Appendix 6 – Harvard School of Education’s Project Zero 'direct’ thinking routines
Some ‘direct’ thinking routines used by Harvard School of Education’s Project Zero (2005) may be used by the classroom teachers as these have not been used before. These include:
SEE-THINK-WONDER
1. What do you see?
2. What do you think about that?
3. What does it make you wonder?
CLAIM-SUPPORT-QUESTION
1. Make a claim about the topic
2. Identify support for your claim
3. Ask a question related to your claim
CONNECT-EXTEND-CHALLENGE
1. How are the ideas and information connected to what you already know?
2. What new ideas did you get that extend your thinking in new directions?
3. What is still challenging or confusing for you?
What questions or puzzles do you now have?
LOOKING: 10 X 2
1. Look at the image or artefact quietly for at least 30 seconds. Let your eyes wander.
2. List 10 words or phrases about any aspect of it.
3. Repeat Steps 1 & 2: Look at the image or artefact again and try to list 10 more words or phrases to your list.
PERCEIVE-KNOW-CARE ABOUT
1. What can the person or thing perceive?
2. What might the person or thing know about?
3. What might the person or thing care about?
THINK-PUZZLE-EXPLORE
1. What do you think you know about this topic?
2. What questions or puzzles do you have?
3. What does the topic make you want to explore?
HEADLINES
If you were to write a headline for this topic or issue right now that captures the most important aspect to keep in mind, what would that headline be?
WHAT MAKES YOU SAY THAT?
1. What’s going on here?
2. What do you see that makes you say that?
(Ritchhart, Palmer, Church, and Tishman, 2006, pp. 8–9).
SEE-THINK-WONDER
1. What do you see?
2. What do you think about that?
3. What does it make you wonder?
CLAIM-SUPPORT-QUESTION
1. Make a claim about the topic
2. Identify support for your claim
3. Ask a question related to your claim
CONNECT-EXTEND-CHALLENGE
1. How are the ideas and information connected to what you already know?
2. What new ideas did you get that extend your thinking in new directions?
3. What is still challenging or confusing for you?
What questions or puzzles do you now have?
LOOKING: 10 X 2
1. Look at the image or artefact quietly for at least 30 seconds. Let your eyes wander.
2. List 10 words or phrases about any aspect of it.
3. Repeat Steps 1 & 2: Look at the image or artefact again and try to list 10 more words or phrases to your list.
PERCEIVE-KNOW-CARE ABOUT
1. What can the person or thing perceive?
2. What might the person or thing know about?
3. What might the person or thing care about?
THINK-PUZZLE-EXPLORE
1. What do you think you know about this topic?
2. What questions or puzzles do you have?
3. What does the topic make you want to explore?
HEADLINES
If you were to write a headline for this topic or issue right now that captures the most important aspect to keep in mind, what would that headline be?
WHAT MAKES YOU SAY THAT?
1. What’s going on here?
2. What do you see that makes you say that?
(Ritchhart, Palmer, Church, and Tishman, 2006, pp. 8–9).