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I did this activity early in the course and it was too challenging for this age group. It is a reminder of how thinking routines should not be an add on but rather something that can help them develop big ideas leading to rich conversations.

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Examining student's perceptions of thinking

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Examining student's perceptions of thinking

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This activity helped me to think about my own perspectives of thinking and how the children's ideas of it can help them to take their learning further.

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This activity helped me to see what this child had learned about chronological non fiction writing. He used the headlines routine in his own way.

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A visible thinking routine at the beginning of the school year.

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A visible thinking routine at the beginning of the school year.

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What did the student's think about thinking?

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What did the student's think about thinking?

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This activity helped me to think about how the children think and what processes they might go through when coming to an answer in different subjects.

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This activity showed me the processes that this child goes through when thinking about answers to questions.

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This routine was used within our first week on a new unit on rivers. The class was divded into 3 groups and each was allocated a part of a river course, with a variety of photographs showing features of each section. Each team member then contributed at least one "see, think, wonder" note and added it to the shared learning document. The groups then shared their notes with the class opening discussions for each part of the river.
We had a very active and enthusiastic session and wonderful engagement as a larger group, as the students felt knowledgable and eager to share.

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This is an example of the thought processes of this child when asked to describe how they think about answers.  It shows the connections that they make. This helped me to see what processes are going in the child's head when they are doing so and I found it very useful to inform planning and teaching.

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Connect Extend Challenge (CSE - Individual)

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Connect Extend Challenge (CSE - Individual)

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The notes were made during a CSE session, with an initial discussion leading into the Connect moment, then an information video which informed the Extend moment, and lastly the Challenge of noting any questions the student may have. As this topic can be quite daunting for students to have an honest and open discussion about, especially in an international school with a variety of cultures and different levels of CSE knowledge.

The routine really gave structure to the students thinking in a unit that has a wide variety of knowledge bases across a class.

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Name it, explain it, what makes you say that?

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Name it, explain it, what makes you say that?

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This routine was one I had never come across but was highly engaging and encouraged critical thinking. It showed the power of the object of reflection and how the children's ability to share their thinking has become stronger.

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Connect Extend Challenge (CSE - Individual Challenge Post Its for Group Discussion)

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Connect Extend Challenge (CSE - Individual Challenge Post Its for Group Discussion)

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This was an additional step added to the Connect-Extend-Challenge routine for a CSE activity. By using the routine individually first, the structure assisted the students in "getting over" any nerves, shyness or unrelenting giggles during the content discussion.
It was then each students choice to put one challenge they still had with the content on the post it, which we then discussed as a large group. The commonalities and differences amongst posts were noticed and discussed.

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This picture represents how I share thinking routines in the classroom space. The children's thinking is displayed in the classroom.

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This routine was used at the beginning of a maths unit on perimeter and area. When introduced, I needed to adapt the language slightly to enable students to access the routine, e.g. instead of what excites you, I focused on what interests you.

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Using visible thinking to help form opinions in a debate.

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Using visible thinking to help form opinions in a debate.

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This picture shows how thinking routines have become more embedded in daily practice. In wrapping up a debate, I saw the potential for this in extending their opinions and reasoning. This was purposeful and engaging.