Thinking Routine Mind Map
This routine helps students make connections. How are the ideas and information presented connected to what you know and have studied? ● What new ideas extended or pushed your thinking in new directions? ● What is still challenging or confusing for you? What questions, wonderings, or puzzles do you have? This routine promotes understanding through active reasoning and explanation. Students are listening to and sharing ideas, Encourages students to understand multiple perspectives. 1. Pose a question. 2. Give students a few minutes to think about. 3. Share thoughts with partner. https://pz.harvard.edu/resources This routine helps students explore multiple persepectives. Brainstorm a list of difference perspectives. 2. Choose one perspective to explore, using these sentence-starters: • I am thinking of ... the topic ... from the viewpoint of ... the viewpoint you’ve chosen • I think ... describe the topic from your viewpoint. Be an actor—take on the character of your viewpoint • A question I have from this viewpoint is ... ask a question from this viewpoint This routine uses newspaper headlines to capture the essence of an event, idea, concept, or topic. It works especially well at the end of a class discussion in which students have explored a topic and gathered new information and opinions. Ask students, ● If you were to write a headline for this topic or issue right now that captured the most important aspect to remember, what would that headline be? If you ask the first question at the beginning of the discussion, follow up with these questions: ● How would your headline change after today's discussion? How does it differ from what you would have said yesterday? This routine helps stimulate curiosity and sets the stage for inquiry. Ask students to make observations about an object, image, or event, answering these three questions: ● What do you see? ● What do you think about that? ● What does it make you wonder? This routine helps students explore various facets of a proposition or idea (such as a school dress code) before taking a stand on it. Ask students these four questions, recording their responses as the directions of a compass to provide a visual anchor. ● E = Excited. What excites you about this idea or proposition? ● W = Worrisome. What do you find worrisome about this idea? ● N = Need to Know. What else do you need to know or find out about it? What additional information would help you? ● S = Stance, Steps, or Suggestions for Moving Forward. What is your current stance on the idea or proposition? What steps might you take to increase your understanding of the issue?
publish time: 2021-07-03
Here are 6 thinking routines to use in your classroom. A mind map diagram represents words, tasks, items, or concepts linked to and arranged within a central idea using a non-linear graphical layout. It allows the user to structure an intuitive framework. In a mind map, the information is resembled much closer to how your brain works. It is an activity that is both artistic and analytical to engage your brain more richly. Learn more details from this mind map, or try to make yours with ease now.
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