HEADLINES
HEADLINES
Think of the big ideas and important themes in what you have
been studying:
 Write a headline for this topic or issue that summarizes
and captures a key aspect that you feel is significant and
important.
Appropriate Content
 HEADLINES can be used after a
single event such as a field trip,
reading a book, or watching a
movie.
 HEADLINES can be situated within
the ongoing arch of learning to
help students get a sense of what
lies at the core of a topic.
Purpose:
 Students are asked to reflect and synthesize by
identifying the essence of a learning experience
 HEADLINES allows for the opportunity for each student to
capture his or her thoughts and share. The routine does
not call for further discussion.
 Using this thinking routine lets students know that taking
notice of big ideas is critical to understanding
 If students do not grasp the big idea they will find it
difficult to make meaningful connections to the ideas in
the future
Uses and Variations
Assessment and Tips
 HEADLINES promotes looking at
 Think about the HEADLINE, as well
the core of a topic from different
as the reasoning, to determine the
perspectives. Big ideas are
current understanding of the topic.
highlighted.
Next look at the class set to get a
sense of what big ideas are
 This routine helps with social
emerging.
conflicts on the playground.
Students are directed to think
 Don’t settle for catchy phrasing.
about the core issue at the heart of
The routine is about having
the conflict. Synthesizing and
students search for the central
listening to others helps minimize
idea.
future incidents.

A middle school teacher used a
modified version to explore literary
themes. After reading a literature
selection, students were asked to
nominate songs that they felt
would best capture a central
theme from the novel. They were
asked to explain and justify their
choices. Listening to the mix of
songs after reading the novel was a
fun culminating experience.
The Steps
1. Set up: Once students have had some learning experiences, ask what they think some of the core ideas are in what they
have been studying.
2. Write a headline: Ask students to write a headline for the topic that you are studying that captures an important aspect that
they would want to remember. You can have them write the headline individually or in a group.
3. Share the thinking: Have students first share their headline with another group of students. Instruct them to share the
headline and the reasoning behind their choice. The goal of this step is to create an environment in which different
perspectives and nuances can surface.
4. Invite further sharing: Create a collection of the headlines that document the thinking at this point. Add more depth by
having the class search for common themes or elements among the headlines.
CSI: Color, Symbol, Image
CSI: COLOR, SYMBOL, IMAGE
Purpose:
Think of the big ideas and important themes in what you have
 This thinking routine makes thinking visible in a way that
just read, seen, or heard:
doesn’t depend so much on written or oral language.
 Choose a color that you think best represents the essence
 Students are asked to make connections and think
of that idea.
metaphorically as they identify and distill the essence of
 Create a symbol that you think best represents the
an idea.
essence of that idea.
 Metaphors are a major vehicle for developing
 Sketch an image that best captures the essence of the
understanding of ideas by connecting something new to
idea.
something already
 A student’s comprehension as well as metaphorical
thinking is advanced.
 The explanation is key. The connections are personal.
Colors may mean different things to different students.
Appropriate Content
 Content selected should have a
variety of interpretations and
meaning. Something ambiguous or
complex is desired because there
has to be something to interpret.
 The content shouldn’t be too long.
A single chapter or passage works
better than the whole book.
Uses and Variations
 Use this routine while reading a
novel. After each chapter, the
teacher can pass around a sheet of
paper. Students a color to
represent the core idea.
 After finishing the novel all the
chapter sheets are posted and
another discussion can take place.
Assessment and Tips
 When assessing, look for the
student’s ability to capture the
essence of the material being
studied.
The Steps
1. Set up: Once students have read a passage, listened to a speaker, or viewed a video clip, instruct them to think about the
core ideas. Have them jot down things that they find interesting or insightful. You can have students work alone, in pairs, or
in a group.
2. Choose a color: Each student selects a color that he or she thinks represents the core idea. A single color should be chosen.
3. Create a symbol: Tell students that a symbol is a thing that stands for something else. You can use the example of a dove
representing peace. Instruct them to select a symbol that they think represents the core ideas of the content being explored.
This selection is then justified in writing.
4. Sketch an image: Students select an image that represents the core idea they have identified. The image should be a simple
sketch that captures the idea of what is in the image. The image should be explained in writing, too.
5. Share the thinking: Working with a partner or in a group, students share their color and reason for selecting it. They move
on to sharing the symbol and finish with sharing the image.
GENERATE-SORT-CONNECT-ELABORATE: CONCEPT MAPS
GENERATE-SORT-CONNECT-ELABORATE: CONCEPT MAPS
Select a topic, concept, or issue for which you want to map your
understanding:
 Generate a list of ideas and initial thoughts that come to
mind when you think about this topic or issue.
