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Unit Plans. Word Walls. Don't see what you looking for? Some filters moved to Formats filters, which is at the top of the page. All Resource Types. Results for visible thinking routine results. Sort: Relevance. The routine can be adapted for use with almost any subject and may also be useful for gathering in.
Graphic Organizers , Posters , Professional Development. Show more details. Wish List. Visible Thinking Routines: 'I Can' Statement Signs Visible Thinking Routines help students to explain their thinking by participating in activities that deepen their understanding of a topic.
These posters each include an 'I Can' statement that explains the objective of the routine and what the stu. Bulletin Board Ideas , Printables. Word Document File Internet Activities. Make use of the thinking template below to structure student investigations, research and collaboratives activities.
These can be shared on Platforms like Google Classroom or Microsoft Teams and completed digitally — or printed. This template features the Peel The Fruit Routine. Not Grade Specific. What do you see that makes you say that? Give students ample time to write down their observations.
Once the students have had some time to look at the visual representation see painting below as an example , have them share out their ideas.
If a student says he or she sees something, ask them to tell you what was observed and what makes them say that. Once you feel the students have shared enough, then have them reflect on the activity: How does your perspective or personal experiences impact your observations? What did you notice or observe from this activity? Provide time for students to share their realizations to one another.
When I completed this activity with my students, I discovered this helped my students practice claims and evidences, learn to get to know one another, and help them be aware of their biases or assumptions. If I praise a student for their critical thinking, for their efforts to make connections or to reason with evidence, I send clear signals that learning requires thinking. Thinking routines are an excellent set of tools, structures and patterns of behaviour for scaffolding thinking.
A well-chosen thinking routine can activate powerful learning for our students. One of the reasons why thinking routines are so effective is that the language choices that they deploy have been planned with deliberate care to achieve the desired result.
However, thinking routines are most effective when they are deployed to target a thinking move that we hope to make routine in our classrooms. When we seek to make a particular thinking move routine for our learners, our routine language choices can have an impact greater than our scattered use of thinking routines. If, for example, it is my hope that my students will routinely seek to make connections between and across concepts we are investigating, I will push for this mode of thinking with the language moves I make.
I will routinely ask questions that invoke connections, and I will praise student responses that demonstrate their efforts to make connections.
In making these moves, I aim to send a message about the type of thinking I valued, and in this way, I shape the culture of our classroom. So what messages are you sending about thinking? Do your language moves privilege work over learning or thinking? What thinking moves would you like to see your students engage with routinely, and how might you reshape your language moves to facilitate this?
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