Thinking Routines

Routines for Introducing & Exploring Ideas

Think-Puzzle-Explore
Chalk Talk
The Explanation Game

See/Think/Wonder
Zoom In
Compass Points
3-2-1 Bridge

Routines for Synthesizing & Organizing Ideas

Headlines
I Use to Think…Now I Think…
CSI: Color, Symbol, Image
Connect/Extend/Challenge
Generate-Sort-Connect-Elaborate: Concept Maps
The 4 C’s

The Micro Lab Protocol


Routines for Digging Deeper
What Makes You Say That?
Sentence-Phrase-Word

Circle of Viewpoints
Tug of War
Step Inside
Red Light, Yellow Light
Claim-Support-Question


Adapted from Making Thinking Visible by Ron
Ritchhart, Mark Church, and Karin Morrison
 Thinking Routine for Introducing Thinking Routine for Introducing

& Exploring Ideas & Exploring Ideas

Think-Puzzle-Explore Chalk Talk

1. Set Up – Plan some form of documentation as the routine serves
1. Set Up Write each prompt on a large sheet of paper and
as a reference point at the start of the unit. Large paper, sticky
place on tables around the room.
notes, white board
2. Present the Chalk Talk prompt Ask learners to think
2. Ask, “What Do You Think About …?” Give students time to think
about their reactions to the prompt and Record ideas and
and jot down thoughts and ideas.
questions. Encourage learners to read and add to the
3. Ask, “What questions or puzzles do you have? Push students to
other’s responses with additional comments and
think deeper by asking what would be interesting to investigate or questions.
what they are curious about.
3. Circulate Provide time for learners to circulate around to

4. Ask, “How can we explore these puzzles?” Prompt students to
another group’s paper.
think about who they could ask, where to get more information,
4. Facilitate The teacher may need to prompt the group
how to frame key words for search, what other sources could be
about types of responses such as: connecting ideas,
used. elaborating on the ideas of others, commenting on
5. Share the Thinking Much of the thinking is done as a whole group
responses of others or supplying details
discussion but if done in small groups, have small groups report
5. Share the Thinking After rotating, allow groups to return
out. After sharing, group together themes and place students in
to their original poster and review what was written by
pairs or small groups to explore the most interesting questions or
others. Ask group about emerging themes? Common
puzzles and later share information with whole group for feedback. issues? Reactions? Surprises?
Purpose: The routine invites students to connect to their prior knowledge,
Purpose: Chalk Talk asks learners to consider ideas, questions, or
to be curious, and to plan for independent or group inquiry. The routine
problems by silently responding in writing to a prompt and the
sets the stage for deeper inquiry at the beginning of a unit but can be used
thoughts of others.
during or at the conclusion to remind students that learning is an on-going

process.

 Thinking Routine for Introducing Thinking Routine for Introducing
& Exploring Ideas & Exploring Ideas

The Explanation Game See/Think/Wonder

1. Set Up Draw student’s attention to an object you would like them to
1. Set Up Present selected image (painting, photo,
understand better. Resist asking them what it is, rather ask students
artifact, video clip, text excerpt, political cartoon,
to look at all the features of an object.
chart, object) and give 2-3 minutes of silent
2. Name It Ask students to share various features with noticed on the
object and record all the different parts observed. observation time
3. Explain it After making list of various features, ask learners to 2. See Ask learners to state what they can see with no
explain the function of the features. Ask students to generate as interpretations. Possible, to do a think-pair-share

many explanations as possible. 3. Think Ask learners what they think is going on in the
4. Give Reasons Explain why explanations are plausible for students to image/object and provide supporting evidence.
articulate how they see a feature and why it could have a particular 4. Wonder Ask learners what they are wondering based
function. on what they have seen and thought. Suggest
5. Generate Alternatives Ask students to press for alternative
broader questions that push interpretations to look
explanations other than the ones initially generated focusing on the
at issues and ideas raised by the image/object.
features of the object and why the features might be that way. Ask,
5. Share the Thinking Students generally share thinking
“What Makes You Say That?”
as they go through this routine. Thinking can be
documented at each stage or write wonderings down

Purpose: The routine involves looking closely and building explanations and and post to room for continued considerations.
interpretations. The routine asks learners to build a causal relationship

between parts and the whole to explain why something is the way it is and Purpose: Students are encouraged to make careful

to understand why something functions the way it does. observations and thoughtful interpretations.
See/Think/Wonder stimulates curiosity and sets the stage

for inquiry.

