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3 Ways To Look At Thinking Routines | Visible Thinking Routines
In simple, routines are procedure or expected pattern of actions that repeat to facilitate the completion of a certain task or objective.
Most teachers, who are successful in promoting thinking, often have a framework or procedures that they follow in particular to specific thinking moves.
With reference to the book ‘Making Thinking Visible’, this short article will discuss three perspectives in looking at thinking routines.
When thinking routines are used as tools to promote thinking, the crucial part is to choose the right tool for the task.
We do not use a screwdriver to hit a nail since it is the job of the hammer.
Teachers must identify which type of thinking we are trying to get from our students leading to the selection of the thinking routine for the required task.
Thinking routines that we may put into consideration are reasoning with support of evidence, establishing relationships between concepts, observe and describe, state opinions and perspective, derive a conclusion etc
After identifying the type of thinking needed, teachers can focus on how to assess within the routine to find out whether the learning objective is met.
Thinking routines can be useful not just to promote thinking but as a tool to support students’ own thinking processes.
They can self-evaluate to see their thinking is on the right track when it is being used as a tool.
Teachers formulate steps of the thinking routine leading to scaffolding to higher order thinking process resulting in a structure being formed naturally.
Just like some teachers usually start a new topic through brainstorming of ideas for the topic with students to check their prior knowledge and making connections to what they know with what they are going to know.
This can further be constructed into a concept map and put in class with further elaborate and addition after each lesson.
This provides a structure of how the lessons can flow as well as to make connections to what the students have already learnt in the past.
It can also end up with small group discussion to have collaborative learning and exploration of the concept.
There can be many different structures of learning activities to faciliate the thinking processes that teachers aim to achieve.
Teachers can develop students to have a routine in the way they analyse and think.
They can have the habit of using the same pattern repeatedly to lead them to become effective thinkers.
The repetition of the way we think can become a simple framework leading to healthy habits of thinking processes.
It is a fact that the patterns of thinking should be flexible and adaptable to different concepts and situations.
Sometimes, a problem may not have only one solution but multiple solutions.
It can be a process of knowing what works best for students in learning and thinking.
Regardless of how we treat and use thinking routines, the main purpose is mainly to promote thinking.
When we plan our lesson well, our students can benefit from different thinking routines that can impact their future in years to come.
The awareness of thinking routines can enable teachers to promote cognitive development of students more effectively.
That’s the much we can take on the topic “3 Ways To Look At Thinking Routines | Visible Thinking Routines”.
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