I used to . . . The new learning can be consolidated as students identify Now I think . . . new understandings, opinions, and beliefs. Reasoning abilities are developed as students reflect on cause and effect relationships. Metacognitive skills are strengthened as students identify and talk about their thought processes. Appropriate Content Uses and Variations Assessment and Tips This thinking routine works across Teachers of students can do Responses are likely to be unique a wide variety of subject areas. the recording of responses to both for each student. Greater depth and insights are prompts on the whiteboard. Teachers can look for patterns of likely to come to students when Teachers of older students can responses. This will help identify the reflection is on content that is have students go through the key areas of the class’s learning. conceptual or process oriented. steps. Students can then be asked Teachers should demonstrate a A unit of reading new to put together a portfolio that true curiosity about how their informational text, watching a film, provides evidence of what moved students’ thinking has grown, or listening to a speaker are their thinking from what it was to deepened, shifted, or changed. samples of appropriate content. where it is now. This will make students more likely to be genuine in their reflections. Only use this routine at the end of the unit. New learning has to have taken place. Students will soon develop the disposition to become aware of their own thinking and will become more aware of new insights as they happen. The Steps
I used to . . . Now I think . . . The new learning can be consolidated as students identify new understandings, opinions, and beliefs. Reasoning abilities are developed as students reflect on cause and effect relationships. Metacognitive skills are strengthened as students identify and talk about their thought processes. Appropriate Content Uses and Variations Assessment and Tips This thinking routine works across a wide variety of subject areas. Greater depth and insights are likely to come to students when the reflection is on content that is conceptual or process oriented. A unit of reading new informational text, watching a film, or listening to a speaker are samples of appropriate content. Teachers of students can do the recording of responses to both prompts on the whiteboard. Teachers of older students can have students go through the steps. Students can then be asked to put together a portfolio that provides evidence of what moved their thinking from what it was to where it is now. Responses are likely to be unique for each student. Teachers can look for patterns of responses. This will help identify key areas of the class’s learning. Teachers should demonstrate a true curiosity about how their students’ thinking has grown, deepened, shifted, or changed. This will make students more likely to be genuine in their reflections. Only use this routine at the end of the unit. New learning has to have taken place. Students will soon develop the disposition to become aware of their own thinking and will become more aware of new insights as they happen. The Steps
Charts.Routines-for-Synthesizing-and-Organizing-Ideas.docx