinking process. These routines can help students tell us more about what they are doing and learning at home and how they are progressing. Having students tell us about their learning is important because, during these unique times, we need to know more about their thoughts and ideas - as well as provide an opportunity to connect as close to face to face as possible and some apps allow teachers to do this easily and with only the need of a smartphone.
Free Flipgrid One-Hour Course: infused.link/online
We know students will be doing work at home, reading books at home, practicing math at home. No matter if you have sent home packets or are continuing the learning on Microsoft Teams or Google Classroom, we need to hear from them. This is the perfect time to employ thinking routines to get at what they are actually learning and where they are in the process.

How Can We Make Visible Thinking More Effective?

We can have students reveal their insights by offering the use of apps that allow them to articulate and record their learning experiences, ideas, and thinking. This is especially important because at the foundation of all good, cognitive learning
The chart is broken up into three sections: the routine itself, when to use it, and what tool can be used to make learning visible.
Thinking routines remind us that learning is not a product, but a process of understanding. During that process, we should encourage our students to verbalize and explain what they're learning, as well as what is and isn't working, what struggles they're facing, what comes easily, and whether they believe they've reached the learning target.

To find out more about how to become a more effective Remote Teacher Check out The Google Infused Classroom and The Microsoft Infused Classroom.

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Visible Thinking Routines for #RemoteLearning - The Infused Classroom

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In this time of remote learning, it is important that we take a moment -no matter what our comfort level with remote teaching - to find a way to stay connected with our students and to truly understand where they are in the learning process Even remote learning can be student-centered.