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The Power of See, Think, Me, We

Por Catlin Tucker — 7 de Setembro de 2023, 19:05

Part V: Thinking About Thinking Series

This is part five of a five-part series focused on using thinking routines to drive metacognitive skill building. Click here to revisit my last blog in this series on using the “Claim-Evidence-Question” routine.

To recap, metacognition is a cognitive ability that allows learners to consider their thought patterns, approaches to learning, and understanding of a topic or idea. Teachers can leverage the power of thinking routines developed by Project Zero at Harvard’s Graduate School of Education to help students develop their metacognitive muscles. The thinking routines are a collection of purposeful and structured thinking patterns designed to stimulate students’ cognitive engagement and cultivate higher cognitive awareness.

Teachers can use these thinking routines to design online or offline stations in a station rotation or embed them into a playlist to encourage students to pause and intentionally spend time thinking about their learning. Thinking routines offer more than just a structured pathway for students to delve into their thinking and explore the content deeply; they also serve as a window into their cognitive processes, offering invaluable formative assessment data.

I See, Think, Me, We Thinking Routine

The “See, Think, Me, We” thinking routine promotes deeper understanding and encourages discussion. This routine aims to scaffold the thinking process by breaking it down into manageable chunks, thereby facilitating rich classroom conversations or introspective thinking. The routine can be applied to various situations, from analyzing a piece of art to discussing a historical event.

In the see phase, students are encouraged to make objective observations about what they see in front of them. This could mean describing the visible aspects of an image, identifying key elements in a text, or noting particular occurrences in a real-life situation. The goal is to collect as much raw data as possible without making judgments or interpretations.

In the think stage, participants move from observation to interpretation. They think about what these observations might mean, offering explanations, hypotheses, or interpretations. This is where analytical thinking comes into play. It’s a move from “What do I see?” to “What do I think about what I see?”

The me phase asks participants to reflect on their personal connection to what they’ve observed and thought. Questions in this phase could include “What does this remind me of?” or “How does this connect to my own experiences, ideas, or feelings?” The focus here is on introspection and personal relevance.

Finally, the we stage encourages participants to think about their observations, thoughts, and feelings in a broader social context. This could mean considering how a community or group (which could be as small as the classroom or as large as humanity) would perceive the subject or how it might affect or be affected by it. The aim is to promote social thinking and consider multiple perspectives.

By moving through these four phases—See, Think, Me, We—participants engage in a comprehensive thinking process that takes them from initial observation to personal connection and social relevance. Teachers often use this routine to deepen students’ engagement with material and to foster complex, critical thinking skills.

Using See, Think, Me, We…at the Elementary Level

Analyzing a Picture Book

See: The teacher shows an illustration from a picture book and asks the children what they see. Students might point out elements like the characters, objects, or actions taking place in the picture.

Think: The teacher then asks students what they think is happening in the picture. Students might say, “I think the girl in the picture is sad because she is sitting alone,” or “It looks like they are setting up for a birthday party.”

Me: Next, the teacher can ask how the picture makes the students feel or if it reminds them of anything in their lives. A student might say, “The picture reminds me of my birthday last year,” or “I feel happy when I see the balloons.”

We: Finally, the teacher asks how this picture might be important to other people, families, or communities. Students could discuss topics like the importance of friendship or how birthdays are celebrated differently in various cultures.

Studying a Historical Figure

See: The teacher presents a portrait or image of a historical figure. Students describe what they see: “He’s wearing a hat,” “She has a serious face,” etc.

Think: The teacher asks students to think about what kind of person this might be based on the image. They can discuss the historical figure’s potential characteristics or importance.

Me: Students are then encouraged to relate this historical figure to their lives. “Does this person remind you of anyone you know?” or “How would you feel if you met this person?”

We: In the final phase, the teacher asks how this person might have impacted a community, country, or the world. This can lead to a discussion about the figure’s contributions and larger impact.

Exploring Natural Phenomena

See: The teacher asks students what they see when they look at a diagram or model of the water cycle. Students might note clouds, rain, rivers, etc.

Think: Students are then asked to think about how these elements interact with each other. “What happens to the water after it rains?”

Me: In this phase, students could discuss personal experiences with rain, like jumping in puddles or seeing a rainbow.

We: Finally, the class could discuss broader implications like the importance of the water cycle for life on Earth or how communities are affected by weather patterns.