 Thinking Routine for Introducing Thinking Routine for

& Exploring Ideas Introducing & Exploring Ideas

Zoom In Compass Points

1. Set Up Display a section of an image and allow time for

1. Set Up Frame the issue, event or proposition and present it to
the learners. Place four large sheets up for each compass
careful observations.
point.
2. Reveal Uncover more of the image and ask learners to
2. Identify Excitements Ask learners what excites them about
identify anything new and explain how this affects their
this idea or proposition. Allow time for learners to think,
previous interpretation and hypothesis.
write, and post ideas to on the E section.
3. Repeat Continue process of revealing and interpreting
3. Identify Worries Ask learners what worries they have or what
until entire image is seen. Encourage learners to discuss
is the downside. Again, think, write, and post responses.
their different interpretations and reflect on change in
4. Identify Needs Ask learners, “what do you need to know to
their thinking.
help you better understand the issue or proposition?” Again,
4. Share their Thinking Discuss the process with learners.
think, write, and post responses.
Ask them to reflect on how their interpretation shifted
5. Ask for stances, steps, or suggestions Depending on issue or
and changed over time. Which parts were rich in
event, ask learners to take a stance on proposal, identify next
information or ambiguous? What would happen if reveal
steps of action or make suggestions to enhance the situation.
was in a different order?
6. Share the Thinking Invite learners to review comments made

Purpose: Zoom in asks a learner to observe a portion of an image by others at each junction or at the end. Did themes emerge?
closely and develop a hypothesis. After new information is Spend time on suggestions for moving forward.

revealed, learners are asked to reassess initial interpretation in
Purpose: Compass points enable a group of learners to consider an
light of new information.

idea or proposition from different angles.

 Thinking Routine for Introducing

& Exploring Ideas

3-2-1 Bridge
1. Set Up Decide how you will have students record their response
because students will come back to their initial 3-2-1.
2. Ask for three words Ask students to generate three words that
quickly come to mind when they think of a topic.
3. Ask for two questions Ask students to generate two questions that
come to mind regarding the topic.
4. Ask for one metaphor or simile Remind students metaphors and
similes are nothing more than connections one is making,
comparing one thing to another because they have important
features in common
5. Provide an instructional period No time limit on the instructional
period. The main criterion is that it needs to be sufficient substance
to move student’s thinking beyond their initial understandings
6. Perform the Second 3-2-1 Repeat steps 2-4 above prompted or
encouraged by the instruction
7. Share the Thinking – Bridging Invite learners to share with a
partner how their thinking on the topic shifted from initial
responses.

Purpose: The first part of the 3-2-1 Bridge is used to activate prior
knowledge before learning experience begins. After initial thoughts are
generated, these ideas are set aside and not discussed. Teacher begins
unit of instruction to advance student thinking on a topic and move
toward a new direction. Next, students return to 3-2-1 to help learners
recognize and name their own learning and development.

 Thinking Routine for
Thinking Routine for
Synthesizing and Organizing
Synthesizing and Organizing
Ideas
Ideas

I Used to Think…

Headlines Now I Think


1. Set Up After student learning experiences, ask 1. Set Up - Explain to students the purpose of the routine is
students to consider the core ideas of their learning. to help them reflect on their thinking and identify how
2. Write a Headline Ask students to write a headline ideas develop over time.

for the topic or issue which captures an important 2. Encourage Individual Reflection – Remind students to
think back to original ideas about the topic and write, “I
aspect to remember either individually or in pairs.
used to think…” After students have time to write
3. Share the Thinking Students should share their
responses, ask students to think about how their initial
headline and the reasoning behind their headline. It ideas have changed as a result of class activities. Starting
is not a competition, but rather a forum to consider with the phrase, “Now, I think…”
different perspectives. 3. Share the Thinking – Have students share and explain
4. Invite Further Sharing After sharing of headlines, their shifts in thinking. Initially it may be worthwhile to
ask students to search for common themes or share as a whole group to model and later move to small
elements among the headlines to create a class groups or pairs discussions before large group discussion.

headline(s).
Purpose: The routine helps student reflect on their thinking about

Purpose: The routine asks students to reflect and synthesize a topic or issue and explore how and why that thinking has
changed, developing the student’s metacognitive skills to identify
as they identify the essence or core of a situation or learning
and talk about one’s thinking.
experience. Students are asked to think about the big idea

and core principle of their learning.