 Sort your ideas according to how central or tangential
they are. Place central ideas near the center and more
tangential ideas toward the outside of the page.
 Connect your ideas by drawing connecting lines between
the ideas that have something in common. Explain and
write on the line in a short sentence how the ideas are
connected.
 Elaborate on any of the ideas or thoughts you have
written down so far by adding new ideas that expand,
extend, or add to your initial ideas.
Purpose:
 Concept maps activate knowledge of a topic and then
connect the ideas in a meaningful way.
 Creating concept maps organizes thinking and illuminates
how ideas relate to one another. This thinking routine
solidifies thinking and understanding.
Appropriate Content
Uses and Variations
Assessment and Tips
 Select topics that are large in scope
 This routine can be used at the
 Look at the ideas generated to see
(democracy, habitats, immigration,
beginning of a unit to find out what
if they are important.
power, freedom, or electricity).
is already known, in the middle to
 Look at the connections to see if
 Content with many components
see how students are making sense
they are obvious or deep.
allows for numerous and varied
of the topic, or in the end to
 Use as a pre/post measure to see
responses.
review for a concluding test.
how thinking has developed
The Steps
1. Set up: If students are already familiar with concept maps, introduce the thinking routine by explaining that they will be
creating concept maps in a structured way.
2. Generate: Have students generate a list of words or ideas associated with the topic being studied. This will be an initial list.
Five or six items are needed to begin the routine.
3. Sort: Have students sort their ideas by how central or tangential they are by placing central ideas near the center and the
remaining ideas toward the outside. This can be done in pairs or groups to encourage rich discussion regarding placement.
4. Connect: Instruct learners to connect the ideas by drawing lines between ideas that share a connection. Have students
describe the connection on the line.
5. Elaborate: Have students pick a few central ideas and elaborate. Have them create subcategories that break the ideas into
smaller parts.
6. Share the thinking: Have students pair up and share their concept maps. Instruct them to focus the discussion on the
choices made in constructing the map and where there are questions about connections.
CONNECT-EXTEND-CHALLENGE
CONNECT-EXTEND-CHALLENGE
Consider what you have just read, seen, or heard, then ask
yourself:
 How are the ideas presented connected to what you
already knew?
 What new ideas did you get that extended or broadened
your thinking in new directions?
 What challenges or puzzles have come up in your mind
from the ideas and information presented?
Appropriate Content
 This thinking routine is used after
information rich lessons, after a
reading, or after a whole unit is
completed. The teacher should
first consider whether there are
connections to be made in the
content and what has been studied
previously.
Purpose:
 This routine helps students become active processors of
information.
 Often pieces of information are delivered to students bit
by bit and the ideas can remain isolated from one
another. This thinking routine helps students connect
them.
 This routine offers a structure in which new thinking
about a topic can become visible.
 As students connect and extend their thinking the
powerful message is that ideas and thoughts are
dynamic.
Uses and Variations
Assessment and Tips
 During a unit on cultures of
 This thinking routine takes time to
indigenous people across various
develop. Students need modeling
geographic regions, one teacher
to see what makes meaningful
had students view works of art
connections, rich extensions, and
created by members of an
worthwhile challenges. The
indigenous group that depicted the
teacher can initially probe student
group’s culture.
reasoning as ideas are shared.
 The teacher used this as a front-end
 Once students are familiar with the
organizer and had students look
routine they can record their ideas
closely at the art and share how the
on a sheet with three columns:
art connected to what they had read
previously about the indigenous
Connections, Extensions, and
Challenges.
group. This extended their learning
beyond the textbook. The teacher
asked them to share interesting
questions that they would want to
find answers to as they continued
their study. All connections,
extensions, and puzzles were
documented. The teacher then went
on to examine how climate and
geography influence culture.
The Steps
1. Set up: Start with having students involved with an information rich activity (listen to a story, read a passage, visit an exhibit,
or view a video). Instruct them to be mindful of how this new learning experience connects to what they already know. Ask
them to think about how it pushes their thinking into new directions and to be aware of new challenges that surface as they
participate with new material.
2. Connect: At the end of the information rich activity ask students to write down how the ideas and information they have just
heard connects to ideas they already know. Ask: How do the ideas and information you’ve just heard connect to ideas you
already think about or know? Have students write their connections done individually before the group has a discussion.
3. Extend: Have students identify how their ideas have broadened, deepened, or expanded as a result of the new learning
experience. Ask: How has your thinking been extended in some way, taking it in new or further or deeper directions?
