THINKING ROUTINES

Question starts- colour, symbol, image routine- the bridge- circle of viewpoints- traffic light

INTRODUCTION TO THINKING ROUTINES

The routines become the ways in which students go about the process of learning. These learning routines can be simple structures, such as reading from a text and answering the questions at the end of the chapter, or they may be designed to promote students' thinking, such as asking students what they know, what they want to know, and what they have learned as part of a unit of study.

What makes these routines work to promote the development of a students thinking and the classroom culture are that each routine:

·       Gets used over and over again in the classroom

·       Consists of only a few steps

·       Is easy to learn and teach

·       Is easy to support when students are engaged in the routine

·       Can be used across a variety of context

·       Can be used by the group or by the individual

QUESTION STARTS

A routine for creating thought-provoking questions

Purpose: What kind of thinking does this routine encourage?

This routine provides students with the opportunity to practice developing good questions that provoke thinking and inquiry into a topic. It also helps students brainstorm lots of dif-ferent kinds of questions about a topic. The purpose of asking deep and interesting questions is to get at the complexity and depth of a topic. The purpose of brainstorming varied ques-tions about a topic is to get at the breadth, and multi-dimensionality of a topic.

EVALUATION/ASSESSMENT METHODS & TOOLS

 the bullseye- portfolio- rubric- aronson

PORTFOLIO

A portfolio is a educative tool that can be used both for students and teachers. It is a collection of work that the student has completed over time can be a physical collection of student work that includes materials such as written assignments, journal entries, completed tests, artwork, lab reports, physical projects (such as dioramas or models), and other material evidence of student learning progress and academic accomplishment, including awards, honors, certifications, and recommendations.

Portfolios may also be digital collections or presentations that include the same documents and achievements as physical portfolios, but that may also include additional content such as student-created videos, multimedia presentations, spreadsheets, websites, photographs, or other digital artifacts of learning. Online portfolios are often called digital portfolios or e-portfolios. In some cases, blogs or online journals may be maintained by students and include on going reflections related to learning activities and progress.

COOPERATIVE LEARNING STRATEGIES

GIVE ONE, GET ONE- NUMBERED HEADS TOGETHER- TEAMMATES CONSULT- ROUND TABLE

Through cooperative learning, students work in small groups or in pairs to actively engage in the learning process and improve their understanding of the content. Each member of the team is not only responsible for their own learning, but also for helping teammates learn. Cooperative learning promotes achievement, enhances retention, increases desire and motivation, develops interpersonal and social skills, builds self- esteem, and improves student satisfaction with their learning experiences.

There are some popular strategies that can be used with all students to learn content (such as science, math, social studies, language arts, and foreign languages). Most of these strategies are especially effective in teams of four:

COOPERATIVE LEARNING

Cooperative learning is more than merely having students sit together, helping the others do their work.

Cooperative learning requires a number of criteria be met.  They are: