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This lesson breakout is great. I really like the Harvard articles very informative.

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After students watch or perform a demo, they will say what they saw and explain why they saw that. This would work well with discrepant events.

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After looking at evidence (data sets, labs, etc), students will make a claim about the evidence and questions they still have as a whole class. They can refine their thinking using the questions that are still remaining about the claim. This is part of the AP exam, so modeling it is important to model throughout the year.

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Students are expected during post lab write to support their claim by using evidence (data, graphs, text, table) and reasoning.

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Claim, Support, Question is a fantastic thinking routine that can, essentially, aid students in more productive metacognitive reflections (especially if they portfolio responses and track how their thinking/understanding has evolved).

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We can make connections to real world problems, and we can go beyond and extend our idea to create something real meaningful.

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This would be great for most activities where they will need to make observations and then infer and predict based on what they are seeing. Using the terms "I see... I think... I wonder" will make the students reflect on the topic and explore where it leads.

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Students are using dimensional analysis to do mole problems and connecting/extending their knowledge from math into science.

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I will give my students a math problem that looks similar to something they have done in their previous learning. I will then show them other ways of getting to the answer that will make them think about how you can get the same results using different approaches.

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See, Think, Wonder is a great thinking routine for reading. It helps students make predictions.

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There are a lot of misconceptions in science and this allows the students to do some self-reflection in order to identify what they initially thought and after class discuss what they've learned.

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The students can learn a real-world problem and I can ask them how they think it will relate to things in the real-world.

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I liked this because in ILA we typically ask student to make a claim, support it, and explain it, but by adding that "question" piece to the mix, it forces students to see that there is no final answer and that they must keep questioning to get deeper.

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This will help students get comfortable with making inferences.

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Great strategy to use in math to discuss concepts and to practice deeper understanding of concepts. Students get the chance to organize their thoughts into procedural steps which helps them and their peers establish a more structured thinking routine.

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Great way to allow students to justify their point of view - defend your thoughts.

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If I give a particularly difficult problem to students, they can shy away from trying it, skipping it. By using think, pair, share I can get students engaged in the problem, not by asking them to solve it together but to identify what they don't like about it. Often this is all it takes for them to discover what they need to do next to get the ball rolling for a viable problem solving strategy.

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This could work well to have them practice forming an opinion about a text and then having to try to convince someone else to agree with them or see their logic. If they can't convince a peer while talking, they won't be convincing in their writing either. The peer can ask questions or for clarification which makes them rethink how they explained their ideas.

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In Geometry we move away from students getting the "right" answer to students needing to justify their work with formal and informal proofs. I could certainly use this strategy early on in the year to get students used to the informal proof concept so that they won't be shocked by a formal proof as we will be using the concepts all year. v

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Connect to the knowledge of rational function equations and graphs learned during Algebra 2. Extend their knowledge by adding the characteristic of oblique asymptotes. Challenge students to understand what would happen to the rational function if they changed a specific characteristic in a given rational function.

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I like to use this thinking strategy with second language learners because it is a great way for students to pair up and share (communicate) with a partner.

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Responding to the prompt of a challenge that you overcame and what you learned from it can be extended through See, Think, Wonder. They can think deeply on the challenge, and they can also talk out loud (wonder) about possible outcomes had they taken a different path.

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This is a great format for just getting students to take notice of what they are dealing with. For students to step back and just look at a problem set, take it in and then question what it is they see. What questions does their mind start to generate from the visual and how we can use that questioning to then dive deeper into the concept based on how the student is perceiving the question or problem.

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This is great for introducing a concept.  You can propose a problem and then students can go through the thinking routine of I notice, I think, I wonder.  This makes for great discussions before teaching the concept.

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This is great for helping students to revise their thinking if they initially didn't understand and concept.

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See Think Wonder is a great tool for GT ILA, we frequently use art work as a springboard for other activities.