4. Challenge: Instruct students to consider ideas that seem challenging. Ask: What challenges or puzzles have come to mind
about this topic now that you’ve been presented with new ideas and information?
5. Share the thinking: After responding to the prompts have students work with partners or in groups to discuss the three
parts of the routine. Collect the connections, extensions, and challenges from small groups to display. This will make the
thinking visible.
THE 4 C’S
THE 4 C’S
After reading a text:
 Connections: What connections do you draw between
the text and your own life or your other learning?
 Challenge: What ideas, positions, or assumptions do you
want to challenge or argue with in the text?
 Concepts: What key concepts or ideas do you think are
important and worth holding on to from the text?
 Changes: What changes in attitudes, thinking, or action
are suggested by the text, either for you or others?
Purpose:
This thinking routine makes use of nonfiction material although
it can be used with fiction with just a few changes.
 The routine provides students with a structure for a textbased discussion built around making connections, asking
questions, identifying key ideas, and considering
application.
 Reading and returning to the text in a purposeful way
assists students in delving beneath the surface and going
beyond initial impressions.
Each step of the routine requires a different thinking that
corresponds to the active and thoughtful reading that teachers
want all students to do.
 Asking the reader to make connections between the text
and their own experiences personalizes the content as
the connections add dimension to the text.
 Identifying challenges requires critical thinking and
conveys the idea that readers should raise questions of
truth as they read nonfiction texts.
 Identifying key concepts requires the learner to compare
and prioritize ideas to uncover themes.
 Identifying changes to one’s behavior asks students to
think beyond information to consider how it might be
used. This requires analytical thinking and synthesis.
Appropriate Content
 Texts with complex ideas and
different perspectives, such as,
excerpts from the opinion section
of the newspaper, newspaper
articles, personal essays, and
magazine articles work well.
 If a piece of fiction is selected the
questions can be modified to focus
on the character and the
character’s actions.
Uses and Variations
Assessment and Tips
 Primary students can use a sheet
 The choices and explanations
of paper divided into four boxes.
students make gives the teacher
Groups of 5 students can read a
information about their
book together and use drawings to
understanding of the text.
respond to the 4 C’S. Or, the
 The first time you work through
teacher could read the content and
the routine it should be done
record the ideas.
sequentially. Later students can
take notes responding to the
 Some schools use this process with
prompts in a less linear way.
professional reading groups.
The Steps
1. Set up: Have students read the selected material. List the 4C’S in a place visible to all students.
2. Make connections: Ask students to locate passages from the text that they can identify with. Begin the group discussions by
asking students to read the passage from the text to which they are connecting. Have them explain the connection.
3. Raise challenges: Have students find ideas or positions in the text that raised red flags. Red flag items can be something that
they didn’t agree with or felt that they needed more information about. Have students read the section and explain the
questions that came to mind.
4. Note concepts: Encourage students to briefly review the text and note key concepts or themes. Tell them that these would
be the things they would share with someone who hasn’t read the text in discussing its main points. Student responses
should be followed up with: What makes you say that? That question will allow you to see the foundation of their ideas.
5. Identify changes: Have students reflect on the whole text and its implications. Ask them to identify changes of thinking that
may have happened as a result of the reading. If it is a fiction selection students should look for the changes that occurred in
the character and what caused the change.
6. Share the thinking: Sharing can be done at each step of the thinking routine. At the end of the thinking routine the end
discussion can focus on how the structure helped the students to develop a deeper understanding of the text.
THE MICRO LAB PROTOCOL
THE MICRO LAB PROTOCOL
Purpose:
Reflect individually on the issue or topic being examined, then
 This routine ensures that all voices are heard, and that
working in triads:
everyone contributes, before the topic is discussed. It is a
 Share: The first person in the group shares for a set time
helpful structure for directing group discussions.
(1 – 2 minutes). The other members listen attentively
 Once all voices are heard the group then makes
without comment or interruption.
connections between ideas, asks clarifying questions, and
 Pause for 20-30 seconds of silence to take in what was
highlights themes.
said. The teacher keeps track of the time.
 This strategy has found to help students become better
listeners and to learn how to build on and connect to
 Repeat for persons two and three, pausing for a moment
other’s ideas.
of silence after each round.
 Discuss as group (5-10 minutes), referencing the
comments that have been made and making connections
between the responses of the group.
Appropriate Content
Uses and Variations
Assessment and Tips
 With this routine/strategy content
 Secondary teachers, even those in
 MICRO LAB allows for individual
really matters. For the routine to
math classes, have found that this
sharing and conversation, making
be meaningful the content must be
routine assists their students in
thinking visible to the small groups.
meaningful. Material with
becoming more independent.
