Cultures of Thinking

  • Home
  • Teacher Toolbox
    • Thinking Routines
    • Comprehension Strategies
    • Metacognition Strategies
    • Discourse Strategies
    • Formative Assessments Strategies
  • Professional Resources
    • Common Core
    • Cultures of Thinking
    • Life-Long Learners
    • Reading & Vocabulary
    • Standards Based Grading
    • Writing
  • Our Journey
    • Hart Middle School
    • Reuther Middle School
    • Rochester High School
    • Van Hoosen Middle School
    • West Middle School
  • Creative Ideas
  • Conferences
    • Moving Learning Forward 2015 Conference
    • Moving Learning Forward 2014 Conference
  • Home
  • Teacher Toolbox
    • Thinking Routines
    • Comprehension Strategies
    • Metacognition Strategies
    • Discourse Strategies
    • Formative Assessments Strategies
  • Professional Resources
    • Common Core
    • Cultures of Thinking
    • Life-Long Learners
    • Reading & Vocabulary
    • Standards Based Grading
    • Writing
  • Our Journey
    • Hart Middle School
    • Reuther Middle School
    • Rochester High School
    • Van Hoosen Middle School
    • West Middle School
  • Creative Ideas
  • Conferences
    • Moving Learning Forward 2015 Conference
    • Moving Learning Forward 2014 Conference

I Used to think..., now i think... 

A routine for students to identify how their thinking has changed over time. 
Picture
Description: 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.

How to Use the Strategy: 

Refer to pages 154-161 in the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners.

Access online instructions here at Harvard Project Zero.

See the routine in practice here at Harvard Project Zero.

Assessment 
Look for patterns of responses – do they mention particular concepts that have changed for them? Do they reflect upon a new set of skills acquired? Do they mention shifts that the teacher might expect them to have reconsidered?  Do they mention other kinds of ideas that strike them as significant in ways unexpected to the teacher? 

Tips
This routine must carry the message that a teacher is genuinely curious about how his/her students’ thinking has grown, deepened, shifted, or changed. This is NOT a routine about saying what they had “wrong” before and what they have “right” now. It is Not beneficial to conduct the “I Used to Think…” portion at the beginning of a unit since students’ cannot identify misconceptions and assumptions until they have been confronted. 


Content Applications:



Resources
Download these resources to use in your classroom. 
I Used to Think Now I Think template.docx
File Size: 13 kb
File Type: docx
Download File

I Used to Think Poster.pdf
File Size: 122 kb
File Type: pdf
Download File

Powered by Create your own unique website with customizable templates.