Routine that involves posing a question to students, asking them to take a few minutes of thinking time and then turning to a nearby student to share their thoughts.
This routine is for examining propositions.
What Excites you about this idea or proposition? What's the upside?
What do you find Worrisome about this idea or proposition? What's the downside?
What else do you Need to know or find out about this idea or proposition? What additional information would help you to evaluate things?
Moving Forward
What is your current Stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?
A routine for connecting new ideas to prior knowledge
1. How are the ideas and information presented or connected to what you already knew?
2. What new ideas did you get that extended your thinking in new directions?
3. What is still challenging or confusing for you to get your mind around?
Down
The routine that is frequently thought of as the easiest to incorporate into lesson plans.
A routine for exploring causal understanding
The routine focuses first on identifying something interesting about an object or idea:
"I notice that..."
And then following that observation with the question:
"Why is it that way?"
or
"Why did it happen that way?"
This routine uses statement/phrase to capture the essence of an event, idea, concept, or topic. It works especially well at the end of a class discussion in which students have explored a topic and gathered new information and opinions.
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