Visible Thinking Routines
Visible Thinking routines and strategies will be used to enhance our second grade curriculum and strengthen students’ thinking. The Visible Thinking routines will provide students with the skills they need to become more thoughtful learners. Students will have opportunities to express their ideas and reflect upon them. Below is an explanation for the different routines and how we are using them in Room 9!
What Makes You Say That?
"What makes you say that???" is common language used throughout the day in our classroom learning. It helps students identify the basis for their thinking by asking them to elaborate on the thinking that lies behind their responses. Students are asked to share their interpretations and back them with evidence. This allows other students the opportunity to consider multiple viewpoints and perspectives on a topic or idea. Try this strategy with your child at home!
Think, Puzzle, Explore
The purpose of this routine invites students to connect to their prior knowledge, to be curious, and to plan for independent or group inquiry. This routine is typically done at the beginning of a new unit and provides the students' current understanding of a topic.
In Think-Puzzle-Explore students are asked..
- What do you think you know about the topic?
- What questions do you have or what puzzles you about this topic?
- How might we explore the puzzles we have about this topic?
In Think-Puzzle-Explore students are asked..
- What do you think you know about the topic?
- What questions do you have or what puzzles you about this topic?
- How might we explore the puzzles we have about this topic?
Compass Points
This routine is used to explore the various opinions and sides of a subject or idea. Students answer the following questions which correlate with the symbols of the compass rose.
E = Excited What excites you about this idea or topic? What’s the upside?
W = Worrisome What do you find worrisome about this idea or topic? What’s the downside?
N = Need to Know What else do you need to know or find out about this idea or topic? What additional information would help you to evaluate things?
S = Stance or Suggestion for Moving Forward What is your current stance or opinion on the idea ? How might you move forward in your evaluation of this idea or topic?
E = Excited What excites you about this idea or topic? What’s the upside?
W = Worrisome What do you find worrisome about this idea or topic? What’s the downside?
N = Need to Know What else do you need to know or find out about this idea or topic? What additional information would help you to evaluate things?
S = Stance or Suggestion for Moving Forward What is your current stance or opinion on the idea ? How might you move forward in your evaluation of this idea or topic?
I Used to Think...Now I Think
This routine focuses on how students think a topic has changed over the course of their learning. It allows students to reflect on their thinking and explore how and why that thinking has changed. They share their thinking at the beginning of the unit and at the end of the unit!
See, Think, Wonder
This routine is designed to draw students' attention to looking closely at an image or object to develop deep observations and curiosity. It allows students to think and wonder before making interpretations.
It begins by students spending several minutes silently looking at an image or object. This "seeing" allows students to carefully observe. Then students are asked to express what they think they have observed and share their interpretations. Lastly, the students are asked to extend their thinking by sharing additional "wonderings" about the topic.
It begins by students spending several minutes silently looking at an image or object. This "seeing" allows students to carefully observe. Then students are asked to express what they think they have observed and share their interpretations. Lastly, the students are asked to extend their thinking by sharing additional "wonderings" about the topic.
Step Inside
Step Inside routine focuses on perspective taking. Students think about a person or an object that is part of or connected to the event or situation they are examining. They must place themselves in this person's shoes and speak from their point of view. Students are asked to hypothesize what this person observes, understands, believes, cares about, and questions.
Chalk Talk
Chalk Talk is a collaborative routine that highlights sharing ideas, questioning one another, and further developing ideas. In this routine students are given a topic or question to simultaneously respond in writing. It requires students to do so silently and allows all learners the opportunity to have a voice. Students are asked to consider the following questions once the topic is presented...
- What ideas come to mind when you consider this idea, question, or problem?
- What connections can you make to others' responses?
- What questions arise as you think about the ideas and consider the responses and comments of others?
- What ideas come to mind when you consider this idea, question, or problem?
- What connections can you make to others' responses?
- What questions arise as you think about the ideas and consider the responses and comments of others?
Headlines
Headlines is a routine that asks students to think about the big ideas and important themes in what they have learned. The students are required to write a "headline" that would capture his or her thoughts, impressions, or key ideas about the topic being explored. This routine emphasizes the importance of noticing the big ideas and how it connects to their overall understanding. It requires students to consider the key learning in a creative phrase of usually 5 words or less.
CSI: Color, Symbol, Image
The purpose of this routine is to think of the big ideas taught during a unit. The students represent their thinking through images and symbols along with explaining their reasoning in writing. The idea of using colors, symbols, and images taps into students’ natural creativity and desire for expression. At the same time, it pushes students to make connections and think symbolically.
The three main components:
Color-Choose a color that best represents the idea
Symbol-Create a symbol
Image-Sketch an image that you think captures the whole idea
The three main components:
Color-Choose a color that best represents the idea
Symbol-Create a symbol
Image-Sketch an image that you think captures the whole idea