Thinking Routines

What makes you say that?-------PERSPECTIVES • a picture/topic 1. What do you see? /What do you know?

2. What makes you say that? Keep records of what S say – so they can view different interpretations and revisit own as the UI develops

3-2-1 bridge------- activating PRIOR KNOWLEDGE and making CONNECTIONS Your initial responses to the topic 3 thoughts/ideas 2 questions 1 analogy

Your new responses T’s provocation: video, reading, visit etc.

3 thoughts/ideas 2 questions 1 analogy

Color, symbol, image -------- non-verbal expression of IDEAS • •

S read/view/listen something and make notes of what they find interesting/important/insightful S finish and SHOW the ideas using color/symbol/image

Peel the fruit-------TRACKING deeper levels of understanding • put the map on a wall; state that we will be tracking progress and planning to arrive at CORE

understandings’ during the exploration of the topic, add post-its (and students) to mark insights associated with map elements

See, Think, Wonder -------encourages OBSERVATIONS & thoughtful INTERPRETATIONS • • •

It works very well with works of art or other interesting things (thought-provoking) At the beginning/end of the unit provoke students with an interesting item (curiosity); Use a chart with 3columns (S, T, W) and post-its; allow students to think individually first before posting

Headlines -------capturing the ESSENCE of an idea/event/topic and SUMMING UP •

“If you were to write a headline for this topic that captured the most important aspect that should be remembered, what would the headline be?”

Question starts -------brainstorming thought-provoking

Why...? How would it be different if...? What are the reasons...? Suppose that...? What if...? What if we knew...? What is the purpose of...? What would change if...?

questions • Brainstorm at least 12 questions about the topic/concept/object • Select with S the most interesting 3 and let them think of answers

Anticipation/reaction guide -------survey of PRIOR KNOWLEDGE •

•

Respond to each statement twice: once BEFORE the lesson and again AFTER reading/discussing etc. Write A if you agree and B if you disagree

Response BEFORE the lesson

TOPIC: Dinosaurs Dinosaurs were the most ferocious land animals Most dinosaurs have Greek names. Dinosaurs had small brains.

Response AFTER the lesson