 Thinking Routine for Synthesizing and Thinking Routine for Synthesizing and
Organizing Ideas Organizing Ideas

CSI: Color, Symbol, Image Connect/Extend, Challenge

1. Set Up After passage, video, or speaker, have learners
1. Set Up Before new information is given (passage, video,
think of core ideas & make note of things interesting,
important or insightful individually or as a group. story, exhibit) invite students to be mindful of how this
2. Choose a color Each student selects a color they feel learning experience connects with what they already
know.
represents the core idea and writes explanation or
justification for their choice. 2. Connect After activity, have students write how their
3. Create a Symbol Each student selects a symbol they feel new information connects with ideas they already have
thought about individually followed by group share.
represents the core idea and writes explanation or
justification for their choice. 3. Extend Prompt students to identify how their ideas have

4. Sketch an Image Each student selects an image they feel broadened by the new learning experience.
Again, write individually.
represents the core idea and writes explanation or
justification for their choice. 4. Challenge Ask students to consider ideas that seem

5. Share the Thinking Working with a partner or a group, significantly challenging in the topic. What challenges or
puzzles come to mind with new information or idea?
each student shares their color and explains connection
to passage or content. Repeat sharing process for each 5. Share the Thinking After individually responding to CEC

component. prompts, students share thoughts and give reasons with
a partner or group. Sharing could be done after each
Purpose: CSI asks students to identify and visualize the essence component or at the end. Chart responses on large

of ideas-taken from reading, viewing, or listening- in non-verbal posters.
ways by using color, symbol, and image to represent the big

ideas. Purpose: Receiving information bit by bit in classrooms, this
routine helps students fasten ideas together & raises awareness
of puzzles worth further attention.

 Thinking Routine for Synthesizing and Thinking Routine for Synthesizing and

Organizing Ideas Organizing Ideas

Generate-Sort-Connect- The 4 C’s


Elaborate: Concept Map
1. Set Up Ask learners to read text before class or allow time
1. Set Up Check to see if learner knows a concept map is a for learners to read the text.
way of showing one’s thinking about a topic. Explain they 2. Make Connections After reading, ask learners to find
will be making a concept map in a structured way. passages in the text they can connect with due to
2. Generate Ask students to generate a list of words, ideas, something that happened to them or somehow
or aspects associated with the topic. connected to learning experiences.
3. Sort Ask learners to sort ideas into central or tangential; 3. Raise Challenges Ask learners to find ideas or positions in
placing central ideas near the center and more peripheral the text which raised red flags for one reason or another.
ideas toward the outside 4. Note Concepts Ask readers to briefly review the text and
4. Connect Ask learners to connect ideas using lines note the key concepts, themes, or ideas. These are ideas
between ideas that share a connection and to briefly you would share with someone who has not raised the
explain the connection by writing it out on the line. text.
5. Elaborate Ask students to pick a few central ideas and 5. Identify Changes Ask learners to reflect on the overall
elaborate upon them, creating subcategories that break text and think about its implications. What does the text
the ideas into smaller parts. suggest or encourage as actions or positions?
6. Share the Thinking Have students pair up with another 6. Share the Thinking In the previous steps the learners
individual or group to share their concept maps. have been sharing their thinking at each step. An
alternate method would be to provide time for
Purpose: Concept maps help uncover a learner’s mental models
identification of all C’s at the outset and then have
of a topic in a non-linear way. Concept maps help us to activate
discussion at the end.
knowledge on a topic and connect the ideas in a meaningful way.
Purpose: The 4 C’s provides learners with a structure for a text-

based discussion built around making connections, asking
questions, identifying key ideas, and considering application. The
4 C’s encourages the reading and revisiting of texts in a focused,
purposeful way which enables readers to delve beneath the
surface and go beyond first impressions.