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This could easily be used when considering the opposing view points of the American Revolution (British/Colonists)

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When presented with a problem that has multiple methods for solving, I like to ask this question when a student shares their solution.  Then, I can ask other students for their input "Did anyone see a different method for solving this?"

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This would be a great strategy to use with a hook activity leading to the information they will be learning about. Example: Hook leading to Civil Rights or other Government topics. You can no longer seat where you want at lunch.
Have them fill this out, have class discussion, compare to what we will be learning about in class.
Excited about:
Worrisome:
Need to know:
Stance:

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When discussing different Supreme Court cases and rulings, this would be a great thinking routine to help students see arguments from multiple perspectives, especially if there are cases addressing the needs of underrepresented groups in our population.

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One of the standards touches on students being able to make comparisons and connections across a variety of diverse texts. This type of thinking lends itself well to understanding viewpoints across different cultures and diverse groups.

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This strategy would work well with characterization and point of view. Alongside personal perspectives, students could take on the perspectives of characters in their novels and write this from each character's point of view.

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Think, Pair, Share is a great tool as a means of encouraging discourse. It provides students with the opportunity to practice metacognitive work and actively listening and considering other ideas.

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Great strategy for introducing a problem solving question in a new topic. Students can identify what they know and what they don't know. Students can create a list of ideas they need more understanding on before they can master the standard.

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This is a great thinking routine because it allows the students to speak their minds and allow them to talk about how they connect to the topic/concept.

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Students can identify the positives they already have about a topic which builds in confidence. Teachers can identify what skills to focus on. Great way for students to target their understandings and their questions.

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This allows students to talk about different perspectives of an text/character. See things in a different light and allow for creativity. It pushes the students to defend/support their thoughts.

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I love this one to use regularly in class because you can relate it to so many different topics we learn about to get the students' brains going.

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Really helpful for working through problems as it gives the students an opportunity to work alone and then get help if needed. It can also create a good discussion as to the different methods that could have been used to solve the problem since there is usually more than one way.

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This is a tremendous tool to utilize when analyzing historical events from each side's point of view to gain a more concrete understanding on what occurred.

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This works well with writing a personal narrative. The theme of the story is to reflect on an experience and how one changed because of it. 

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This works well with writing a personal narrative. The theme of the story is to reflect on an experience and how one changed because of it. 

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See, think, wonder... You can have a slide that is covered up with a picture (making prediction of what event it is) and slowly uncover the slide one by one by getting students to jot down what they see, what they think is happening, and what they wonder is going on in the event

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I used to think that math exploration was sufficient at asking "why?" but now I think I will add "how will it be done?" "How can it be better?"

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This is a great strategy to help students make connections from previously learned concepts.

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Great strategy after introducing or exploring a new topic (like regarding our 1st unit "What is the allure of fear?") once students have been exposed to new and transformative ideas. This activity gives them the opportunity to reflect on their learning and growth.

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When performing dynamics, it is important to maintain tone and intonation. Because tone is the first thing we teach, we extend that to intonation (in tune-ness) and challenge them to maintain tone while playing in tune. We then extend that to dynamics and challenge them to play at various levels of volume while maintaining the first two concepts. Before we extend the concept, we ask them to think about what the next concept is and how they think they can accomplish it. We attempt it, reflect on it, discuss why it worked or didn't work, and try again.

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Most concepts in science can use claim, support, question, because the very nature of science is that of observation, stating a hypothesis, conducting an experiment, and trying to support that hypothesis.
Giving students the opportunity to try out what they think is working, expressing in words what the outcome of their experiment is, and then asking more questions is one way to lead them to understanding the concept and removing misconceptions.

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Often I find that students have misconceptions, for example the Earth casts a shadow on the moon, which creates the different phases, or heavier objects land before lighter objects.
It is helpful to put into words what they thought before, and how they revised their thinking after the experiment/demonstration/video/lesson.

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After going over a new programming tool have them reflect on it during different stages. Think about what we have done on previous assignments and how it could have made things easier. What could it be used for in the future? Really make them explore it the possibilities before actually programming it. Then have them do this again after working with it for a while.