It is more difficult for the teacher
different perspectives adds to the
 One teacher uses the routine while
because it is impossible to listen to
richness of the discussion.
teaching an interdisciplinary unit
how the thinking develops in each
 Exploring perspectives on current
involving history, science, and
group. The teacher might try to
events, political issues, or
geography. The teacher’s question
listen in on one group to get a
reflecting on themselves as
(Can the island of Santorini be
sense of the developing
learners are appropriate content.
Atlantis?) was used to check in the
conversation and where and how
development of his student’s
ideas are being built.
understanding and
misunderstanding. He found that
this routine led to student
acceptance that on occasion, they
would be asked to think, consider,
and reason rather than be told. It
kept students’ thinking focused.

Things to listen for include:
connections that are being made
between what has been shared by
each student; the degree of the
probing nature of the questions;
and whether students can see the
difference or similarities between
their ideas and those of the other
members in the group.
The Steps
1. Set up: Tell students what you want them to discuss and what you are hoping they will get out of the discussion. Tell them
they will have time (5 – 10 minutes) first to reflect in writing about the topic. Explain the routine. Form groups of three. Tell
the groups you will be the timekeeper.
2. Share: Announce that all number 1s are to begin sharing for the assigned time. No one speaks except the speaker. The
members of the group can take notes if they think it will help. Call time. Call for the groups to be silent.
3. Call for silence: Call for 20-30 seconds of silence. Students should contemplate what they heard.
4. Do rounds 2 and 3: Repeat the steps so each member of the group has their turn to share their thinking. If a speaker
finishes before the call for silence the whole group spends the extra time reflecting in silence.
5. Commence discussion: Announce that groups will now have open discussion for the set amount of time (5-10 minutes).
Instruct the groups to make connections between what others have said. They can ask questions for clarification. Call time.
6. Share the thinking: As a whole group, ask students to reflect on the routine and how they feel it helped their thinking about
the topic.
I USED TO THINK . . . , NOW I THINK . . .
I USED TO THINK . . ., NOW I THINK . . .
Reflect on your current understanding of this topic, and respond
to each of these sentence stems:


I used to think . . .
Now I think . . .
Appropriate Content
 This thinking routine works across
a wide variety of subject areas.
 Greater depth and insights are
likely to come to students when
the reflection is on content that is
conceptual or process oriented.
 A unit of study, reading new
informational text, watching a film,
or listening to a speaker are
samples of appropriate content.
Purpose:
 This routine helps students reflect on their thinking about
a topic and explore how and why their thinking has
changed.
 The new learning can be consolidated as students identify
new understandings, opinions, and beliefs.
 Reasoning abilities are developed as students reflect on
cause and effect relationships.
 Metacognitive skills are strengthened as students identify
and talk about their thought processes.
Uses and Variations
 Teachers of young students can do
the recording of responses to both
prompts on the whiteboard.
 Teachers of older students can
have students go through the
steps. Students can then be asked
to put together a portfolio that
provides evidence of what moved
their thinking from what it was to
where it is now.
Assessment and Tips
 Responses are likely to be unique
for each student.
 Teachers can look for patterns of
responses. This will help identify
key areas of the class’s learning.
 Teachers should demonstrate a
true curiosity about how their
students’ thinking has grown,
deepened, shifted, or changed.
This will make students more likely
to be genuine in their reflections.

Only use this routine at the end of
the unit. New learning has to have
taken place. Students will soon
develop the disposition to become
aware of their own thinking and
will become more aware of new
insights as they happen.
The Steps
1. Set up: Inform students that the purpose of this routine is to help them reflect on their thinking about the topic that has
been studied and to identify how their ideas have developed over time. It helps to have class documentation posted and
student journals out.
2. Encourage individual reflection: Remind students that at the beginning of the study, they all had initial ideas about the
topic. Tell them to take a minute to think back and recall the ideas they had. Tell them to write what it was that they used to
think about the topic. Have them start their reflections with: I used to think. Then tell students that you want them to think
about how their ideas have changed as a result of what they have been studying, doing, and discussing. Have them write a
few lines to capture what they now think. Have them start their reflections with: Now, I think.
3. Share the thinking: Have students share their reflections. Ask them to explain the change in their thinking. It is suggested
that the sharing be done with the whole class the first few times this thinking routine is used so the teacher can probe the
thinking and push students to explain. Once this modeling has taken place, the sharing can be done in small groups or pairs
before whole class sharing takes place.