The Thinking Classroom
Our students need to become critical, creative and deep thinkers if they are to become effective,
independent learners. In order to support this, we as educators, need to be consistently encouraging and
valuing these dispositions.
The checklist which follows on the next page provides a possible scaffold for supporting this process in a
methodical way in our classrooms. Working towards this will be a gradual process.
I would encourage you to become familiar with concept of Visible Thinking:
http://pzweb.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html
The Visible Thinking approach provides opportunities for us to look at our own role in the process of
developing a thinking culture within the school, as well as developing routines as a starting point for
establishing a common language and patterns of thinking for the students in our classrooms.
I will be following these concepts up in greater depth through workshops and hopefully in smaller learning
teams or even individually.
I will be using the checklist during my Learning Walks. This will give me a sense of where we as a staff are
at now, as well as areas for us all to work on.
I will email or approach you individually about times for my Learning Walks.
I look forward to working with you on this.
Tina Wilkinson
Learning Leader
The Thinking Classroom – a checklist
In this classroom there is/are…
Time for thinking
 for exploring topics in depth
 for formulating thoughtful responses
Opportunities for thinking
 There are purposeful activities that
require students to engage in thinking
and thereby building their own
understanding.
Routine and Structure
 Students’ thinking is scaffolded.
 Students are provided with patterns
and tools for thinking which can be
used independently.
Rating
Comments
low ______________ high
low ______________ high
low ______________ high
a Language of Thinking
 A language of thinking is used
consistently in the classroom.
low ______________ high
Modeling of Thinking
 The teacher’s own thinking is
discussed, shared and made visible.
low ______________ high
Interactions and Relationships
which:
 respect for and value one another’s
ideas and thinking.
 Encourage a spirit of ongoing inquiry.
low ______________ high
a Physical Environment
which:
 displays the process of thinking and
development of ideas.
 is arranged to facilitate thoughtful
interactions and collaboration.
low ______________ high
Expectations
that
 learners will actively build
understanding.
 thinking and learning will be valued as
outcomes.
low ______________ high
Adapted from ideas presented in Intellectual Character: What it is, Why is Matters and How to Get It, by Ron
Ritchard (2002)