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COT
UNDERSTANDING MAP
This Interactive Understanding Map is designed after the Understanding Map developed by Dr. Ron Ritchhart, Senior Research Associate at Harvard Project Zero.
It helps educators to focus and identify the thinking or core understanding they want to promote in their classroom.
Once the understanding move is identified, educators can select which visible thinking routine will help to develop the thinking in their learners.
UNDERSTANDING MAP
UNDERSTANDING MAP
Ask:
Find:
Explore:
What am I curious about here?
The Chalk Talk thinking routine provides an opportunity for everyone to be given a chance to be heard. Thinking becomes visible and it encourages students to consider other's viewpoints.
Access Routine Directions:
https://pz.harvard.edu/resources/chalk-talk
The Explanation Game thinking routine was designed examine an object carefully and propose multiple ideas to explain what the object is and what role it might serve. This routine provides powerful understanding.
Access Routine Directions:
https://pz.harvard.edu/resources/the-explanation-game
The See-Think-Wonder thinking routine stresses the importance of inquiry-based thinking through close observations following a three-step process.
Access Routine Directions:
https://pz.harvard.edu/resources/see-think-wonder
The Think-Puzzle-Explore thinking routine is more inquiry-based than the popular fact-generated KWL. In order for the use of this routine to be most effective, the teacher's language plays a vital role in initiating student
Access Routine Directions:
https://pz.harvard.edu/resources/think-puzzle-explore
The Zoom In thinking routine requires learners to pay close attention to detail and make inferences. As each section is revealed, students make new inferences. Students come to the realization that thinking is a process and minds can be changed based on new understandings.
What's another angle on this?
The Chalk Talk thinking routine provides an opportunity for everyone to be given a chance to be heard. Thinking becomes visible and it encourages students to consider others' viewpoints.
Access Routine Directions:
https://pz.harvard.edu/resources/chalk-talk
While engaged in this thinking routine, students gain a greater awareness of how others are feeling and thinking. It also reinforces that people will think differently about a topic. This routine gives a structure to assist in exploring these viewpoints to gain a broader, more complete understanding of the topic, event, or issue being discussed.
Access Routine Directions:
https://pz.harvard.edu/resources/circle-of-viewpoints
Compass Points enables groups of learners to consider ideas and propositions from four different angles to prevent personal reaction or quick judgment. This routine works best when there are dilemmas or differing opinions.
Access Routine Directions:
https://pz.harvard.edu/resources/compass-points
The Step Inside thinking routine structures students’ thinking and deepens their understanding about a person/thing. It focuses on perspective and asks the learner to hypothesize what this person/thing observes, understands, believes, cares about, and questions. This routine pushes students further than what they might do in the Circle of Viewpoints thinking routine.
Access Routine Directions:
https://pz.harvard.edu/resources/step-inside
This routine is designed to help students examine the many different forces that “tug” opposing sides of a topic. It asks student to look at both sides to find supporting reasons/evidence, without taking a side. This will give them a deeper understanding and appreciation of a dilemma or complex issue instead of just skimming the surface.
Access Routine Directions:
https://pz.harvard.edu/resources/tug-of-war
Why do you think so?
This thinking routine identifies and tests the claims that we encounter during examination of topics. It focuses students on evidence as the purveyor of the truth and makes their thinking more visible.
Access Routine Directions:
https://pz.harvard.edu/resources/claim-support-question
This thinking routine helps students create a concept map that activates knowledge of a topic and connects those ideas together. The concept map will help to organize information in a specific way, i.e. most important to least important or chronological order.
Access Routine Directions:
https://pz.harvard.edu/resources/generate-sort-connect-elaborate
This thinking routine reconstructs the group discussion that we have in our classrooms. Micro Lab is designed to ensure equal participation within a group discussion with rounds of sharing that are timed by the instructor. Regular use of this routine helps the students to become better listeners and learn how to make connections with others’ ideas.
This routine helps students identify the root of their thinking by asking them to explain the thinking behind their responses. Students are asked to share their ideas and to back them with evidence. This will let others consider many different viewpoints and perspectives on a topic. Using this routine, teachers don’t present themselves as the keepers of the answers. They let the discussion deepen and go past just mere opinions by letting the students examine the evidence behind the explanations.
Access Routine Directions:
https://pz.harvard.edu/resources/what-makes-you-say-that
This routine helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text. The power of the routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as the catalyst for rich discussion. Learners must justify their responses and it sets the stage for considering themes, implications, predictions, and lessons to be drawn.
Access Routine Directions:
https://pz.harvard.edu/resources/word-phrase-sentence
How does this fit?
The 3-2-1 Bridge thinking routine unveils words, questions, and connections that students associate around a topic. The "bridge" part of the routine shows the transition from prior knowledge to new understandings that have been built throughout the unit/lesson of study.
