Purpose: What kind of thinking
does this routine encourage?
This routine helps students to reflect on their thinking about a
topic or issue and explore how and why that thinking has changed.
It can be useful in consolidating new learning as students identify
their new understandings, opinions, and beliefs. By examining and
explaining how and why their thinking has changed, students are
developing their reasoning abilities and recognizing cause and effect
relationships.
Application: When and Where can
it be used?
This routine can be used whenever students’ initial thoughts,
opinions, or beliefs are likely to have changed as a result of instruction
or experience. For instance, after reading new
information, watching a film, listening to a speaker, experiencing
something new, having a class discussion, at the end of a unit of
study, and so on.
Launch: What are some tips for starting
and using this routine?
Explain to students that the purpose of this activity is to help
them reflect on their thinking
about the topic and to identify how their ideas have changed over
time. For instance:
When we began this study of ________,
you all had some initial ideas about it and what it was all about.
In just a few sentences, I want to write what it is that you used
to think about
_________. Take a minute to think back and then write down your
response to “ I used to
think…”
Now, I want you to think about how your
ideas about __________ have changed as a result of what we’ve
been studying/doing/discussing. Again in just a few sentences
write down what you now think about ___________. Start your sentences
with, “But now, I think…”
Have students share and explain their shifts in
thinking. Initially it is good to do this as a whole group so that
you can probe students’ thinking and push them to explain.
Once students become accustomed to explaining their thinking, students
can share with one another in small groups or pairs.
 |
