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This activity was created to provide support for educators wishing to incorporate thinking routines in their classrooms. It draws upon the findings reported in Ritchhart, et. al (2006) and is appropriate for learners of all proficiency levels.

Learning Outcome(s):

The teacher will be able to:

• Implement one thinking routine in the classroom

Mode(s): All

Materials: Dependent on context

Procedures:

1. Begin by researching a series of thinking routines. You may wish to use Observe, Analyze, Extend (discussed in this week’s Topic of the Week) or any of the routines featured on Harvard’s Project Zero site. Select one that you want to use in your classroom.

2. Introduce the routine to learners. Be explicit in its purpose and the skills it is supposed to engage and develop.

3. Provide space for learners to reflect on their learning and cognitive development in relationship to the routine.

4. Repeat steps 2-3 often to successfully train learners in the thinking skills you have targeted. Vary the artefacts analyzed in each repetition, but do not stray from steps of the routine.

Reference

Ritchhart, R., Palmer, P., Church, M., & Tishman, S. (2006). Thinking routines: Establishingpatterns of thinking in the classroom. Prepared for AERA Conference. Retrieved from http://www.ronritchhart.com/Papers_files/AERA06ThinkingRoutinesV3.pdf.