 Thinking Routine for Synthesizing and

Organizing Ideas

The Micro Lab Protocol
1. Set Up Inform learners of both what you want them to discuss and
what you are hoping they will get out of the discussion. Explain the
protocol, guidelines, and how much time will be given for each round of
sharing and silence. Form groups of three and have learners number
off to know order of sharing.
2. Share Announce for number 1 learner to begin sharing for assigned
time of 1 to 2 minutes. No one speaks except the speaker while other
group members listen.
3. Call for Silence Allow 20-30 seconds of silence for everyone to take in
what was heard. Some people are uncomfortable with silence, but with
time appreciate the calming and centering effect.
4. Do Rounds 2 and 3 Repeat steps 2 and 3 above until each member of
the group has shared his or her thinking. Note, if the group spends the
rest of the time reflecting in silence.
5. Commence discussion Announce that groups can now have open
discussion for pre-determined time, usually 5 – 10 minutes. Encourage
groups to make connections between what others have said or ask
clarifying questions.
6. Share the Thinking As a whole group, ask students to reflect on the
protocol itself and how they felt it facilitated their thinking about the
issue or topic.

Purpose: The Micro Lab is designed to ensure equal participation and make
sure everyone contributes. The rounds of sharing are timed by the teacher or
facilitator. The moments of silence provide time to think about the last
speaker’s comments and a chance for the group to “recenter” itself.

 Thinking Routine for Digging
Thinking Routine for Digging Deeper Deeper

What Makes You Say That? Sentence-Phrase-Word

1. Set Up - Give learners time to read the text in advance unless the
text is short and can be read on the spot.
1. Set Up – Unlike other routines, WMYST? Doesn’t 2. Select a Sentence-Word-Phrase – Ask learners to identify a sentence

need to be set up, as much as placed at the that is meaningful to them and helped them gain a deeper understanding
appropriate time. It naturally finds a place in of the text; a phrase that moved them in a meaningful way; and a word that
response to student comments, assertions, has captured their attention or struck them as powerful.
3. Share Selections In groups of 4 to 6 learners, students share and
explanations or opinions.
record their choices, explaining why they selected them. Sharing in rounds,
2. Push for Elaboration with Evidence –The goal is to
such as everyone’s sentence, then discuss the phrase and finally the word.
elicit and support students’ attempt at justification.
4. Invite Reflection on Conversation – Each group looks at documented
3. Share the Thinking –WMYST? Exists mainly in the responses to identify common themes and then the implications or
interchanges that teachers have with students, so predictions suggested by themes. Finally, the group identifies the aspects of
while documentation of students’ thinking is an the texts not represented in their choices of sentences, phrases, and words.

option, simply creating opportunities for learners to 5. Share the Thinking Post documentation from all the groups. Provide
share their thinking enriches classroom time to look at choices and invite each group member to reflect briefly on
their understanding of the text and how the routine contributed to their
conversations.
understanding.
Purpose: Routine helps students identify the basis for their
Purpose: The routine helps learners engage with and make meaning from
thinking by asking them to elaborate on thinking that lies
text with a focus on capturing the essence of the text or “what speaks to
behind their responses.

you.” The routine fosters enhanced discussion while drawing attention to
the power of language by giving learners time to justify and explain what

“spoke to them” in the text.

 Thinking Routine for Digging Deeper Thinking Routine for
Digging Deeper
Circle of Viewpoints

Tug-of-War

1. Set Up Introduce the source material (image, story, issue,
event or topic) and provide plenty of time for examination.

Place a line down the middle of the room, table or
2. Identify Viewpoints Generate a list of viewpoints which can
chalkboard to represent a tug-of-war rope. Working with a
be people or inanimate objects in material or people dilemma that can be considered from multiple perspectives
affected by information.
or stances:
3. Select a Viewpoint to Explore Ask students to select a
viewpoint to explore different from others if working in a 1. Identify & frame the two sides; Use as the labels for
small group. You may want to select one to do as a whole your tug- of- war rope
class initially. 2. Generate as many “tugs” or reason that “pull you
4. Respond to “ I think…” prompt Ask students to take toward” or supports your perspective
character’s viewpoint and describe the topic from this 3. Determine the strength of each tug and place it on
perspective your tug-of war rope placing the stronger tugs
5. Respond to the “ A question I have from this viewpoint is…” farthest at the end and the weaker tugs near the
prompt Ask students to imagine what the person or object center
might be puzzled or curious about 4. Capture any “what if …..?” questions that arise in the
6. Share the Thinking Ask each person to share viewpoint and process. Write these on sticky notes and place them
state thinking to prompts. Document main threads that above the tug-of-war rope
permeate the discussion.
Purpose: Taking a stance on an issue and the supporting