Access Routine Directions:
https://pz.harvard.edu/resources/3-2-1-bridge
The 4C’s thinking routine provides a set of questions that encourage learners to grapple with the information provided in the text in a purposeful and structured way. The test-based discussion is built around making connections, asking questions, identifying key ideas, and considering application.
Access Routine Directions:
https://pz.harvard.edu/resources/the-4-cs
CEC provides a space and structure where new thinking can be visual to help students connect new ideas with ones that they already have, reflect upon how they have broadened their thinking, and find what challenges them or their thinking from the text.
Access Routine Directions:
https://pz.harvard.edu/resources/connect-extend-challenge
This thinking routine helps students create a concept map that activates knowledge of a topic and connects those ideas together. The concept map will help to organize information in a specific way, i.e. most important to least important or chronological order.
Access Routine Directions:
https://pz.harvard.edu/resources/generate-sort-connect-elaborate
The Chalk Talk thinking routine provides an opportunity for everyone to be given a chance to be heard. Thinking becomes visible and it encourages students to consider others' viewpoints.
Access Routine Directions:
https://pz.harvard.edu/resources/chalk-talk
What lies beneath the surface?
This thinking routine identifies and tests the claims that we encounter during examination of topics. Students start by creating a claim from patterns and assertions or identifying a given claim. Then they hold them up to thoughtful scrutiny, finding support or conflicting evidence for the claim and what questions still exist. Claim-Support-Question focuses students on evidence as the purveyor of the truth and makes their thinking more visible.
Access Routine Directions:
https://pz.harvard.edu/resources/claim-support-question
This thinking routine helps students create a concept map that activates knowledge of a topic and connects those ideas together. The concept map will help to organize information in a specific way, i.e. most important to least important or chronological order.
Access Routine Directions:
https://pz.harvard.edu/resources/generate-sort-connect-elaborate
The Main-Side-Hidden thinking routine engages students in forming multiple narratives based on the artifact being examined. Through this process additional questions may arise for exploration.
Peeling the Fruit thinking routine can be used to develop understanding of a complex topic over the course of days or weeks. It tracks and guides the exploration of a topic and requires students to look at the topic in a number of different ways. Works well with poetry, artwork, and much other complex material that is usually difficult for students to comprehend.
Access Routine Directions:
https://pz.harvard.edu/resources/peel-the-fruit
The Step Inside thinking routine structures students’ thinking and deepens their understanding about a person/thing. It focuses on perspective and asks the learner to hypothesize what this person/thing observes, understands, believes, cares about, and questions.
Access Routine Directions:
https://pz.harvard.edu/resources/step-inside
Red Light, Yellow Light thinking routine is about becoming more aware of moments that offer signs of possible non-truths. Using red lights (something that makes you stop and doubt its accuracy) and yellow lights (something that might make you slow down and question its truth) helps students develop how to see the falsehoods and how to handle them. This strategy can be used in many different ways to increase awareness of possible non-truths in topics, claims, ideas, and conclusions.
Access Routine Directions:
https://pz.harvard.edu/resources/red-light-yellow-light
This thinking routine is designed to help students examine the many different forces that “tug” opposing sides of a topic. It asks students to look at both sides to find supporting reasons/evidence, without taking a side. This will give them a deeper understanding and appreciation of a dilemma or complex issue instead of just skimming the surface.
Access Routine Directions:
https://pz.harvard.edu/resources/tug-of-war
The Zoom In thinking routine requires learners to pay close attention to detail and make inferences. Because it uses only sections of an image at one time, it is different than a See-Think-Wonder. As each section is revealed, students make new inferences. Students come to the realization that thinking is a process and minds can be changed based on new understandings.
What's at the center of this?
The 4C’s thinking routine provides a set of questions that encourage learners to grapple with the information provided in the text in a purposeful and structured way. The test-based discussion is built around making connections, asking questions, identifying key ideas, and considering application.
Access Routine Directions:
https://pz.harvard.edu/resources/the-4-cs
Circle of Viewpoints helps students to identify and consider different and diverse perspectives. While engaged in this thinking routine, students gain a greater awareness of how others are feeling and thinking. It also reinforces that people will think differently about a topic. This routine gives a structure to assist in exploring these viewpoints to gain a broader, more complete understanding of the topic, event, or issue being discussed.
Access Routine Directions:
https://pz.harvard.edu/resources/circle-of-viewpoints
The CSI thinking routine asks students to identify and distill the essence of ideas from their reading/viewing/listening to represent the big ideas they have identified in a way that doesn't rely so heavily on the use of written or oral language. CSI pushes students to make connections and think metaphorically. Metaphors allow learners to develop understanding by connecting to something they already know.
Access Routine Directions:
https://pz.harvard.edu/resources/color-symbol-image
The Headlines routine asks students to reflect and synthesize as they identify the essence or core of a situation or learning experience. This helps to build understanding of big ideas and core principles. Teachers send the message that taking notice of big ideas is critical to understanding. Documenting the group’s headlines allows students to consider a topic from multiple angles. It provides the teacher with useful information that can be used to plan future instruction.
