Project Zero Ideas and Distance Learning: Visible Thinking and Teaching for Understanding
“Routines are structures, through which students collectively as well as individually initiate, explore, discuss, document, and manage their thinking.” (Ron Ritchhart). Learn more about thinking routines here.
Sources: all material from Project Zero and Ron Ritchhart
Publications: Making Thinking Visible
How you may want to use this chart:
|
Teaching for Understanding and Visible Thinking Projects | |||
Definitely (routines meant to be used individually or fitting well distance learning) | |||
Name of Routine or Protocol | Key Thinking Move | Notes (when, how) | Online tool |
Reflection and metacognition Debunking misconceptions | At the end of a significant chunk of teaching (for example, better at the end of a unit than at the end of a lesson); exit ticket for teacher; reflection for student | Google Classroom Discussion | |
Reasoning with evidence | Use without moderation! Feedback tool for teacher | Google Doc comment by teacher (written or audio with add-on Kaisena) Flipgrid (lower grades) | |
Summarizing Capturing the heart | Exit ticket for teacher; reflection for student | Written Response in Newsela | |
Generate-Sort-Connect-Elaborate (Concept Maps) | Uncovering and organizing prior knowledge to identify connections | You may need to demonstrate it first Beginning of a topic | |
Activates prior knowledge, questioning, distilling, & connection making through metaphors | |||
Decision making and planning, uncovers personal reactions | |||
Monitoring, identification of bias, raising questions | Annotation tools: | ||
Doable (routines meant to be used collectively or individually with time for sharing; can be done asynchronously) | |||
Name of Routine | Key Thinking Move | Notes (when) | Online tool |
Observing details and building explanations | Preferably in groups or as a class, but can be done solo too and then shared with a group. | Learning Lab Collection Image Hotspot | |
Uncovers prior knowledge and ideas, questioning | |||
Activating prior knowledge, wondering, planning | Think and Puzzle can be done individually, then sharing, then explore in small groups | Google Classroom Discussion onCampus Discussion | |
Capturing the heart through metaphors and “visual thinking” | Best to share with a partner after each step | ||
Connection making, identify new ideas, raising questions | This routine works well with the whole class, in small groups or individually. | ||
Summarizing and distilling | Usually done individually, shared at the end | ||
Perspective-taking | Part 1: Individual thinking Part 2: Sharing viewpoints Part 3: Individual reflection (NB: introduce the routine thoughtfully when the topic involves marginalized individuals or groups.) | ||
Perspective-taking | Individual, then sharing out. (NB: introduce the routine thoughtfully when the topic involves marginalized individuals or groups.) | ||
Deepen Understanding | Meant to be used collectively overtime; can be used in groups or individually | ||
Perspective taking, reasoning, identifying complexities, exploring the complexities of fairness dilemmas | Best as a whole-class routine, but can be used in small groups or individually with some sharing | ||
Identifying generalizations and theories, reasoning with evidence, counter arguments | Can work well individually, in small groups or as a whole-class routine | ||
Description, Interpretation & Wondering | Best to do in a synchronous learning environment | ||
Structuring a text-based discussion built around making connections, asking questions, identifying key ideas, and considering application | |||
Best to do in a synchronous learning environment or not recommended (best to do in person) | |||
Name of Routine | Key Thinking Move | Notes (when) | Online tool |
A protocol for focused discussion | Not recommended; best to do in person | ||
Description, Inference, & Interpretation | Not recommended; best to do in person | ||
Document prepared by Carole Geneix, 6-12 WiS Director of Teaching and Learning, and Jaime Chao-Mignano, 6-12 WIS STEAM Community Coordinator
Protecting student privacy is a constant consideration for all educators. Laws regarding what this requires will vary by region and country - in the US, these considerations are outlined by the Department of Education. Each teacher should evaluate the policies of the tools listed above and independently ensure that they comply with local regulations and institutional policies to protect student privacy.
This document cannot guarantee any online tools’ compliance with your local regulations or institutional policies regarding student privacy.
All Project Zero Thinking Routines used in this resource have the following copyright and licensing: © 2019 President and Fellows of Harvard College and Project Zero. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND). This license allows users to share this work with others, but it cannot be used commercially.
This work by Washington International School is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
