Unlocking Critical Thinking!

The Power of Visible Thinking Routines

In our role as educators, we constantly strive to equip students with the skills they need to excel not only academically but also in all facets of life. One such crucial skill is critical thinking, which enables individuals to analyse information, evaluate arguments, and make informed decisions. This skill is fundamental for success in today's complex and rapidly changing world (Facione, 2011).

The purpose of this blog post is to demonstrate the significance of critical thinking and the transformative influence of visible thinking routines in nurturing this vital skill. The post aims to advocate for a shift in practices towards a more student-centred approach, enhancing student learning and promoting lifelong learning. This approach encourages students to become curious, reflective, and independent thinkers (Brookhart, 2017).

Early in my teaching career, I was introduced to the work of Ron Ritchhart, Mark Church, and Karin Morrison (2011) through Harvard University's Project Zero Visible Thinking Routines. These routines provide structured frameworks that encourage students to approach learning with a questioning mindset, fostering their critical thinking and problem-solving abilities.

The Transformative Impact of Visible Thinking

Cultivating critical thinking skills in education is crucial, as these skills are essential not only for academic success but also for preparing students to tackle the challenges they will face in their professional and personal lives. In their 2011 book, Ritchhart, Church, and Morrison propose a revolutionary approach to education: making thinking visible. This method goes beyond simply imparting knowledge and instead empowers students to take ownership of their learning. By using techniques that reveal students' thought processes, educators can create a classroom environment where students feel comfortable expressing their ideas, questioning assumptions, and actively participating in the construction of knowledge.?

This shift in focus, from teacher-centred transmission to student-centred exploration, fosters a deeper engagement with the material, as students become not just passive recipients but active contributors to their own learning journey. By no means does this mean that as educators we are less explicit in teaching or guiding students through inquiry. In fact, it provides us with an approach that deepens students' understanding, enhances formative assessment, and ultimately supports their intellectual character, preparing them to be lifelong learners.

Through the implementation of these thinking routines, students become more curious, eager to explore concepts beyond the surface level, and develop a systematic approach to problem-solving. This equips them with essential skills needed to navigate the complexities of the world around them (Ritchhart, Church & Morrison, 2011).

Tools for Making Thinking Visible

There are numerous tools that teachers can utilise to make thinking visible, and part of both teachers' and students' tasks is to develop skill in understanding which thinking tools are appropriate for a given context. Some Routines can be designed to be more than just repetitive tasks. By incorporating activities that encourage questioning, careful observation, and active listening, these routines can help us develop essential skills like empathy, understanding different perspectives, and even planning for future situations (Ritchhart, Church & Morrison, 2011).

Other Visible thinking routines go beyond guiding students through information. They offer a toolbox for developing critical thinking skills. Students can practise reasoning with evidence, synthesising information from different sources, and reflecting on their own learning. These routines also help them identify key concepts, brainstorm possibilities, and exchange ideas with classmates. By receiving feedback and engaging in discussions, students develop a deeper appreciation for truth and beauty in subject areas (Ritchhart, Church & Morrison, 2011).

Effective educators become attuned to the ebb and flow of deep thinking in the classroom. They can identify opportunities where critical analysis is crucial, recognize it when students naturally delve deeper, and actively nurture this process. By fostering these moments of intellectual curiosity, teachers can then reflect on their methods to strategically embed more deep thinking exercises into the curriculum, ultimately enriching students' learning journeys.

Like architects, accomplished educators will meticulously craft a long-term vision for their students' academic journey. They act as attentive guides, listening closely to student needs and adjusting their approach as necessary. This flexibility allows them to set high expectations that challenge yet support each student. Ultimately, these educators believe in the profound impact of teaching students not just content, but the critical thinking skills that empower them to become lifelong learners (Fisher, Frey & Gonzalez, 2018).

Fostering Thinking Dispositions in Students

The challenge for teachers is to foster thinking dispositions in students in service of deep understanding. By promoting a discourse of thinking in our classrooms that communicates value for student sense-making, we enrich our classroom environments with the documents of student thinking processes (Ritchhart, Church & Morrison, 2011).

As an educator dedicated to fostering these skills, I have found that incorporating thinking routines into the classroom has been highly effective. Thinking routines are structured frameworks that encourage students to approach learning with a questioning mindset. They provide a scaffold that supports students in developing their critical thinking and problem-solving abilities (Ritchhart, Church & Morrison, 2011).

