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A thinking routine is just that, a routine of thinking: a pattern that involves just a few steps, is easily taught and learned, and used often (in a variety of contexts). According to Harvard Project Zero researcher Ron Ritchhart, patterns are what are remembered from our many hours in the classroom, and patterns of thinking can be taught, as are other kinds of routines, like lining-up after recess, or collecting and distributing materials.
A thinking routine has been introduced and practiced in the first days of the new school year. When students are presented an unfamiliar object, they systematically approach following four steps:
First impressions
what is your immediate impression?
Observations
what do you see? (without opinion or guessing what it is)
Questions
what do you want to know?
Interpretations
what is you theory, supported by multiple lines of evidence
As in introducing any new skill, students are initially guided through it, and incrementally expected to demonstrate independence. Thursday was the first time that table groups practiced a thinking routine without teacher support, with observations recorded, shared out with the whole class, and displayed.
Next week, we will apply the same routine to samples of art and music.