Introduction to Fractions

See: The teacher displays shapes divided into equal parts, some of which are shaded. Students are encouraged to observe these shapes and identify elements like the number of divisions and shaded portions.

Think: Next, the teacher prompts students to think about the mathematical concept represented by the divided and shaded shapes, guiding them toward understanding that these represent fractions of a whole.

Me: Students relate this concept to their personal experiences, such as sharing a food item equally among friends or family members, thereby connecting the mathematical idea to real-life scenarios they have encountered.

We: Students think about the broader importance of understanding fractions. This could include discussions about how fractions are used in various professions, such as cooking or construction, or how understanding fractions contributes to fairness and equity in sharing resources.

Using See, Think, Me, We…at the Secondary Level

Literature and Language Arts

See: Students identify key elements in a pivotal scene from a novel or a specific stanza from a poem, such as characters, actions, or descriptive language.

Think: Students consider the themes or emotions conveyed, speculating on the author’s intentions.

Me: Students relate the scene or poem to their experiences, discussing how it evokes personal feelings or memories.

We: The class explores the cultural or historical significance, discussing the work’s impact on society or a particular community.

History and Social Studies

See: Students analyze details of a primary source, like a historical letter or photograph, including date, author, and content.

Think: Students speculate on the source’s historical context and what it reveals about that period.

Me: Students connect the source to their own lives or current events, discussing its resonance or impact on their understanding of history.

We: The class considers broader implications, like how the source affects our collective understanding of history or current viewpoints.

Science

See: Students observe critical components in a scientific diagram or a physical demonstration, such as cellular respiration or the water cycle.

Think: Students discuss how these components interact and what they signify in scientific terms.

Me: Students relate the scientific concept to personal experiences, like how cellular respiration is related to exercise or the water cycle to their local climate.

We: The class debates the broader implications, such as how understanding the concept impacts healthcare or environmental policy.

Math

See: Students identify variables, coefficients, or other mathematical elements in an equation or graph.

Think: Students consider the real-world problem or mathematical relationship that the equation or graph represents.

Me: Students share personal experiences where similar mathematical problems or reasoning were encountered.

We: The class discusses wider applications of the concept in fields like engineering or economics and its societal impact.

Art and Music

See: Students identify elements like color, form, or melody in a painting, sculpture, or piece of music.

Think: Students discuss the mood, themes, or messages they interpret from the artwork or musical piece.

Me: Students share personal emotional responses to the art or music and how it resonates with them.

We: The class considers the artwork or music’s cultural or historical importance and its impact or reflection on broader societal themes.

As I bring this five-part series on thinking routines to a close, I want to emphasize that these routines aren’t just pedagogical techniques; they are foundational building blocks that foster genuine curiosity, encourage introspection, and deepen understanding. As educators, our mission extends beyond teaching a curriculum – it’s about shaping self-aware, critical thinkers who can navigate an increasingly complex world. By integrating these thinking routines into our classrooms, we provide students with the opportunity to delve deeper into the subject matter and gain insights into their developing identities as learners. These thinking routines encourage students to question, connect, and reflect with the goal of helping them become more knowledgeable, confident, and self-aware.

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The Power of I Used to Think…Now I Think

Por Catlin Tucker — 22 de Agosto de 2023, 21:06

Part III: Thinking About Thinking Series

This is part three of a five-part series focused on using thinking routines to drive metacognitive skill building. Click here to revisit my last blog in this series on using the “Connect, Extend, Challenge” routine.

To recap, metacognition is a cognitive ability that allows learners to consider their thought patterns, approaches to learning, and understanding of a topic or idea. Teachers can leverage the power of thinking routines developed by Project Zero at Harvard’s Graduate School of Education to help students develop their metacognitive muscles. The thinking routines are a collection of purposeful and structured thinking patterns designed to stimulate students’ cognitive engagement and cultivate higher cognitive awareness.

Teachers can use these thinking routines to design online or offline stations in a station rotation or embed them into a playlist to encourage students to pause and intentionally spend time thinking about their learning. Thinking routines offer more than just a structured pathway for students to delve into their thinking and explore the content deeply; they also serve as a window into their cognitive processes, offering invaluable formative assessment data.

