What Makes You Say That? A thinking Routine

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Aim: What kind of thinking does this routine encourage? This routine promotes observation, detailed description, constructing explanations, and using evidence-based reasoning. Students are motivated to explore varied perspectives while sharing their interpretations.

Use: When and where can I use it? Consider using this method when you want your students to thoroughly examine an object and articulate their thoughts about how it functions, how it came into existence, or why it is the way it is. This routine is versatile and can be applied when students are analyzing works of art or historical artifacts, interpreting poetry, making scientific observations and hypotheses, or exploring broad conceptual themes such as culture, change, or creativity. It also serves as a valuable tool for assessing students' prior knowledge when introducing a new topic.

Launching the lesson: To maximize the impact of this routine, it's crucial to carefully observe the flow of classroom discussions and identify opportunities where the routine can help students delve deeper into their reasoning. For instance, be attentive to moments when students express opinions, make assumptions, or offer interpretations, and then consider inserting the question, "What makes you say that?" As you plan your lessons, pinpoint the instances where employing this routine will elevate the discussion and empower students to explore the underlying rationale behind their thoughts and assertions. By asking "What makes you say that?" we demonstrate the critical thinking skills we want our students to cultivate. With time, students may internalize the routine, providing evidence to support their interpretations without prompting. It is important to document student responses in a manner that sustains the flow of conversation. Recording class discussions, maintaining an ongoing list of explanations, or encouraging students to document their thoughts through sketches, drawings, models, or writing can be impactful. This documentation can be showcased and revisited in the classroom, allowing both educators and students to witness the evolution of their thinking.

Example Process. Let's engage the class in a thought-provoking activity. Display an image and allow the students a quiet minute to closely observe it. Encourage them to share their observations by asking, "What is happening here?" and following up with, "What do you see that makes you say that?" This will stimulate critical thinking and discussion. Next, divide the class into small groups of three. Each group will continue the process of observing and questioning while designating one member to record the group's responses. At the conclusion of the activity, each group will present one or two observations, along with explanations, to the class. This interactive session will foster collaboration and analytical thinking among the students.