THINKING ROUTINES – CONDENSED VERSION
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote
engagement, understanding and independence for all learners. San Francisco, CA:
Jossey-Bass.
The following overviews of some sample thinking routine are intended to give a quick view of
what kinds of critical thinking are possible in a classroom. Please see the book cited
above for a complete discussion of thinking and the theoretical background for these
routines; these brief summaries are taken from this book and shared in the hopes
that others will want to purchase the book to get a better understanding of how to
make thinking visible in the classroom. Ritchhart and Harvard’s Project Zero give
more complete information on the purpose, appropriate content, steps, tips for
implementation, assessments and variations in an easy to use format.
See – Think-Wonder – Purpose: to emphasize the importance of observation as an essential
part of thinking and interpretation
1. SEE
Silent observation – no interpretation, just what you see
Tell partner what you see.
What did your partner see that you didn’t?
2. THINK
What do you think is going on in the picture?
What else is going on?
Why do you think that?
3. WONDER
This is about asking broader questions beyond our interpretations
What issues/ideas does this picture raise in your mind?
Condensed from Making Thinking Visible by Susan Blanchard, PhD blanchard.sue@spcollege.edu
Concept Maps: Purpose: to generate, sort, connect and elaborate on ideas
1. Students, alone or in groups, generate a list of ideas and thoughts on a topic
2. Students sort ideas with central ideas placed in the center and tangential ideas
placed on the edges.
3. Students connect ideas by drawing lines to show connections. Can write on lines to
explain connection.
4.Elaborate by adding new ideas that expand, extend or add to initial ideas.
3-2-1 Bridge – Purpose: to develop metacognitive ability to recognize and name one’s own
learning and development of thinking
1.
2.
3.
4.
5.
6.
7.
Choose a topic about which you want students’ thinking to develop over time.
Ask students for three words that quickly come to mind.
Ask for two questions on the topic.
Ask for one metaphor or simile for the topic.
After an instructional period, repeat these steps.
Invite learners to share the original and new responses with a peer.
What shifts or changes do they see in their thinking? (Note: the root word of
“education” is related to change.)
CSI: Color, Symbol, Image – Purpose: to distill the essence of an idea in nonverbal ways
1. Students think of the big ideas and important themes of what was just read, seen
or heard.
2. Student chooses a color that best represents the essence of that idea OR
chooses a symbol that best represents the essence of that idea OR
sketches an image that best represents the essence of that idea. (Instructor can
limit which of these is used or can give students options.)
3. Have students explain or justify choices in writing first, then share the thinking.
Condensed from Making Thinking Visible by Susan Blanchard, PhD blanchard.sue@spcollege.edu
Connect – Extend-Challenge Purpose: to fasten ideas together and raise awareness of puzzles
and questions worth further attention
Ask students the following questions and have them write individual responses before
having group discussions:
1. How do these ideas/information connect to ideas you already thought about or
knew?
2. How has your thinking been extended in some way, taking it on new or further or
deeper directions?
3. What challenges or puzzles have come up in your mind about this topic?
4. Share your thinking with your small group giving your reasons behind why you
chose your selections.
The 4Cs: Connections, Challenge, Concepts, Changes Purpose: used to engage students with
readings that allows them to go beneath the surface. Originated for nonfiction, better than
reading quizzes!
After reading text:
1. Connections: What connections do you draw between the text and your own life
or other learning?
2. Challenge: What ideas, positions, or assumptions do you want to challenge or
argue with in the text?
3. Concepts: What key concepts or ideas do you think are important and worth
holding on to from the text?
4. Changes: What changes in attitudes, thinking or action are suggested by the
text, either for you or others?
Condensed from Making Thinking Visible by Susan Blanchard, PhD blanchard.sue@spcollege.edu
Sentence-Phrase-Word Purpose: to foster enhanced discussion while drawing attention to
the power of language
1. Each student selects a sentence from the text that was meaningful to her, that she
feels captures a core idea of the text.
2. Then, the student selects a phrase that moved, engaged, or provoked him.
3. Finally, the student chooses a word that captures his attention or struck her as
powerful.
As a group: Share choices. What themes emerge? What implications or predications can
be drawn? Were there aspects of the text not captured in the choices?
MicroLab Protocol Purpose: Good for exploring attitudes, opinions and ensuring that all
students participate evenly.
After reflecting individually on an issue or topic, work in triads to:
1. Share: The first person shares for a set time (usually 1-2 minutes). The other
members listen attentively without comment or interruption.
2. Pause: for 20-30 seconds of silence to take in what was said.
3. Repeat: for persons two and three, pausing for silence after each person shares.
4. Discuss: as a group (5-10 minutes) referencing the comments that have been made
and making connections between the responses of the group.
5. Optional: report out the small group discussions to the whole group
I Used to Think…., Now I Think Purpose: Leads students to overtly think about their
thinking
1. Student reflects on his current understanding of this topic, and responds to the two
stems: I used to think…. Now I think…….
Develops metacognitive ability to identify and talk about one’s own thinking
Makes change in thinking acceptable – honorable
Condensed from Making Thinking Visible by Susan Blanchard, PhD blanchard.sue@spcollege.edu