I Used to Think…Now I Think…Thinking Routine

The “I used to think…Now I think…” thinking routine helps students reflect on how they used to think about a topic, subject, or issue and how their thoughts have changed as a result of a learning experience or engagement with information (e.g., article, video, podcast). This helps students understand the impact of their learning better and how their ideas have developed over time.

In the initial “I used to think…” stage, students reflect on their beliefs or opinions about a specific topic, subject, or issue. They are encouraged to think about what they used to believe before they had a deeper understanding or encountered new information.

In the “Now I think…,” they articulate their current or updated perspectives on the same topic or issue. At this point, they are encouraged to consider how their thoughts have changed, evolved, or expanded as they’ve gained more knowledge or insights.

In the final stage, “My thinking shifted because…,” they explain the reasons or factors that influenced their shift in perspective. It could be due to new evidence, experiences, conversations, or further exploration of the topic. This step helps them analyze and understand the driving forces behind the change in their thinking.

This routine encourages critical reflection and self-awareness, allowing you to see the progression of your thoughts, from their initial state to their current form, and to recognize the triggers that prompted your evolution of understanding.

Using I Used to Think…Now I Think… at the Elementary Level

Science Experiment: After conducting a simple science experiment, the teacher could ask students to reflect on their initial hypotheses and compare them with the outcomes. This helps students understand the scientific process and how their understanding changed based on evidence.

Reading a Story: After reading a story with a surprise ending, the teacher could guide students to discuss how their predictions evolved as they read. This encourages them to monitor their comprehension and adapt their thinking as new information is presented.

Math Problem Solving: After introducing a new problem-solving strategy in math class, the teacher could ask students to share how their approach to solving math problems has shifted. This helps students become aware of different strategies and their evolving problem-solving skills.

Learning About Historical Figures: When studying historical figures, the teacher could ask students to reflect on what they initially thought about a person and how their understanding changed as they learned more. This promotes critical thinking and historical empathy.

Exploring Different Cultures: When discussing cultural differences and traditions, the teacher could prompt students to share their initial assumptions and how their views changed as they learned about diverse cultures. This encourages cultural sensitivity and open-mindedness.

Discussing Feelings and Emotions: During a lesson on emotions, the teacher could ask students to reflect on how they used to think about certain feelings and how their understanding has evolved. This promotes emotional intelligence and self-awareness.

Exploring Nature: After learning about the role of insects in ecosystems, the teacher could encourage students to share their initial thoughts about bugs and how they’ve come to appreciate their importance in nature. This promotes an understanding of ecological relationships.

Using I Used to Think…Now I Think… at the Secondary Level

Literature Analysis: After reading a complex novel or short story, the teacher could ask students to reflect on their initial interpretations of characters or themes and how their understanding deepened or shifted through close reading and discussion.

Debates or Controversial Topics: When discussing controversial issues in a history or social studies class, the teacher could prompt students to reflect on their initial opinions and how exposure to different viewpoints has influenced their perspective.

Science Concepts Evolution: In a biology class, the teacher could have students reflect on how their understanding of a particular scientific concept, such as evolution, has changed over time as they’ve learned more about the evidence and theories.

Mathematical Problem-Solving Approaches: After exploring various mathematical problem-solving techniques, the teacher could ask students to share how their approach to solving complex math problems has evolved based on different strategies and lessons.

Personal Growth Topics: During a health or life skills lesson, the teacher could prompt students to reflect on how their understanding of self-esteem, resilience, or healthy relationships has changed as they’ve matured and gained life experience.

Artistic Interpretation: In an art class, the teacher could ask students to reflect on how their perception of a particular art style or genre has changed after studying different artists and techniques.

Ethics and Morality Discussions: When discussing ethical dilemmas in an ethics or philosophy class, the teacher could encourage students to reflect on how their ethical perspectives have evolved as they explore different philosophical frameworks.

Foreign Language Learning: After studying a foreign language for a while, the teacher could prompt students to reflect on how their perception of the language and its nuances has shifted from their initial exposure.

The “I used to think…Now I think…” routine helps students engage in deeper reflection about their evolving thoughts and understanding of complex subjects. This practice fosters metacognition, critical thinking, and self-awareness as students navigate more advanced concepts and analyze their growth over time.

In the next installment of this series, we’ll delve into the practical uses of the “Claim, Evidence, Question” thinking routine for educators. Discover how this powerful tool propels students to grasp the profound influence of learning encounters on their evolving perspectives.

