Category Archives: Thinking Routines explained

Making meaning: collective concept mapping

It was our first day at school after Christmas break and we all looked a bit numb. There was a mixture of sadness that holidays had ended and happiness to see familiar faces again. We were also a bit tired … Continue reading

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Looking 10×2: Pushing beyond the obvious

In this post I will describe the Looking 10×2 thinking routine. It is a routine that helps learners slow down, concentrate, observe carefully and describe. The routine stems from the Artful Thinking programme, one of the programmes at Project Zero. … Continue reading

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What makes you say that? Reasoning with evidence

We worked on the topic of urbanization with my 6th grade students (12 years old). The idea was to discuss the evolution of cities from antiquity to present time, urban growth around the world and relevant issues, and to deal with … Continue reading

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Colour-Symbol-Image: Focusing on visual connections

The Colour-Symbol-Image routine helps students to express their thinking non-verbally. Especially in the case of younger learners, this taps right into their natural creativity and desire for expression. It is a routine that encourages them to identify and capture the … Continue reading

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Step Inside:perceive-believe-care about

Step Inside: perceive-believe-care about is a routine that can work effectively towards appreciation of the other’s perspective. It asks students to step inside a character and deepen their understanding. Perspective often shapes the way things are understood, so this focus … Continue reading

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See-Think-Wonder: The impact of curiosity on learning

See-Think-Wonder is the first routine I’ve ever used and the first one I wrote about in a post for the Teaching English British Council blog community. It is a routine that asks students to observe carefully, think about what they … Continue reading

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Sentence-Phrase-Word: Capturing the essence of a text

In this post I will describe the Sentence-Phrase-Word thinking routine. It is a routine that helps learners engage meaningfully with a text with a focus on capturing “what speaks to them”. It also calls for them to justify their choices … Continue reading

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