It is quite easy to recommend any product with Ron Ritchhart's involvement, and David Perkins endorsements. It you like to think about thinking, and like to think of way how to reach out to students and make learning a deeper activity - I think you will enjoy this book.

Since there is no right or wrong answer in art, even the most reluctant or hesitant student is willing to write one line of poetry. It never fails that the poems are wonderful and the students are very proud of their poetry. Implementing Cooperative Poetry with Other Content Areas After imagining that they have walked into the setting, they record what they might smell, hear, taste, touch, feel against their skin, and feel inside and record descriptive words, phrases, or sentences for each on an organizer. As students make sense out of their ideas, they can begin to organize information visually. This might be something like a spreadsheet or a graph or it might be an outline or a slideshow. As teachers, we can help students organize information by providing easy-to-use graphic organizers. For example, you might provide a flow chart to understand systems. You might have students create Venn Diagrams for comparing and contrasting information. Many of these small graphic organizers work well as a way to add structure and accountability to breakout room discussions in virtual class meetings.I will often suggest that math lessons begin or end with a related visual image and an Artful Thinking question such as: what math do you see in this image? You might also use the W hat makes you say that ? or C laim, Support, Question routines. The problem is… they don't really understand the difference between these two phases… until we give them a graphic organizer. Then, one-by-one, their faces light up as they see how the graphic organizer helps them sort through new information… with zero burdens of grammar, punctuation, spelling, and minimal burden on language. Instead, they are free to focus mostly on ideas before transferring those ideas into language. A routine is simply defined as a sequence of actions or pattern of behaviour that is regularly followed or rehearsed. Thinking routines are tools specifically designed to help, support and guide mental processes or thinking. They consist of short, easy to learn and teach steps that get used in a regular fashion. Students might be asked to make interpretations and inferences with “I See/Hear, I Think, I Wonder”, provide evidence and reasoning with “Claim, Support, Question”, or explore viewpoints with “Perceive, Know, Care About”, to name a few. Select a piece of art that has at least two characters or two points of view. Introduce examples of a two voice poem and discuss how this type of poem could be used tell a story.

Factual or supplemental information can be added as and when required. Thinking routines allow information to be offered to the group in small amounts and at appropriate times, rather than as a lecture by the guide. This activity can be done orally with the whole class or by asking students to individually, or in pairs, complete an organizer and then share. When students answer What Makes You Say That ? they are practicing the art of summarizing and providing pertinent details they see in the art. I’ve been working on an ultimate list of ALL 100+ thinking routines as a handy instant reference guide for educators, guides and creatives working with Visible Thinking. Get inspired! A deeper understanding of how to make the invisible parts of thinking more visible -to both students and teachers.

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What do you think is going on or might be happening in this picture? What do you see in the painting that makes you say that ? by the way educators use routines during a unit of study, similar to the arrangement used by Ritchhart, Church and Morrison (2011) ( Introducing and Exploring Ideas, Digging Deeper into Ideas, Synthesizing Ideas), This activity is great for demonstrating sequencing and summarization. It comprises a series of tableaux staged to show a series of events or related ideas. You will also see your students develop a deeper understanding of the content when it is linked to a piece of art. It creates a visual peg and/or another way to connect to or build onto the concepts already known. It is brain-based teaching at its best. What about math? hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. The PZ researchers working on the first Visible Thinking initiative, including Dave Perkins, Shari Tishman, and Ron Ritchhart, developed a number of important products, but the one that is best known over two decades later is the set of practices called Thinking Routines, which help make thinking visible. Thinking Routines loosely guide learners' thought processes. They are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life.

Routines that help students learn to formulate questions, consider alternatives, and make comparisons.This leads to creating critical thinking habits. You will see struggling and ELL students soar. Your students will become better articulators, become more detailed observers, and develop into better writers when you employ the routines. Do you want to integrate drama into your classroom in a simple but highly effective way? Provide an opportunity for students to improve oral reading fluency and learn vocabulary? Provide authentic writing and speaking activities? Help your students retain important facts and information about your content topics? Then, you have to look into Curriculum-Based Reader’s Theater (CBRT): an arts integration approach developed by Dr. Rosalind Flynn, an educational drama specialist. In the United States, public school educators working in schools with a free and reduced lunch rate of 25% or more OR educators working primarily with students who attend these schools. Routines that cultivate students’ capacity to look beyond their own perspective and to consider others’ experiences, thoughts, and feelings. Routines that help students articulate their thinking at the beginning of a learning experience and spark student curiosity and wonder, motivating further exploration.