Effectiveness of Thinking Routines in Practice

Routines such as "See-Think-Wonder" encourage students to observe, interpret, and question what they encounter. This routine stimulates curiosity and encourages students to delve deeper into the subject matter (Ritchhart, Church & Morrison, 2011). Another effective routine is "Question-Predict-Connect," which prompts students to generate questions, make predictions, and connect new information to their prior knowledge (Ritchhart, Church & Morrison, 2011). This routine helps students develop a deeper understanding of the material and encourages them to think critically about how it relates to their existing knowledge and experiences.

Witnessing the impact of thinking routines in my classroom has been truly rewarding. Students' natural curiosity flourishes as they delve deeper into concepts, going beyond rote memorisation. This spark of inquisitiveness fuels their creative fire, empowering them to see problems through a wider lens and craft ingenious solutions. This is a testament to the power of these routines in nurturing not just critical thinking, but also innovative problem-solving skills (Ritchhart, Church & Morrison, 2011).

A Catalyst for Deeper Learning

As an educational leader, a key priority is fostering a school environment that cultivates deep and meaningful learning. By equipping teachers with these routines and providing ongoing support, professional development and coaching, I have witnessed over my career a shift in practice (Fullan, 2015). These routines are more than just activities; they are structured frameworks that guide students through a thought process, prompting them to analyse information, identify connections, and generate new ideas (Fisher, 2009).?

The routines themselves spark curiosity, encouraging students to delve deeper into concepts and question assumptions they might otherwise take for granted (Stone Wiske, 2008). This fosters a collaborative learning environment where diverse perspectives are valued (Costa & Kallick, 2000). Students learn to articulate their own thinking, listen to and build upon the ideas of others, and engage in respectful debate (Ritchhart, 2011). Through this process, they develop the critical thinking skills necessary to tackle complex problems and generate innovative solutions, preparing them not just for success in standardised tests, but for the challenges and opportunities of the real world (Facione, 2011).?

But the benefits extend beyond student learning.? This shift in classroom dynamics, where students are actively engaged and empowered to think critically, also makes teaching more enjoyable and rewarding. Teachers are no longer solely delivering content, but rather acting as facilitators and guides, witnessing the "aha!" moments and intellectual growth of their students firsthand (Black, Harrison, Lee, Marshall & Wiliam, 2004). This fosters a more collaborative and stimulating environment for educators, where they can tailor their instruction to meet the specific needs of their learners and celebrate their successes (Darling-Hammond & Lieberman, 2013). Investing in visible thinking routines has demonstrably enriched the learning experience for both students and teachers, creating a vibrant and dynamic school community.

The Power of Making Thinking Visible

Building on their previous work, Ritchhart and Church's, The Power of Making Thinking Visible (2020) delves deeper into the impactful world of visible thinking routines. By strategically using these routines, educators can cultivate a classroom environment where students actively explore big ideas, collaborate effectively, and develop the mindsets and skill sets necessary for deep learning. Transforming traditional classrooms into hubs of active and visible thought.

The use of thinking routines has helped students develop a systematic approach to problem-solving. They learn to break down complex issues into manageable components, apply critical reasoning skills, and arrive at well-founded conclusions. This not only enhances their academic performance but also equips them with the essential skills needed to navigate the complexities of the world around them.

To that end, integrating thinking routines into the classroom is a powerful tool for nurturing critical thinking skills. As educators, it is our responsibility to continue incorporating these routines into our teaching practices, ensuring that our students are well-equipped for success in the future. By paying attention to students' thinking to facilitate deeper learning, understanding, and connection to knowledge, we can cultivate in them a love for exploration and discovery, preparing them to become lifelong learners and effective problem solvers.

Stay the Course!

References

• Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in classrooms. Open University Press.
• Brookhart, S. E. (2017). How to create and use formative assessments. ASCD.
• Costa, A. L., & Kallick, B. (2000). Assessing students' thinking: A guide for teachers. ASCD.
• Darling-Hammond, L., & Lieberman, A. (2013). Teacher supervision: A guide to professional development. Teachers College Press.
• Facione, P. A. (2011). Critical thinking: A statement of expert consensus for the purposes of educational assessment. Pearson.
• Fisher, D. (2009). Visible thinking: How formative assessment makes thinking visible. Corwin.
• Fisher, D., Frey, N., & Gonzalez, M. (2018). Visible learning for literacy, grades K-12: Building thinking in students. Corwin.
• Fullan, M. (2015). The new meaning of educational change. Teachers College Press.
• Ritchhart, R. (2011). Thinker's guide to the art of teaching. Heinemann.
• Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: A handbook for educators. John Wiley & Sons.
• Ritchhart, R., & Church, M. (2020). The Power of Making Thinking Visible: Practices to Engage and Empower All Learners. Wiley.
• Stone Wiske, M. (2008). How to draw out and nurture creativity in your child. John Wiley & Sons.