Visible thinking routines will be a valuable resource in teaching content and process. While they all have different value, here are some of my favorites.

Headlines

Headlines is good way to get to the core of an idea, or at least what students see as the core of an idea. This can serve as a good exit ticket routine or formative assessment throughout the lesson.

For example, in a unit regarding the causes of the Civil War, it would be helpful to have students complete the Headlines routine before moving on. There are many common misconceptions and overlapping issues. Headlines would be a good way for students to demonstrate understanding of the key conflicts, while making major gaps clear.

Circle of Viewpoints

Circle of Viewpoints helps tease out multiple perspectives on a topic. Many topics in social studies can be most clearly understood when different sides of an issue can be explored and understood. However, I will be careful not use this in a circumstance where students would be forced to take on a dangerous, demeaning, or discriminatory viewpoint (civil rights, for example).

I think this would work best for topics that seem straightforward today, but have not always been so one-sided. For example, students can consider the question of whether or not the federal government should have the ability to tax people. By thinking about unexpected perspectives, students can gain new insight.

True for Who?

Though it has similar merits to Circle of Viewpoints, True for Who allows for more depth when thinking through different viewpoints. I think Circle of Viewpoints can be best used for ideas of the past and True for Who is more useful for current events, especially topics for which students may not yet have strong opinions. In particular, the step where students are asked to ‘Stand Back’ gives them a chance to build on their learning and make a conclusion.

One standard in Civics and Economics mentions the need to compare and contrast political parties. There are facts that are true when discussion parties, but opinions based on those facts can vary widely depending on a person’s background and wants. By roleplaying, as this routine describes, students can gain thorough knowledge of the differences in political parties.

Word-Phrase-Sentence

My lessons will involve a lot of interaction with primary sources, and Word-Phrase-Sentence is a nice routine for exploring written sources. I hope to use this thinking routine to guide discussions.

For example, certain units may be improved by reading sections of presidential speeches or writings, but without the need to focus on the full text. Instead, I may divide the class to have some read one relevant text and some read another, where all complete Word-Phrase-Sentence. Then, as a class, we all discuss our impressions and share what struck us about our texts, combining the information to paint a larger picture together.

What Makes You Say That

What Makes You Say That is flexible largely due to its simplicity. I will have my students use it mainly for exploring physical objects and images, instead of texts: political cartoons, historic images, propaganda posters, and historic art.

In a lesson about the history of civil rights or the fight for integration of United States schools, I may (with care) include an image of Elizabeth Eckford (part of the Little Rock Nine) being berated by protesters as she calmly goes to school. Using this thinking routine, students can explore the photograph with little input from me to determine the meaning and purpose of those featured. This can be an introduction or continuance of discussion or instruction.