Harvard
Project Zero
Visible Thinking Pathways
What’s in
your
Wallet?
Minute Paper
Take 2 minutes to think about the
video.
Now, take a minute to write what you
understood about Project Zero.
Objectives for Today:
01 02 03 04
Understand Understand Cultivate
visible thinking Deepen
what learners’
and in relation to content
Harvard Project thinking thinking
learning
zero routines are disposition
01
What is Harvard
Project Zero?
The project aims to enhance:
Thinking Learning Creativity
In the arts, as well as humanistic and scientific disciplines, in formal and
informal contexts, and at the individual, group, and institutional levels.”
Visible Thinking
Central Idea Vision
Visible Thinking literally means, Key ways of making thinking –
Making thinking visible. and opportunities for thinking –
much more visible in classrooms
and other learning
environments.
Key Elements of Visible Thinking
Explain & Listening to Engaging in
Others Discussions
Articulate
Articulate While
Thinking Their Forming
out loud thinking understanding
02
What are Thinking
Routines?
See Think Wonder
What did you see in What do you think Now, what do you
the video? about it? wonder?
Hey, what did you just do?
You practiced a Thinking
Routine!
A sequence of actions or Thinking routines are short and
pattern of behaviour that is memorable with only a few
regularly followed or steps based on carefully crafted
rehearsed. questions.
Tools specifically designed
to help, support and guide
mental processes or thinking.
Routine Key Thinking Moves Notes
Routines for SYNTHESIZING & ORGANIZING IDEAS
Quick summaries of the big ideas or what stands
1. Headlines Summarizing, Capturing the heart
out
2. CSI: Color,
Capturing the heart through metaphors Non-verbal routine that forces visual connections
Symbol, Image
3. Generate-Sort- Highlights the thinking steps of making an effective
Uncovering and organizing prior
Connect-Elaborate: concept map that both organizes and reveals
knowledge to identify connections
Concept Maps one’s thinking
Key synthesis moves for dealing with new
4. Connect-Extend- Connection making, identify new ideas,
information in whatever form it might be presented:
Challenge raising questions
books, lecture, movie, etc.
Connection making, identifying key A text-based routine that helps identifies key
5. The 4 C’s concept, raising questions, and points of complex text for discussion. Demands a
considering implications rich text or book.
Can be combined with other routines and used to
6. Micro Lab A protocol for focused discussion
prompt reflection and discussion
Used to help learners reflect on how their thinking
7. I used to think Reflection and metacognition
has shifted and changed over time.
Routines for DIGGING DEEPER INTO IDEAS
A question that teachers can weave into
8. What makes you
Reasoning with evidence discussion to push students to give evidence for
say that?
their assertions.
Identification of perspectives around an issue or
9. Circle Viewpoints Perspective taking
problem.
Stepping into a position and talking or writing from
10. Step Inside Perspective taking that perspective to gain a deeper understanding of
it.
Used to identify possible errors in reasoning, over
11. Red Light, Yellow Monitoring, identification of bias,
reaching by authors, or areas that need to be
Light raising questions
questioned.
Identifying generalizations and
12. Claim Support Can be used with text or as a basic structure for
theories, reasoning with evidence,
Question mathematical and scientific thinking.
counter arguments
Perspective taking, reasoning, Identifying and building both sides of an argument
[Link] of War
identifying complexities or tension/dilemma
Text-based protocol aimed at eliciting what a
14. Word-Phrase-
Summarizing and distilling reader found important or worthwhile. Used with
Sentence
discussion to look at themes and implications.
Explanation Game
Topic: Ancient Means of Communication
Observe the Picture
Connect-Extend-Challenge
Topic: Forces
Connect: What is a force? How do they work?
Extend: Tug of War
Challenge: Let’s blow bubbles!
Jack and his friends had fun blowing bubbles. They investigated
how to change the size and movement of bubbles using push
and pull forces.
a. Which forces would they use to make the bubble move along
in the air?
b. Which forces would they use to change the direction of the
bubble through the air?
c. What would they do to change the speed of the bubbles?
d. Which forces would they use to stop the bubbles from hitting
the floor?
e. What would they do to pop the bubbles?
Who am I?
§ Makes communication strong
§ Fills the communication gap
§ Improves comprehension skills
§ Understanding through
thinking and communication
Thank you!
Any Questions?