As edtech coaches, we’re constantly looking for impactful and scalable strategies. Recently, at a PLN meeting, the challenge was to design a media literacy activity that could be completed in just 5 minutes. My immediate thought was to leverage the power of Thinking Routines – specifically, a quick, adaptable form to guide students in analyzing Values, Identities, and Actions when viewing social media images. Thinking Routines are invaluable because they’re easily customizable; you can adapt the image or rephrase questions to suit various grade levels and subject areas.
Thinking routines are a structured set of questions or steps designed to guide student thinking. The beauty of these routines lies in their ability to make student thinking visible, allowing educators to understand how students arrive at conclusions. More importantly, they empower students to become more aware of their thought processes, structuring their reflections and deepening their understanding of the material. When thinking routines are implemented effectively, everyone benefits: students, teachers, and even coaches like us!
You may be familiar with the TeachersFirst Building Schoolwide Literacy concept. Thinking Routines offer a similar, powerful approach. Introducing just one or two simple routines each year can transform a school’s learning culture as students embrace new ways of thinking and reflecting. Let me show you how in this two-part series.
During my time coaching in schools, I witnessed the power of routines like Think-Pair-Share and Circle of Viewpoints with a fourth-grade team. We integrated these routines across all content areas. Circle of Viewpoints was used to explore events in reading and social studies texts, while Think-Pair-Share became a staple in science and math. The cross-curricular application was key; students benefited from the familiarity of the routines, and teachers collaborated on plans and templates to highlight connections.
Let’s explore two routines in more detail: See, Think, Wonder, and I Used to Think…Now I Think.
- See, Think, Wonder – This routine is an excellent “do now” or entrance ticket activity. It helps students activate prior knowledge and approach new topics with curiosity.
- I Used to Think…Now I Think – A powerful metacognitive strategy that scaffolds student reflection.
Imagine the impact of students consistently using these strategies from third grade onwards. Initially, some guidance might be needed, but with consistent use, students will internalize the steps and become more independent. By fifth grade, they can apply these routines flexibly across various topics. You might even hear the language of the prompts appearing in their everyday conversations. These students will enter middle school equipped with valuable analytical skills and a habit of reflection.
Although I’ve traditionally used thinking routines in brick-and-mortar classrooms, these strategies are versatile enough for various instructional configurations. For example, in a flipped classroom, you can ask students to read a passage or watch a video and then complete the Claim, Support, Question routine. This way, they arrive in class ready to discuss the text. These routines are also effective in remote learning. You might start a class with a Chalk Talk activity to activate or build background knowledge. Alternatively, you could use a 3-2-1 Bridge activity with a small group of students as part of a review exercise.
There are so many ways to use thinking routines. Do you use them with your students? Tell us about your thoughts and ideas in the comments below. For additional ideas, look at our On-Demand webinar Engage & Inspire with Thinking Routines. As we delve deeper into the world of Thinking Routines, stay tuned for the next post, where we’ll explore further how technology can enhance these powerful strategies and make them even more effective in your classroom.