In the ever-evolving landscape of education, one constant remains: the undeniable link between independent thinking and student success. As educators, our mission extends beyond the mere transmission of facts; we strive to cultivate inquisitive minds capable of navigating the challenges of tomorrow. Enter thinking routines – a powerful tool fostering independent thought and critical reasoning. Renowned educational philosopher John Dewey once said, “Education is not preparation for life; education is life itself.” Thinking routines embody this philosophy, providing a structured framework for students to develop essential cognitive skills.
Why Thinking Routines?
Thinking routines are not standalone lessons; rather, they thrive in the rich soil of a well-designed unit. The beauty lies in their versatility, seamlessly integrating into diverse subjects and themes. By embedding thinking routines within the context of a unit, educators ensure that students not only grasp the content but also hone their ability to think critically and independently.
Age Knows No Bounds
One remarkable aspect of thinking routines is their universal applicability. From the early years to seniors, students at any stage can benefit from these structured patterns of thinking. Starting early lays the foundation for future competence, equipping students with the mental tools essential for success in higher education and beyond.
Investing in Future Outcomes
Taking the time to incorporate thinking routines into your teaching approach is an investment in the future. As educators, we are not just imparting knowledge; we are shaping future leaders, innovators, and critical thinkers. The dividends of this investment manifest in students who are not just well-versed in content but possess the ability to analyze, synthesize, and apply their knowledge in real-world scenarios. While introducing thinking routines may initially require patience as students adapt, the long-term benefits become evident after a term or two, leading to deeper, richer thinking and significantly improved student outcomes.
Matching Routines with Units
Pairing thinking routines with specific units enhances their impact. For instance, in a science unit exploring ecosystems, the “See, Think, Wonder” routine encourages students to observe and question the interdependencies within an ecosystem. In literature, a “Connect, Extend, Challenge” routine could prompt students to delve deeper into characters’ motivations and the societal themes of a novel. The key is to tailor thinking routines to the unique aspects of each unit, enriching the learning experience.
How do I do it?
Implementing thinking routines in the classroom involves a gradual release of control that empowers students to think independently. When introducing a thinking routine, it’s crucial to start with explicit lessons, dedicating 5 to 10 minutes to break down the steps and provide clear examples. As the unit progresses, the teacher gradually relinquishes control, beginning with offering examples, then encouraging students who quickly grasp the process, and finally releasing students to try the process independently.
Throughout the unit, the language of the thinking routine becomes woven into the fabric of discussions. Ideas, processes, and concepts are explored using the lens of the thinking routine, fostering a deeper understanding of the material. This linguistic integration serves as a double-edged sword, not only allowing students to engage more deeply with the subject matter but also providing teachers with a valuable tool for assessing students’ comprehension of both the unit content and the thinking routine itself.
A suggested timeline for this transition might look like the following (though it’s important to note that each class is unique):
Weeks 1-3: Teacher-led examples with students actively repeating the process.
Weeks 4-6: Shared responsibility between teacher and students, with the teacher identifying those who have mastered the process and involving them in modelling and assisting classmates who are still developing their independence.
Weeks 7-9: Students working independently with the thinking routine. At this point (or earlier), the routine becomes a warm-up exercise at the start of lessons, reinforcing its integration into the students’ thought processes.
This gradual release strategy not only nurtures students’ ability to think critically but also creates a supportive environment that encourages peer collaboration and the sharing of diverse perspectives. Through this process, the thinking routine becomes a natural and integral part of the learning experience, enhancing not only students’ cognitive skills but also their overall engagement with the material. Embracing this methodology requires dedication and patience, but the rewards, as evidenced in deeper, richer thinking and improved student outcomes, are well worth the effort.
Resources
To further support educators in incorporating thinking routines into their classrooms, we’ve created free resources available on Teachers Pay Teachers. These resources are designed to facilitate the seamless integration of thinking routines into your teaching toolkit. Visit my page [Teachers Pay Teachers] to explore and download these valuable assets (start with the free ones!). For more updates, join our community on Facebook (STEM thought) and follow us on Instagram (STEM thought) and catch our YouTube channel (Think_STEM).
In the journey of education, thinking routines emerge as beacons guiding students towards intellectual independence. Let us embrace this powerful tool, fostering a generation of learners equipped not just with knowledge, but with the ability to think, question, and innovate.
With Love,
Greg and Jen
Think STEM
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Greg and Jen Lanyon-Teachers pay teachers store
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