Visible Thinking
Routines
Enhancing Engagement,
Critical Thinking and
Collaboration
Junior School Coaches
Mercy Ndomo Sanjeevani Chindarkar Davis Apas Tina Peji
Instructional Coach Instructional Coach Technology Coach Technology Coach
Agenda
Unpacking VTR
VTR Survey Result
VTR Strategies
Group Activity
Reflection & Feedback
Resources
What are Visible Thinking
Routines?
Why do we use them?(What
are their purposes?)
Prior Knowledge
Checkpoint
VTR Explained
Visible Thinking Routines are powerful tools that foster deep
engagement, critical analysis, and meaningful connections with
information.
By making students' thinking processes visible, these routines
encourage active participation, collaborative exploration, and the
development of essential skills. From observing and questioning to
constructing arguments and negotiating differing perspectives, these
techniques unlock new depths of learning and understanding.
- Mercie G
from 36 respondents
Color-code the VTRs to link the graph to the VTRs
from 36 respondents
Color-code the VTRs to link the graph to the VTRs
The Power of Visible Thinking
Deeper Critical Thinking Collaborative
Engagement Development Exploration
Visible Thinking Routines captivate These routines challenge students to Many Visible Thinking Routines
students by inviting them to actively question assumptions, consider multiple encourage group work, fostering
observe, analyze, and share their perspectives, and construct well-reasoned collaboration, communication, and the
thoughts. This heightened engagement arguments. By scaffolding the thinking exchange of ideas. This collaborative
leads to more meaningful connections process, they cultivate critical thinking environment nurtures a deeper
with the subject matter, as learners delve skills that are essential for success in any understanding of diverse viewpoints and
beyond surface-level understanding and field. facilitates the co-construction of
uncover nuanced insights. knowledge.
Padlet : Curated list of resources for the community to share
VTR: Briefing about the data using a short VTR
Routines we will explore
Connect-Extend-Challenge for a scenario where a teacher used
Compass points
Example:
Parts, purpose and complexities
Parts, people and interactions
Consider this
• What do I want the students to do? (ask questions, share previous
knowledge, make claims, explain, describe, justify)
• What subject-specific skills do you want them to practice?
• What content knowledge do I want them to engage with?
• What kind of thinking can I encourage for this particular LE?
(Critical, creative, transfer)
• What other ATL skills can be achieved? (Collaboration,
Communication, Self-management, Research)
Connect Read the scenario and share at your table any connections you can make
• between the routine and the exploration intended in the scenario
• between the student responses and the instructions. in this scenario
• with issues which you faced in using the same/similar routine
What are some other connections you can think of in this scenario?
Extend Suggest extensions
• What could the teachers have done differently to get the intended result of concept
exploration?
• This fictitious scenario is from a Language Literature class. How can you use this routine
effectively in any other subject?
• Here the routine was used as a quick concept understanding check before assessment. How
and where else in your unit plan can you use this routine?
Challenge What do you think would still be a challenge:
• Instructions
• What to expect as learning outcome?
• Time management
• Any other challenges with this routine?
I used to Think, Now I Think...
I used to think...
Now I Think...
Resources
You might find these links useful as you explore some of the VTR
strategies appropriate for you and your class:
Thinking Pathways
Visible Thinking Routines
Project Zero's Thinking Routine Toolbox
5 Ways to Ensure Clarity for ELLs
Thank You
For Your Time!
