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We met each other.

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We discovered what thinking is.

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Early Exposure to Thinking Routines - Using a "See Think Wonder" at Philadelphia Art Museum long before this course!

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Hard to read but this was a breakthrough moment for me where I began to see that TR can be useful for so many reasons. Here, my reluctant student found his voice and shared his perspective with the classroom. It was a big moment for him analyzing the text.

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Some of us succeed from the very beginning, others had to keep trying.

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We observed some outcomes from students, regarding participation, motivation, or just eagerness to share.

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"See, Think, Wonder" responses: ages 5 to 12.

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As we traveled deeper into visible thinking, it was clear routines can be used with any age, in any educational setting or learning place. As discussed in our "Making Visible Thinking" book, educators can maintain or modify depending on the context of their teaching, students, and institutions.

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Part of what was exciting in my role as a learning specialist and being a member of this group was the collaboration with colleagues. We all agreed that we needed the time and discussion to understand and "unpack" the thinking routines. As I learned, I began sharing some of the routines with teachers and using them in other classrooms. I believe there is a true benefit to using the thinking routines to "hear" all students, especially the ones that are reluctant to share.

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At first, the tools (thinking routines) felt like a lot of individualized activities or tools.  We read about them and even struggled to implement them.  As we grew more comfortable with the tools, we begin to see them as a "toolbox" and then we learned when to use them to properly to maximize the effect in our classrooms. We are still learning how to use our toolbox.

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Thinking routines are global: they give students a toolkit to use in any classroom (anywhere) as they travel through school, then out in the greater world.

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Our learning process is like creating a stew.

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Our learning process is like creating a stew.

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This is metaphorical for the thinking routines. The thinking routines, done well, need many ingredients for the "stew" or classroom outcome to be done well. If there is only "meat" in the stew, the thinking routines would be lacking in the classroom (and may feel like another activity). In this way, the routines are a little bit of everything: classroom expectations. collaborations, environments, practice and of course, time! We all know that a good stew needs time to cook.