Purpose: Circle of viewpoints focuses on perspective taking by first your stance with sound reasoning
identifying different perspectives present. This routine helps

learners identify and consider different and diverse perspectives

around a topic, event, or issue.

 Thinking Routine for Digging Deeper
Thinking Routine for Digging Deeper

Step Inside

1. Set Up Introduce the source material (image, story, issue,
Red Light, Yellow Light
1. Set Up Briefly introduce the source material without bias.
event or topic) and provide time for learners to think about
Ask learners to dig below the surface of the ideas.
players and observers, both animate and inanimate.
2. 2. Look for red lights and yellow lights Ask learners,
Ask “What can this person or thing, see, observe, or notice?” Ask
working alone, in pairs, or in groups to search for specific

students to imagine themselves as the person or thing &
moments or signs of possible puzzles of truth. Red lights
describe what they see, observe, or notice in a simple list.
3. are glaring, halting places. Yellow light places need
Ask “What might the person or thing know, understand, hold
learner to proceed with a little care or caution.
true, or believe?” Ask students to make a list of ideas from
3. Collect students’ observations and reasons Make a list of
prompt and immerse themselves into new viewpoint.
4. specific points marked R for red and Y for yellow. Ask
Ask “What might the person or thing care deeply about?” Ask
students to provide reasons as to why placed in red zone

students to respond to prompt from chosen perspective.
or yellow zone.
Encourage students
5. 4. Share the Thinking After creating collected list of red and
Ask “What might the person or thing wonder about or
yellow lights, have class look at documentation. Ask,
question?” Ask students to imagine what the person or object
“What have we learned about particular signs that
might be puzzled or curious about and encourage learners to

indicate there could be a problem or puzzle of truth?”
provide information as to why the person or thing would
“What have we learned about zones to watch out for?”
care.

6. Share the Thinking Ask each person to share viewpoint and Purpose: Red Light, Yellow Light is about becoming more aware
state thinking to prompts. of potential falsehoods and how to handle them in ways that are
Purpose: Step Inside focuses on perspective taking by first identifying different perspectives not dismissive, overlooked, or debilitating. The routine is used to
present. This routine helps learners identify and consider different and diverse perspectives build sensitivity to spotting potential puzzles of truth within
claims, ideas, conclusions, generalizations, etc.
around a topic, event, or issue. Stepping into a position and talking or writing from that

perspective to gain a deeper understanding of it.

 Thinking Routine for Digging Deeper

Claim-Support- Question

1. Set Up Introduce the idea of a claim to the class; claim

encompasses: conjectures, speculations, generalizations,
assertions, statement of fact, theories, hypothesis, etc. Tell the
learners their job is to figure out , “What’s going on here?”
2. Identify Claims Prior to launching a topic, a teacher might ask ,
“what claims, explanations, or interpretations might you have
already about this topic?” Document claims for the entire class to
see while leaving room to add more. Suggestion: Write claims in
center, add supports to one side and questions to the other side.
3. Identify Supports After making claims, ask students, “What can we
see, notice, know or find that might five support to the claims?”
This step is for students to consider the reasons why anyone might
stand behind a given claim.
4. Raise Questions Students are invited to be healthy skeptics of the
claims and ask learners to think beyond the previously stated
supports and consider what might make one hesitant about the
truth or accuracy of the claim.
5. Share the Thinking Document the routine as it evolves to make
students’ thinking visible throughout the process. Might rank claims
on scale between “still questioning” to “definitely believe”.

Purpose: Claim-Support-Question is a thinking routine designed to both

identify and to probe these claims. Identification of claims calls on students
to look for patterns, spot generalizations, and identify assertions.