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The Power of Connect, Extend, Challenge

Por Catlin Tucker — 15 de Agosto de 2023, 16:25

Part II: Thinking About Thinking Series

This is part two of a five-part series focused on using thinking routines to drive metacognitive skill building. Click here to revisit my first blog in this series on using the “I see, I think, I wonder” routine.

To recap, metacognition is a cognitive ability that allows learners to consider their thought patterns, approaches to learning, and understanding of a topic or idea. Teachers can leverage the power of thinking routines developed by Project Zero at Harvard’s Graduate School of Education to help students develop their metacognitive muscles. The thinking routines are a collection of purposeful and structured thinking patterns designed to stimulate students’ cognitive engagement and cultivate higher cognitive awareness.

Teachers can use these thinking routines to design online or offline stations in a station rotation or embed them into a playlist to encourage students to pause and intentionally spend time thinking about their learning. Thinking routines offer more than just a structured pathway for students to delve into their thinking and explore the content deeply; they also serve as a window into their cognitive processes, offering invaluable formative assessment data.

Connect, Extend, Challenge Thinking Routine

The “Connect, Extend, Challenge” thinking routine offers a structured approach to deepen understanding and reflection. Learners can more effectively assimilate and interrogate new concepts by connecting new information to prior knowledge, extending ideas beyond initial comprehension, and pinpointing areas of challenge or uncertainty. This routine fosters critical thinking and enhances the meaningful integration of new learning into an individual’s cognitive framework.

The “connect, extend, challenge” routine fosters deep reflection and comprehension. In the “connect” phase, students anchor new information or ideas to their prior knowledge, making unfamiliar content more accessible and resonant.

Next, students progress to the stage of “extend.” Learners consider how new concepts can push the boundaries of their current understanding, promoting a broader, more nuanced, or complex perspective.

Lastly, the “challenge” phase compels students to confront uncertainties, contradictions, or gaps in their understanding of new content, setting the stage for targeted inquiry and clarification. The inherent versatility of this routine ensures its applicability across many subjects and educational levels.

More than mere content digestion, this method nurtures metacognitive growth. By guiding students through these reflective stages, they are better poised to develop their self-awareness, becoming independent and discerning thinkers ready to tackle complex challenges.

Using Connect, Extend, Challenge at the Elementary Level

Story Time Reflection

  • Connect: After reading a story, ask students to relate a character or situation to something from their own lives.
  • Extend: Prompt them to think about how the story might continue or how a character might act in a different setting.
  • Challenge: Have students identify something puzzling or confusing in the story.

Exploring Nature

  • Connect: During an outdoor class, ask students to find something in nature that reminds them of something they’ve seen before.
  • Extend: Ask them how this object or creature might change in different seasons or environments.
  • Challenge: Encourage them to think about a question they have about this object or creature.

Math Problem Solving

  • Connect: Relate a new math concept to a daily life scenario or a previously learned concept.
  • Extend: Ask students how they might use this math concept in a more complex real-world situation.
  • Challenge: Have them identify parts of the concept or problem they find tricky or puzzling.

Art Exploration

  • Connect: After creating a piece of artwork, ask students to describe what inspired them or what personal experiences influenced their creation.
  • Extend: Encourage them to imagine how they could expand or transform their artwork using different materials or techniques.
  • Challenge: Discuss any difficulties they faced during the creation process.

Cultural Practices and Celebrations

  • Connect: When learning about a specific cultural practice or celebration, ask students to find parallels in their own culture or celebrations they’re familiar with.
  • Extend: Discuss the historical, religious, or social roots of the celebration and how they might be shared or differ across cultures.
  • Challenge: Encourage debates or reflections on aspects of a practice or celebration that might be misunderstood outside its original context.

Physical Education and Movement

  • Connect: After introducing a new sport or game, ask students if it reminds them of any other games they have played before.
  • Extend: Discuss how rules or strategies might change if the game were played in a different environment (e.g., playing soccer on sand vs. grass).
  • Challenge: Encourage students to come up with their own modifications to the game that could make it more challenging or fun.

Music and Sound

  • Connect: After listening to a musical piece, ask students if the music reminds them of any place, story, or emotion.
  • Extend: Discuss how the song might sound different with different instruments or if played in a different style.
  • Challenge: Encourage them to identify parts of the music that they found unexpected or unfamiliar.