Access Routine Directions:
https://pz.harvard.edu/resources/headlines
The Sentence-Phrase-Word thinking routine helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text or “what speaks to you”. The power of the routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as the catalyst for rich discussion. Learners must justify their responses and it sets the stage for considering themes, implications, predictions, and lessons to be drawn.
Access Routine Directions:
https://pz.harvard.edu/resources/word-phrase-sentence
Peeling the Fruit thinking routine can be used to develop understanding of a complex topic over the course of days or weeks. It tracks and guides the exploration of a topic and requires students to look at the topic in a number of different ways. Works well with poetry, artwork, and much other complex material that is usually difficult for students to comprehend.
Access Routine Directions:
https://pz.harvard.edu/resources/peel-the-fruit
The Step Inside thinking routine structures students’ thinking and deepens their understanding about a person/thing. It focuses on perspective and asks the learner to hypothesize what this person/thing observes, understands, believes, cares about, and questions.
Access Routine Directions:
https://pz.harvard.edu/resources/step-inside
What is really going on here?
This thinking routine provides a space and structure where new thinking can be visual to help students connect new ideas with ones that they already have, reflect upon how they have broadened their thinking, and find what challenges them or their thinking from the text. This strategy will demonstrate to the students that ideas and information can connect to other subjects and topics that they already know, thus getting the students to think in new ways or to question assumptions.
Access Routine Directions:
https://pz.harvard.edu/resources/connect-extend-challenge
This thinking routine identifies and tests the claims that we encounter during examination of topics. Students start by creating a claim from patterns and assertions or identifying a given claim. Then they hold them up to thoughtful scrutiny, finding support or conflicting evidence for the claim and what questions still exist. Claim-Support-Question focuses students on evidence as the purveyor of the truth and makes their thinking more visible.
Access Routine Directions:
https://pz.harvard.edu/resources/claim-support-question
The Explanation Game thinking routine was designed examine an object carefully and propose multiple ideas to explain what the object is and what role it might serve. This routine provides powerful understanding.
Access Routine Directions:
https://pz.harvard.edu/resources/the-explanation-game
This thinking routine helps students create a concept map that activates knowledge of a topic and connects those ideas together. The concept map will help to organize information in a specific way, i.e. most important to least important or chronological order.
Access Routine Directions:
https://pz.harvard.edu/resources/generate-sort-connect-elaborate
This routine helps students reflect on their thinking about a topic or issue and explore how and why that thinking has changed. It is useful in consolidating new learning and identifying new understandings, opinions, and beliefs. In addition, it develops metacognitive skills, reasoning abilities, and the identification of cause-and-effect relationships.
Access Routine Directions:
https://pz.harvard.edu/resources/i-used-to-think-now-i-think
his thinking routine reconstructs the group discussion that we have in our classrooms. Micro Lab is designed to ensure equal participation within a group discussion with rounds of sharing that are timed by the instructor. Regular use of this routine helps the students to become better listeners and learn how to make connections with others’ ideas.
The Zoom In thinking routine requires learners to pay close attention to detail and make inferences. As each section is revealed, students make new inferences. Students come to the realization that thinking is a process and minds can be changed based on new understandings.
What do you see and notice?
The Chalk Talk thinking routine provides an opportunity for everyone to be given a chance to be heard. Thinking becomes visible and it encourages students to consider others' viewpoints.
Access Routine Directions:
https://pz.harvard.edu/resources/chalk-talk
The Explanation Game thinking routine was designed examine an object carefully and propose multiple ideas to explain what the object is and what role it might serve. This routine provides powerful understanding.
Access Routine Directions:
https://pz.harvard.edu/resources/the-explanation-game
The See-Think-Wonder thinking routine stresses the importance of inquiry-based thinking through close observations following a three-step process.
Access Routine Directions:
https://pz.harvard.edu/resources/see-think-wonder
The Zoom In thinking routine requires learners to pay close attention to detail and make inferences. As each section is revealed, students make new inferences. Students come to the realization that thinking is a process and minds can be changed based on new understandings.
Curated by Rachel Mainero
Information Literacy Specialist
#natgeocertified Mentor
#TLMCC PZ coach
Empowering learners to create a better tomorrow
Twitter: @MrsMainero
website: https://mrsmainero.com
Websites
Project Zero Thinking Routines Toolbox: https://pz.harvard.edu/thinking-routines
Project Zero Visible Thinking: http://www.pz.harvard.edu/projects/visible-thinking
Ron Ritchhart Website: http://www.ronritchhart.com/ronritchhart.com/COT_Resources.html
Books
Ritchhart, Ron, et al. Making Thinking Visible: How to Promote Engagement,
Understanding, and Independence for All Learners. San Francisco, Jossey
bass, 2011.