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With this routine, students can face some of their fears or misconceptions about playing their instrument louder and quieter before attempting it and being shocked by the result. Beginner students can have an open discussion about how they think dynamics are going to affect their tone and intonation, hypothesize about it, and test that hypothesis with a tuner. The routine can then begin again before the next attempt.

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This would be a great one to use prior to introduce something new. Go over a generalized problem or concept. Have them think about the problem and discuss what might make it easier.

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This is a good activity to connect students and make a prediction on an event. Have students start to think about outcomes. It allows students to connect to their learning and draws some SEL

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This form of critical thinking would be effective at the beginning of the geometry unit. It will allow students to consider the shape of the 3D model and form hypotheses about how to calculate the volume or surface area.

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This strategy would work well for students considering worked example problems. They could justify why the strategy used is correct or incorrect and offer their partner a new perspective for solving that problem.

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I think that the Connect, Extend, Challenge is very important for the first unit because that is where most of the students get lost and that strongly impacts the rest of the year.

Also, using the

See, Think, Wonder strategy will make it easier to get students hooked into thinking about the content not just memorize.

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This structure of critical thinking would fit very well when introducing transformations on the coordinate grid. Students need multiple opportunities to see examples of a transformation, think about what is happening to the figure, and then wonder/propose an algebraic representation of the transformation.

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I think this would be a great check in strategy or a reflection activity mid-way through a unit. It would allow the students to dive deeper in self reflection about what misconceptions they had and how their knowledge base has changed.

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This is a great tool to use with ESL students because it works on language skills.

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This is a great tool to get kids thinking critically, and seeing all sides of a decisions. It would work great when looking at political platforms, systems of government, religions, etc.

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This is a great way for students to explore the value of numbers as well as how they relate to the word problem. It also gives them a chance to channel their inferencing skills to determine how the numbers are meant to be manipulated and used in a problem.

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This allows for an inquiry led classroom. Students get the opportunity to identify areas of interest, continued instruction, etc. and take ownership of their learning.

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This is a great way for students to take a stance on different approaches to problem solving. It gives them a chance to explore different ideas and perspectives.

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As a new unit is introduced, we could easily ask students to raise questions/state their feelings about the central theme/idea that anchors the unit. This would give me an idea of their background with the topic and might spark some activities for me to create as we explore the content together.

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I can see this working great as a vocabulary explore in geometry. There are so many terms they are loosely familiar with, but that have deeper implications with good questioning.

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This is a great way to have students dig deeper into a piece of literature -- what conclusions do they draw about a certain character, setting, tone or overall theme??!?! WHAT makes them say that? It pushes them to dig deeper than surface level responses.

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Great for articulating processes for problem solving

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I like this with 6th SS because it is something we can use each unit/region we explore.

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Love this- Give a picture from that region then let students connect, extend, and challenge it.

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ALL of these would be great to use with any subject for our ELs. They have sentence stems in English and Spanish! This would be a great way for students to feel comfortable with discuss using academic language!

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This would be a great way to help them relate cell theory and the definition of living things to their lives. We know plants and animals are alive but what are the characteristics that make use think so. It really makes them extend their knowledge and challenge their definition of life and ability to define basic terms.

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This is my favorite inquiry questioning because it makes them observe, think about what they are seeing, and then ask follow up questions

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This would be great to clarify any misconceptions and misunderstandings. This could be used as a reflection piece as well.

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During the unit when we explore the guiding question, "Why do we need to belong?", we could use this strategy as a part of a Socratic Seminar to spur discussions between groups.

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We can use compass points during our Shark Tank unit when student groups are having to decide on a problem to solve and a solution they will create in the form of a product or service. Having visual thinking tools like this in their toolbox will help them to communicate effectively within their groups thus making group work time more effective.

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When we are reading Ghost by Jason Reynolds and The House on Mango Street by Sandra Cisneros, the circle of viewpoints would be valuable to evaluate the perspectives of different characters in the book.