Using Connect, Extend, Challenge at the Secondary Level

Literary Analysis

  • Connect: Have students relate a theme or character trait from a novel to current events or personal experiences.
  • Extend: Encourage discussion on how this theme might be relevant in different cultural or historical contexts.
  • Challenge: Ask students to critically evaluate any ambiguities or contradictions in the text.

Scientific Investigations

  • Connect: Relate a newly introduced scientific concept to previous lessons or real-world applications.
  • Extend: Encourage students to hypothesize about future implications or advanced applications of this concept.
  • Challenge: Ask students to generate questions about any controversial or debated aspects of this scientific concept.

Historical Events

  • Connect: Ask students to draw parallels between a historical event and current events.
  • Extend: Encourage them to speculate on how a different outcome in history might have affected the present.
  • Challenge: Discuss any discrepancies or uncertainties in historical records or interpretations.

Advanced Math Exploration

  • Connect: Relate new mathematical theories or concepts to real-world scenarios or professions.
  • Extend: Prompt students to explore the potential advancements or innovations that could arise from these mathematical concepts.
  • Challenge: Encourage debates on any paradoxes, contradictions, or complexities in the theory.

Visual Arts and Media Studies

  • Connect: After analyzing a piece of visual art or a media clip, ask students to draw parallels with other works or media trends they’re familiar with.
  • Extend: Discuss how the message or impact of the artwork or clip might change in a different sociocultural context or era.
  • Challenge: Encourage students to critique any biases, stereotypes, or messages conveyed in the piece, and how it might be received differently by diverse audiences.

Technology and Computer Science

  • Connect: When introducing a new software application or algorithm, have students relate it to other technologies they use daily.
  • Extend: Encourage them to speculate on future advancements or innovations that this technology could lead to or be integrated with.
  • Challenge: Prompt a discussion about potential ethical, security, or social implications tied to the new technology or its applications.

Economics and Business Studies

  • Connect: After studying an economic trend or business strategy, ask students how it mirrors or deviates from other models or periods they’ve studied.
  • Extend: Discuss the potential long-term impacts of this trend or strategy on global economies, societies, or environments.
  • Challenge: Encourage debates on any controversial aspects, potential pitfalls, or criticisms of the discussed trend or strategy.

The “connect, extend, challenge” thinking routine encourages students to delve deeper into their understanding and broaden their perspectives while confronting uncertainties head-on. This thinking routine strengthens the links between prior knowledge and new learning, paving the way for deeper learning. It helps cultivate resilient thinkers ready to tackle the complexities of the world with a discerning eye and adaptability.

In the next installment of this series, we’ll delve into the practical uses of the “I used to think… now I think” routine for educators. Uncover the myriad ways this reflective tool can help students understand the impact of learning experiences on their thinking.

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The Power of See, Think, Wonder

Por Catlin Tucker — 5 de Agosto de 2023, 20:03

Part I: Thinking About Thinking Series

This is part one of a five part series focused on using thinking routines to drive metacognitive skill building. Metacognition, often referred to as “thinking about thinking,” is a cognitive skill that empowers learners to reflect on their thought processes, learning strategies, and understanding of a concept or subject. By becoming metacognitive thinkers, students develop the capacity to monitor their learning, recognize gaps in understanding, and be strategic when attempting to solve complex problems.

Teachers can leverage the power of thinking routines developed by Project Zero at Harvard’s Graduate School of Education to help students develop their metacognitive muscles. The thinking routines are a collection of purposeful and structured thinking patterns designed to stimulate students’ cognitive engagement and cultivate a higher degree of cognitive awareness.

Teachers can use these thinking routines to design online or offline stations in a station rotation or embed them into a playlist to encourage students to pause and intentionally spend time thinking about their learning. Thinking routines offer more than just a structured pathway for students to delve into their thinking and explore the content deeply; they also serve as a window into their cognitive processes, offering invaluable formative assessment data.

In a series of blogs, I’ll be exploring each thinking routine and providing suggestions for how teachers across grade levels can harness the power of these thinking routines with students.

See, Think, Wonder Thinking Routine

“I see, I think, I wonder” is a simple yet versatile thinking routine that can be used in elementary and secondary classrooms. During this process, students observe closely, interpret their observations thoughtfully, and generate questions that spark curiosity and drive inquiry.

