This toolbox highlights many different Thinking Routines - patterns by which teachers and students operate and go about the job of learning and working together in a classroom environment.

Thinking routines can be thought of as any procedure, process, or pattern of action that is used repeatedly to facilitate the accomplishment of specific goals or tasks. Classrooms have routines that serve to manage student behavior and interactions, to organize the work of learning, and to establish rules for communication and discourse.

This is the video that I showed embeded in the pdf in case it doesn't come up. It is from YouTube and is created by Sesame Street not by me. 

Consistent with our focus on making differences in children's lives, CYFS conducts applied research on childhood education programs, child care services, social-behavioral interventions, family relationships and family-caregiver partnerships. We position children for academic success by establishing strong connections between families and schools while striving to improve those schools by preparing and improving their teachers.

7th Grade Math Teacher Chris McCloud from the School of the Future in New York gives us a new idea on how to call on students and ensure participation. McCloud tapes 1 playing card on each student desk and has the same set of playing cards in his hand. Throughout a lesson, Chris flips a card to determine which students is going to answer a question. If students cannot answer the question, he does'nt allow them to say "I don't know." Instead, he requires the student to share where they are stuck and flips the next card to see if someone can help the student who is stuck.

Using published writers' texts and students' own writing, this unit explores emotions that are associated with the artful and deliberate use of commas, semicolons, colons, and exclamation points (end-stop marks of punctuation).

The objective of this activity is to reinforce the importance of being specific while dealing with events of a sequential nature, such as the phases of the moon.

The Peralta CC District developed an Equity Rubric instrument designed to help online instructors make the learning experience more equitable for all students. The rubric’s criteria is roughly aligned with the CVC-OEI Course Design Rubric. It includes strategies to increase students’ access to technology and different types of support (both academic and non-academic); and make explicit the instructor’s commitment to inclusion by addressing some design principles through an equity lens.

The Peralta CC District developed an Equity Rubric instrument designed to help online instructors make the learning experience more equitable for all students. The rubric’s criteria is roughly aligned with the CVC-OEI Course Design Rubric. It includes strategies to increase students’ access to technology and different types of support (both academic and non-academic); and make explicit the instructor’s commitment to inclusion by addressing some design principles through an equity lens.

The Periodic Table of Visualization Methods organizes a broad variety of visual representations by specific information problems. This interactive tool includes definitions and models of data, information, concept, strategy, metaphor, compound, process and structure visualization.

What if educators could see what a student knows, what they need to know, and how to motivate them...all by looking at a map? Danny Hillis, Chairman and Co-Founder of Applied Minds, asks us to imagine a learning map that goes beyond existing search engines to show educators just that.

Information and video tutorials to help teachers and students take advantage of built-in features, apps and extensions on a variety of devices to support a personalized and accessible reading experience for everyone.

In an eight week unit of study, students will explore concepts of migration through the lens of cultural identity and perspective. What are elements of culture that shape us, shape how we see others, and shape how we are seen in return? Students will investigate shifts in cultural norms and stereotypes specific to forced migration and captivity as depicted in The Tempest by William Shakespeare and supplemented through a variety of texts, discussions, and reflections.

Project:

This project involves the experimental use of open pedagogy to teach the Scholarly Communication course in a graduate-level library and information science (LIS) program. Open pedagogy is variously defined, but generally understood as a framework that requires students to be active creators of course content rather than passive consumers of it. Proponents view this as a form of experiential learning in which students demonstrate greater understanding of content by virtue of creating it.

Students in this course learn by doing; that is, they learn about scholarly communication by participating in the process. Each student is required to develop a chapter—on a scholarly communication topic of their choosing—to be included in an open access monograph. Following the semester, the text is published under a Creative Commons license on the University at Buffalo’s institutional repository as an open educational resource (OER), allowing for reuse or repurposing in future sections of the course or in similar courses in LIS programs at other institutions. To date, students have created the following open monographs: Perspectives on Scholarly Communication, Volume 1 (2019), Perspectives on Scholarly Communication, Volume 2 (2020); and Perspectives on Scholarly Communication, Volume 3 (2021). Support for the development and production of the third volume was provided by way of the following grant:

Scholarly Communication Notebook (https://lisoer.wordpress.ncsu.edu/notebook/); Institute of Museum and Library Services (https://www.imls.gov/grants/awarded/lg-36-19-0021-19. Investigators: Will Cross (wmcross@ncsu.edu); Josh Bolick (jbolick@ku.edu); and Maria Bonn (mbonn@illinois.edu).

Outcomes:

Immediate outcomes of the “learn by doing” aspect are clear. The experience of publishing engages students in the applied side of concepts they are introduced to by way of lectures, readings, and other class activities. This experience is invaluable for those entering the field academic librarianship, and particularly for those who will have scholarly communication responsibilities.

Immediate outcomes of the open pedagogy aspect are compelling. Research shows that students ascribe a positive learning experience to the implementation of this framework, and they hold for its continued use in future sections of the course. Students are enthusiastic in their embrace of creating renewable versus disposable coursework. They express great satisfaction with contributing to the professional literature, building the discipline’s nascent OER record, and having a publication to feature in their curricular and professional dossiers. The experience also resonates with students on a philosophical level; LIS students are particularly inclined to support activities that align with the field’s abiding ethic of “free to all”.

Long-term outcomes for the course are emerging. Select chapters from these volumes are used as required readings. In this way, students are contributing to professional discourse and to the ongoing development of LIS curricula. A roadmap for this ongoing experiment is given by way of the syllabus, assignments, lectures, rubrics, and other related materials in this Open Science Framework project.

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

This lesson will begin with students brainstorming methods of communication using a web graphic organizer. Next, students will collaborate with a partner to create a basic cup phone set. Then, the teacher will lead students to develop a revised cup phone set using a variety of different materials. Lastly, the students will design and construct a revised version of the cup phone and test its effectiveness as compared to the first cup phone set. This lesson results from the ALEX Resource Gap Project.

In this video segment from Nature, animal lovers talk about their experiences having pigs as pets.

In the first bend of this unit, students will closely read multiple perspectives on the “American Dream” in
order to collect information to use and integrate that information into an evidence-based perspective.
Students will examine primary and secondary source documents to make informed decisions about
what information to collect that may inspire their writing about “The American Dream.”

In the second bend of this unit, students will engage in a short-research process to create a draft of
argumentative speech on the “American Dream” with a specific purpose, audience, and tone in mind.
They will use their inquiry research questions from bend one to begin analyzing search results and citing
and gathering relevant, accurate, and credible information.

This response-cost strategy is appropriate for younger students who are verbally defiant and non-compliant with the teacher. (See the related Hints for Using... column for tips on how to tailor this intervention idea for older students.)

Some students thrive on peer attention-and will do whatever they have to in order to get it. These students may even attempt intentionally to irritate their classmates in an attempt to be noticed. When students bother others to get attention, though, they often find themselves socially isolated and without friends. In addition, teachers may discover that they must surrender valuable instructional time to mediate conflicts that were triggered by students seeking negative peer attention.
Positive Peer Reporting is a clever classwide intervention strategy that was designed to address the socially rejected child who disrupts the class by seeking negative attention. Classmates earn points toward rewards for praising the problem student. The intervention appears to work because it gives the rejected student an incentive to act appropriately for positive attention and also encourages other students to note the target student's good behaviors rather than simply focusing on negative actions. Another useful side effect of positive peer reporting is that it gives all children in the classroom a chance to praise others-a useful skill for them to master! The Positive Peer Reporting strategy presented here is adapted from Ervin, Miller, & Friman (1996).