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I am Zenab Khan, your session Moderator. I wish to create a collaborative learning space for all of you. 

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I am Zenab Khan, your session Moderator. I wish to create a collaborative learning space for all of you. 

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Visible Thinking Routines (VTRs) are a collection of strategies designed to make students' thinking processes visible and explicit, fostering deeper engagement and understanding in the classroom. Developed at Harvard's Project Zero in the late 1990s, these routines encourage observation, questioning, and reflection, helping learners organize their thoughts and develop critical thinking skills. Over 60 VTRs have been developed to cater to various subjects and age groups, making them versatile tools for educators worldwide. These routines are now widely used in inquiry-based learning frameworks like the International Baccalaureate (IB) Primary Years Programme (PYP), promoting student-centered learning environments.

What is Visible Thinking?

Visible Thinking is an approach that encourages students to make their thinking visible by expressing their thoughts about what they see, read, or hear. This method is based on the belief that thinking should be shared and discussed to enhance learning. VTRs provide structured yet flexible tools for teachers to guide students through this process. As Ritchhart et al. (2011) explain, "Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters" (p. 45).

Teachers commonly confuse Visible with visual. Visual thinking refers to the process of using visual aids, such as images and diagrams, to understand and communicate ideas, whereas visible thinking emphasizes making thought processes explicit through structured routines. While both enhance comprehension, visible thinking focuses more on verbal expression and reflection of cognitive processes.

Project Zero and the Development of VTRs

Harvard's Project Zero has been instrumental in developing over 60 different Visible Thinking Routines aimed at promoting critical thinking, creativity, and collaboration among students. These routines are designed to be simple yet powerful tools for making thinking visible in various contexts. Some of the most well-known routines include See-Think-Wonder, Think-Puzzle-Explore, Compass Points, Color-Symbol-Image, and KWL (Know-Want-Learned). Each routine serves a different purpose but all share the common goal of encouraging deeper engagement with content through structured thinking processes.

The key components of Visible Thinking Routines revolve around fostering observation, analysis, questioning, and reflection. These routines are designed to be simple structures that can be easily remembered and applied across different subjects and age groups. Below are some important aspects that define VTRs:

Structured Simplicity: VTRs are built around a set of questions or prompts that guide students through a process of observation, interpretation, and reflection. The routines are typically short sequences of steps that can be used individually or in groups. This simplicity makes them easy for teachers to implement in various classroom settings.

Broad Range of Thinking Moves: VTRs encompass a wide range of cognitive processes such as observing details, making connections between ideas, analyzing evidence, asking questions, and reflecting on learning. By engaging students in these thinking moves regularly, teachers help them develop habits of mind that promote critical thinking.

Flexibility: One of the strengths of VTRs is their flexibility. They can be adapted to suit different subjects, topics, and age groups. For example, while one routine might focus on interpreting images in an art class, another might be used to analyze data in a science lesson. This adaptability allows teachers to tailor routines to meet the specific needs of their students.

Collaborative Learning: Many VTRs encourage group discussions where students share their observations and interpretations with peers. This collaborative aspect not only enhances understanding but also exposes students to diverse perspectives. By listening to others' viewpoints, learners can refine their own thinking and gain new insights.

Engagement with Inquiry-Based Learning: VTRs align well with inquiry-based learning approaches where students are encouraged to ask questions and explore topics deeply. These routines provide a structured framework for inquiry by guiding students through processes of observation, questioning, analysis, and reflection.

The Role of Questions in VTRs

Questions serve as the backbone of Visible Thinking Routines by guiding the flow of thought during activities. There are three main types of questions used within these routines:

What do you see? - Encourages careful observation.

What do you think is happening? - Prompts interpretation based on observations.

What do you wonder? - Sparks curiosity by inviting further inquiry.

What makes you say that? - Asks for justification of interpretations.

What else can we find? - Encourages further exploration beyond initial observations.

How does this connect to what we already know? - Promotes linking new information with prior knowledge.

What are the implications of this? - Encourages thinking about broader impacts or significance.

How might different perspectives influence our understanding? - Invites consideration of various viewpoints.

How can we explore this further? - Prompts action-oriented thinking for further investigation.

By using these questions strategically within routines like See-Think-Wonder or What Makes You Say That?, teachers can help students move from surface-level observations to deeper analysis and critical reflection.

Making Thinking a Habit

One of the primary goals of using VTRs is to help students develop thinking as a habit rather than an isolated activity confined to specific tasks or lessons. Teachers must work towards making observing, analyzing, and questioning second nature for learners so they become critical, creative, and deep thinkers. When students regularly engage in visible thinking routines across various subjects and contexts, they begin to internalize these cognitive processes as habitual ways of approaching problems or new information.

This habit-forming approach aligns with John Dewey's philosophy that "we do not learn from experience...we learn from reflecting on experience" (Dewey 1933). By consistently engaging in visible thinking routines throughout their educational journey, students become more aware of their thought processes and learn how to approach challenges with curiosity and open-mindedness.

A useful mnemonic for remembering the benefits that VTRs bring into classrooms is ACCURATE:

This mnemonic encapsulates the transformative power of VTRs in fostering an environment where learners actively construct knowledge through collaboration and reflection.

Visible Thinking in Action

A practical example illustrating how VTRs work is seen during a workshop where participants engaged with the "Step Inside" routine while interpreting a political handshake between Kamala Harris and Donald Trump. Participants observed the image closely before sharing their interpretations about what might be happening in that moment. Through discussion with peers, they justified their thoughts using evidence from the image itself as well as prior knowledge about political contexts.

This activity not only encouraged participants to think critically but also demonstrated how VTRs foster collaborative learning environments where diverse perspectives enrich understanding.