At its core, the routine starts with the fundamental act of “seeing.” Students are encouraged to closely observe their surroundings, texts, artworks, or any subject matter presented to them. This initial step prompts them to engage their senses, stimulating curiosity and opening their minds to the richness of details they might otherwise overlook. Whether exploring scientific phenomena, literary works, historical events, or visual art, observation is the foundation of deeper exploration and understanding.

Next, students progress to the stage of “thinking.” As they reflect on their observations, learners are prompted to construct meaning, make connections or predictions, and explore possibilities. This critical thinking process encourages them to draw inferences, identify patterns, and make informed interpretations. Whether analyzing literary themes, scientific data, historical evidence, or artistic techniques, this analytical thinking nurtures their ability to approach subjects with a more discerning and insightful lens.

The final stage of this thinking routine is “wondering.” Students are encouraged to generate questions that surface from their observations and interpretations. These questions are the gateway to inquiry-based learning, stimulating curiosity, and driving further exploration. Encouraging students to ask thought-provoking questions not only fosters a deeper understanding of the subject matter but also leverages their natural curiosity, inspiring them to seek answers and become lifelong learners.

Using See, Think, Wonder at the Elementary Level

Science Exploration: Use this routine during nature walks or while exploring the schoolyard. Have students observe plants, insects, or other natural phenomena. They can record what they see, what they think might be happening, and questions they wonder about the environment.

Reading Comprehension: Before reading a story, ask students to look at the cover and think about the visual details on the cover, make predictions about what they think the story will be about, and capture their wondering about the story they are about to read. After reading a story or a chapter from a book, ask students to identify what they see in the text, what they think the main idea or theme is, and what questions they have about the characters or events.

Art Analysis: Display a piece of art or a photograph and guide students through the routine. They can describe what they see in the artwork, interpret its meaning or message, and share questions they have about the artist’s choices.

Historical Events: When studying historical events, people, or places encourage students to analyze primary sources. They can share what they see in the documents or images, their thoughts about what they see, and questions they have about the time period, person, or place.

Math Problem Solving: Present a math word problem to the class, and have students articulate what they see in the problem, their initial thoughts on how to approach it, and any questions or uncertainties they have about the solution.

Using See, Think, Wonder at the Secondary Level

Scientific Investigations: During labs, experiments, or data analysis, students can use this routine to describe their observations, form hypotheses or explanations, and generate questions for further investigation.

Literature Analysis: Apply this routine when analyzing complex literary works, such as poems or novels. Students can delve into the imagery, symbolism, and themes while also questioning the motivations of characters/people or the author’s choices/biases.

Informational Texts: Use this with informational texts that may include graphics and charts. Encourage students to closely observe the visual elements, articulate their interpretations, and generate insightful questions, fostering critical thinking and a deeper understanding of complex information presented in diverse formats.

Media and Current Events: Use this with news articles or multimedia sources. Students can critically examine the content, consider potential biases or implications, and raise further questions for deeper understanding.

Historical Perspectives: When studying historical events, encourage students to analyze multiple sources and perspectives. They can share what they see from different viewpoints, what they think about the causes or consequences, and what further questions arise.

Political Cartoons and Propaganda: Use when exploring political cartoons and propaganda. Encourage students to observe the visual symbolism, analyze underlying messages, and write questions about the persuasive techniques employed, cultivating media literacy and driving critical thinking.

Ethical Dilemmas: Present ethical scenarios or case studies, and ask students to articulate what they see as the core moral issues, their initial thoughts on the situation, and the questions they have about possible resolutions.

Art: Encourage students to observe the intricate details, interpret the artist’s intentions, and ponder thought-provoking questions about the meaning and emotions conveyed, fostering a deeper appreciation for artistic expression and enhancing visual literacy skills.

The “I see, I think, I wonder” thinking routine can empower students to become more engaged, reflective, and self-directed learners. This versatile routine serves as a stepping stone towards fostering metacognitive skills and cultivating critical thinkers capable of navigating the complexities of the world with curiosity and confidence.

In the upcoming blog post of this series, we will explore the practical applications of the “Connect, Extend, and Challenge” thinking routine for educators. Discover how this versatile tool can deepen connections, foster growth, and inspire intellectual curiosity among students.

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