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Great activity for the differing viewpoints of Andrew Jackson.

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This is my go-to strategy whenever we present students with ranking or reasoning tasks.

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See, Think - yes, these two steps are critical in inquiry based labs. I wonder how I can make the kids wonder about more complex situations?

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We can use connect, extend, challenge in our performance task and Creek Study

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Given that there are often many paths to a solution, being able to justify your work and analize the work of others is important to developing flexibility of thought and adapting to similar situations, or even different situations where similar skills can be leveraged

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This strategy resonated with me because connections are a vital part of building understanding with students in our subject. Students need to challenge themselves and deepen their thinking when absorbing new information in our classroom. It is important for us as teachers to encourage them to extend their thinking and challenge themselves.

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It is easy to make connections with everyday life.  Once the connection is made, as educators, we are to embrace their extended thinking and encourage them to challenge themselves.

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Provide a student led investigation. Allow the students to investigate the issue, make claim, perform the experiment, record result, and present their findings using the data recorded to support their information while presenting. Encourage student to ask further questions or have other students ask them questions. This will give students opportunity to think critically and expand their knowledge.

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This is essential because establishing real world context and growing depth of knowledge are fundamental skills that are taught at every stage of mathematics.

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This is a great way to get the students thinking. In ILA we often read a text and have the students make a claim based off of the questions being asked. They have to be able to support their claim with text evidence and explain it.

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We can use this at the beginning of a unit to get students to think about a topic not only in depth but from different viewpoints as well.

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This would be a great strategy because my groups unit can easily relate our topic with the real-world. Connecting, extending, and challenging that thinking would be a great way to further allow students to grow.

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I think that Claim, Suport, Question really lends itself to the scientific process and experimental design. Whether they are coming up with their own claim or testing a pre-existing one, this thinking route makes them think about where they are going and focuses on data gathering and interpretation. Having them question sparks curiosity but also has them be reflective, such as how they relate information to the real world, what they could expand on, were there any misconceptions or gaps.

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I will use this at the start of the unit to assess prior knowledge.

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We can use connect, extend, and challenge in science to promote higher order thinking by presenting real-world issues that are related to the topic covering in class. Have the students make connections between what they know and presented with. Encourage student to do further research and come up with possible solutions

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This is a great strategy to use to help engage students in a lesson. Students can "see" a figure or physical model/table, "think" about what is represents or means, and "wonder" about how this ties back to the real world

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I think this strategy would be good to incorporate in my groups unit because this would allow for hands-on materials and visuals to be introduced. This is great for differentiation in the classroom.

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This a a good way to get students communicating with and learning from their peers. It helps them see things from other people's perspective.

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I would use this idea with a video. For example, our first unit focuses on 1c about public speaking. Students would watch various examples of successful and unsuccessful public speaking. They would observe important characteristics and habits to imitate or avoid. They would think about why they were either effective or not. They would wonder how to implement and practice their realizations.

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This is a great thinking routine to use in really any content area, but especially in ILA because it encourages students to make connections to what they're learning and go beyond that learning to extend their thinking.

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I like this strategy, similar to a KWL chart, but different in that it adds in that exploration piece at the end for students to think beyond and make the learning authentic and relevant to themselves.

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Good technique to use for physics

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Connecting with the text will help with comprehension. Harnessing the ability to connect with the character in some way will also help students extend past their daily lives and consider more "what if I was put in this situation, what experiences have I had that could prove vital?" This allows for considerable problem solving to commence.

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This strategy allows students to ask the questions they have previously been afraid to ask. We need to give students the space and incubation time to "puzzle" and consider things that previously were not allowed.

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Great for helping students to reflect on not only the content learned, but their own prior knowledges and biases. Could totally use after class discussions on multi-perspective concepts. Students would be asked to consider a point another student presented that either extends or refutes their own thinking and explain how that information has helped to expand their understanding.