Visible Thinking Routines offer educators powerful tools for promoting critical thinking, collaboration, creativity, and reflection in classrooms worldwide. These routines help make student thinking visible by providing structured opportunities for observation, questioning, analysis-and ultimately-reflection on learning experiences.

As educators continue exploring ways to enhance student learning through inquiry-based approaches like those found in IB PYP programs or other educational frameworks emphasizing active learning-VTRs offer an invaluable framework for supporting deep engagement with content while fostering habits essential for lifelong learning.

By encouraging students not only to observe closely but also analyze critically-and reflect deeply-VTRs help cultivate learners who are capable of navigating complex ideas with confidence while contributing meaningfully within collaborative environments.

Dewey J., (1933). How We Think. D.C Heath & Co.

Piaget J., & Inhelder B., (1954). The Construction Of Reality In The Child. Routledge.

Ritchhart R., Church M., & Morrison K., (2011). Making Thinking Visible: How To Promote Engagement Understanding And Independence For All Learners. Jossey-Bass Publishers

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Exploring Visible Thinking: Routines for Active Learning

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Visible Thinking Routines (VTRs) are a collection of strategies designed to make students' thinking processes visible and explicit, fostering deeper engagement and understanding in the classroom. Developed at Harvard's Project Zero in the late 1990s, these routines encourage observation, questioning

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Building a Culture of Thinking with Visible Thinking Routines

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Stepping into a recent professional development session, I eagerly anticipated diving deep into the world of Active Learning. My plan? To emerge armed with a comprehensive understanding of this multifaceted approach.

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DEIB - Beyond Privilege Walks Creating Space for Courageous Conversations in Brave Spaces with Visible Thinking Routines

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Visible thinking routine See-Think-Wonder in Stories that Move

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Think- Puzzle- Explore- Thinking Routine

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A pack of Printable -Visible thinking Routines

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What?

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Enhancing Reflection with Graphic Organizers

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Enhancing Reflection with Graphic Organizers

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Entry Ticket for Session 1: Making Learning Visible Through VTR

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Dear Participants, We hope this message finds you well.
This entry ticket is designed to gather insights from you before Session . The form aims to understand your prior knowledge of Visible Thinking Routines (VTR), your views on collaborative learning, and your expectations for the session. By collecting this information, we aim to tailor the session to better meet your needs and ensure a meaningful and engaging discussion.
Thank you for taking the time to complete the form. We look forward to your participation!
Warm regards,
Moderators

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Dear educators, I am your co-moderator for the session. I am looking forward to meet you and learn from you.

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I am Vishakha Mehta from Sanatan High School, Bharatpur 

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I am Vishakha Mehta from Sanatan High School, Bharatpur 

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I am the HRT of Grade Early Years 2. I have 2 years of experience in IB PYP.

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Dear Facilitators, I am grade 4 homeroom facilitator at  Learners international school. I am looking forward to meet you all.

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Hi all, I am Aayushi Taneja, Home room Facilitator of grade VII at Learners International School. Looking forward to collaborate and share ideas with you all.

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Hello, I am Ankita Batra, a Grade 2 teacher at Pathways School Gurgaon. I am passionate about fostering curiosity, creativity, and a love for learning in young minds.

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My name is Saumya Sagrika, and I am a dedicated kindergarten teacher at Pathways School Gurgaon. With 1.5 years of experience in IB teaching, I am deeply passionate about nurturing young minds and fostering a love for learning. My journey in education has been driven by a commitment to creating engaging, meaningful experiences for my students, empowering them to explore, inquire, and grow.

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Hello, I am Aanchal Rustogi, and I am a co-mentor for Kindergarten. This is my first year working with the IB curriculum and Genesis Global School. I am excited to explore and understand it better. I am still in the process of learning and gaining clarity about the program. I am attending this workshop to enhance my knowledge and grow in my role.

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Hi

I am Manjeet from Modern Public School Shalimar Bagh Delhi

HRT for Grade 3 having an experience of 2 years.

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I am Ms. Rekha

Grade 1 teacher from Satya School.

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“I am Rishu Jain, an experienced mathematics educator. With a rich teaching journey spanning CBSE, B.Tech and IB .Beyond the classroom, Life, for me, is a blend of professional growth, personal joy, and endless possibilities.”

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Hi . I am Prachee Jain, take Visual Arts in PYP. I am from Genesis Global School. A keen learner and educator aim to make learning fun and developing my students into life long learners.

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Hello everyone,

I am Bhawna Kumar, I am an HRT of grade 1 at Satya School.

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Visible thinking routine help make learners learning thoughts visible.In this learners record three of the most important ideas from the text, two supporting details for each of the ideas, and one question they have about each of the ideas. I am very much excited to know more about this.

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My name is Swagata

IB pyp educator from Shambhu Dayal Global School.

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Hi! I am divya. I am a science teacher in vidya global school. I have an experience of 2 years in CBSE aprat from teaching i enjoy doing art.

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Exit Ticket for Session 1: Making Learning Visible Through VTR

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Dear Participants, Thank you for participating in today's session on making learning visible through Visible Thinking Routines. Your feedback will help us reflect and improve future sessions. Please take a moment to complete this exit ticket. Warm regards, Moderators

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Hello everyone, I am Shivani Sagar from K.R. Mangalam Global School. With nearly three years of teaching experience—including one and a half years in an IB school and one and a half years in a CBSE school—I am excited to participate in this NINNS Job alike session at Learners International School. I look forward to gaining valuable insights into the IB education system and am eager to share my experiences while learning new perspectives. I am enthusiastic about this opportunity to grow professionally and am approaching it with an open mind.