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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