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We all become more effective as learners when we become aware of our learning processes and learn to manage how we think and learn. Visible Thinking is an approach developed by Project Zero to deepen content learning and to cultivate students’ thinking skills and thinking dispositions. Used by educators around the world, Visible Thinking can be used in all subjects, all grades, and in a range of educational settings.

In this course, you will explore three themes at the heart of Visible Thinking: thinking routines, thinking dispositions, and documentation of student thinking. You will examine relevant research, learn to integrate Visible Thinking into your curriculum and assessment, and try out practices with peers and in your own learning environments.

What past participants are saying:

“When we began this course, I used to think that ‘time’ would be a big issue in introducing Visible Thinking routines in classroom. Now I think that we can accommodate VT routines in our busy classroom time to nurture critical-thinking education and get a better understanding of our existence as human thinkers.”

12th Grade IB Teacher, Brazil

“I appreciated the fact that this course built selected thinking routines into our learning so that we got a chance to experience first-hand how our own thinking was made visible. Through this invaluable process, I learned that it takes conscious effort to think, even for adults, and being able to go beyond the superficial does require a lot of guidance and consistent practice, which are exactly what these routines provide!”

4th - 6th Grade IB Teacher, Singapore

“Oftentimes as teachers, we are given curriculum or instructions to teach, without having the opportunity to evaluate or practice. This course, and working with my team, has allowed me the opportunity to thoughtfully consider my teaching practice for the better of students, and hopefully the whole school. In our group discussion during our final session, we reflected on how proud we are that teams are beginning to incorporate strategies we model into their unit planners and daily lessons, and the opportunity we have to really build upon this momentum.”

Kindergarten - 5th Grade Public School Teacher, United States


Course Designer & Instructor

Tina Blythe has been a researcher at Project Zero for nearly 30 years. She is part of Project Zero’s online learning leadership team and is the education chair of the Project Zero Classroom summer institute. She is also a Lecturer on Education at the Harvard Graduate School of Education. Central to her research and teaching are how to create and sustain learning environments that support understanding. Collaborative inquiry and the collaborative assessment of student and teacher work are key focuses of her work. She began her career as a middle and high school teacher, and she leads workshops and provides consultation for organizations and schools around the world. She is the author and co-author of a number of books and articles include Looking Together at Student Work, 3rd Ed. (Blythe, Allen, & Powell; Teachers College, 2015); Facilitating for Learning (Allen & Blythe; Teachers College, 2015); and The Facilitator's Book of Questions (Allen & Blythe; Teachers College, 2004). She is the lead author of The Teaching for Understanding Guide (Jossey-Bass, 1998), which has been translated into Spanish, Chinese, Swedish, and Georgian.

Mark Church works with schools throughout the world wishing to create cultures of thinking in their classrooms. He believes in the difference teachers can make for students when they strive to make thinking visible, valued, and actively promoted as part of the day-to-day experience of their learners. Mark encourages teachers to become students of their students, and more broadly, students of themselves and the choices they make to leverage the power of making thinking visible.

Mark is currently a consultant with Harvard Project Zero's Making Thinking Visible and Cultures of Thinking initiatives, drawing upon his own classroom teaching experience and from the perspectives he has gained working with educators throughout the world. Together with Ron Ritchhart, Mark is co-author of the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners (Jossey-Bass, 2011) and The Power of Making Thinking Visible: Practices to Engage and Empower All Learners (Jossey-Bass, 2020).

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