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Thinking Routines Matrix v2

The document summarizes various thinking routines categorized into four groups: introducing and exploring ideas, synthesizing and organizing ideas, digging deeper into ideas, and reflecting on learning. Each routine includes a brief description of its key thinking moves and potential notes on its use. The routines provide structured approaches to make student thinking visible through discussion, writing, and other means in order to build understanding and make connections within and across topics.

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857 views

Thinking Routines Matrix v2

The document summarizes various thinking routines categorized into four groups: introducing and exploring ideas, synthesizing and organizing ideas, digging deeper into ideas, and reflecting on learning. Each routine includes a brief description of its key thinking moves and potential notes on its use. The routines provide structured approaches to make student thinking visible through discussion, writing, and other means in order to build understanding and make connections within and across topics.

Uploaded by

api-293078803
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Thinking Routines Matrix

from the upcoming book Making Thinking Visible by Ritchhart, Morrison & Church (Spring 2011)
Routine

Key Thinking Moves

Notes

Routines for INTRODUCING & EXPLORING IDEAS


See-Think-Wonder
Zoom In
Think-Puzzle-Explore
Chalk Talk
321 Bridge

Compass Points
Explanation Game

Description, Interpretation & Wondering


Description, Inference, & Interpretation
Activating prior knowledge, wondering,
planning
Uncovers prior knowledge and ideas,
questioning
Activates prior knowledge, questioning,
distilling, & connection making through
metaphors
Decision making and planning, uncovers
personal reactions
Observing details and building explanations

Good with ambiguous or complex visual stimuli


Variation of STW involving using only portions of an image
Good at the beginning of a unit to direct personal or group inquiry and uncover
current understandings as well as misconceptions
Open-ended discussion on paper. Ensures all voices are heard, gives thinking
time.
Works well when students have prior knowledge but instruction will move it in a
new direction. Can be done over extended time like the course of a unit.
Solicits the groups ideas and reactions to a proposal, plan or possible decision.
Variations of STW that focuses on identifying parts and explaining them in order
to build up an understanding of the whole from its parts and their purposes

Routines for SYNTHESIZING & ORGANIZING IDEAS


Headlines
CSI: Color, Symbol, Image
Generate-Sort-ConnectElaborate: Concept Maps
Connect-Extend-Challenge

Micro Lab

Summarizing, Capturing the heart


Capturing the heart through metaphors
Uncovering and organizing prior knowledge
to identify connections
Connection making, identify new ideas,
raising questions
Connection making, identifying key concept,
raising questions, and considering
implications
A protocol for focused discussion

I used to think

Reflection and metacognition

The 4 Cs

Quick summaries of the big ideas or what stands out


Non-verbal routine that forces visual connections
Highlights the thinking steps of making an effective concept map that both
organizes and reveals ones thinking
Key synthesis moves for dealing with new information in whatever form it might
be presented: books, lecture, movie, etc.
A text-based routine that helps identifies key points of complex text for
discussion. Demands a rich text or book.
Can be combined with other routines and used to prompt reflection and
discussion
Used to help learners reflect on how their thinking has shifted and changed over
time.

Routines for DIGGING DEEPER INTO IDEAS


What makes you say that?

Reasoning with evidence

Circle Viewpoints
Step Inside

Perspective taking
Perspective taking

Red Light, Yellow Light

Monitoring, identification of bias, raising


questions
Identifying generalizations and theories,
reasoning with evidence, counter arguments
Perspective taking, reasoning, identifying
complexities
Summarizing and distilling

Claim Support Question


Tug of War
Word-Phrase-Sentence

A question that teachers can weave into discussion to push students to give
evidence for their assertions.
Identification of perspectives around an issue or problem.
Stepping into a position and talking or writing from that perspective to gain a
deeper understanding of it.
Used to identify possible errors in reasoning, over reaching by authors, or areas
that need to be questioned.
Can be used with text or as a basic structure for mathematical and scientific
thinking.
Identifying and building both sides of an argument or tension/dilemma
Text-based protocol aimed at eliciting what a reader found important or
worthwhile. Used with discussion to look at themes and implications.

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