In the ever-evolving landscape of language education, the focus has shifted from rote memorization and repetition to developing meaningful communication, critical thinking, and deep understanding. One of the most effective and innovative tools to emerge from educational research and cognitive psychology is the “thinking routine.” Originally developed by Harvard’s Project Zero, thinking routines are simple, adaptable strategies designed to promote thoughtful engagement, reflection, and conceptual development in any learning context. When applied to language teaching and learning, these routines can radically transform classrooms into vibrant hubs of interaction, curiosity, and linguistic growth.
This article explores how thinking routines can be embedded in language instruction, their pedagogical benefits, and how to implement them practically across all levels of language proficiency.
What Are Thinking Routines?
Thinking routines are structured patterns of thinking and questioning that help students learn how to think more deeply, critically, and reflectively. They are short, repeatable strategies—usually made up of just a few steps—that help learners process and express their understanding. They are not the same as activities or worksheets; rather, they are mental habits that can become a natural part of how students engage with new material.
Popular routines include:
See-Think-Wonder
Think-Pair-Share
Connect-Extend-Challenge
Claim-Support-Question
I Used to Think… Now I Think…
These routines serve various cognitive purposes: observation, reflection, reasoning, interpretation, and questioning—all of which are crucial for language development.
Why Thinking Routines in Language Learning?
Language is not just about grammar and vocabulary—it's about thinking, meaning-making, and communication. Thinking routines help students:
1. Develop cognitive flexibility (important for second language acquisition)
2. Construct meaning, not just memorize it
3. Engage with content critically and reflectively
4. Practice language in authentic, purposeful ways
5. Improve oral fluency through structured conversation
6. Build confidence in expressing opinions and justifying answers
7. Foster collaborative dialogue and listening skills.
When learners use language to express ideas, defend viewpoints, or question assumptions, they are using it functionally and contextually—exactly the kind of practice they need for fluency and accuracy.
Cognitive Foundations: Learning Through Thinking
From a cognitive science perspective, thinking routines promote metacognition, which means thinking about one’s own thinking. This is vital in language learning because students are not only acquiring a new code but also learning how to learn, how to infer meaning, and how to adapt language to different contexts.
Studies show that when students reflect on their learning, they retain information more effectively and develop higher-order thinking skills. Thinking routines scaffold this reflection, helping even young or beginner learners build awareness of their own thought processes in manageable steps.
Types of Thinking Routines for Language Teaching
Let’s take a deeper look at several thinking routines that are particularly beneficial in the language classroom.
1. See-Think-Wonder
Purpose: Observation, interpretation, curiosity
How it works:
See: What do you notice?
Think: What do you think is going on?
Wonder: What questions do you have?
Application in Language Learning:
Use visual prompts (photos, paintings, short videos, ads) and ask students to describe them using target vocabulary or grammar.
Great for practicing present simple or continuous, making inferences, forming questions, and vocabulary development.
Example Activity: Show a picture of a busy marketplace. Students describe what they see using full sentences (See), guess what is happening and why (Think), and then formulate three questions they are curious about (Wonder).
2. Think-Pair-Share
Purpose: Encourage participation, listening, and structured speaking
How it works:
Think: Students take time to formulate an idea or answer.
Pair: Discuss with a partner.
Share: Share insights with the class.
Application in Language Learning:
Use it for comprehension questions, opinion-based tasks, grammar discussions, or reflection after reading/listening.
Builds speaking fluency, collaboration, and confidence.
Tip: Provide sentence starters to support lower-level learners (e.g., “I believe that…”, “In my opinion…”).
3. Connect-Extend-Challenge
Purpose: Make connections between new and prior knowledge
How it works:
Connect: How is this connected to what you already know?
Extend: What new ideas or information are you learning?
Challenge: What is still unclear or challenging?
Application in Language Learning:
Ideal after reading a text, watching a video, or studying a grammar concept.
Encourages critical thinking, reflection, and synthesis of idea.
Example Activity: After reading an article about climate change, students complete the routine. This encourages them to express connections, use transition words, and pose meaningful questions.
4. Claim-Support-Question
Purpose: Argumentation, justification, and critical thinking
How it works:
Claim: Make a statement or opinion.
Support: Give reasons or evidence.
Question: Ask a question related to the claim.
Application in Language Learning:
Great for debate, persuasive writing, and discussion.
Teaches students to structure arguments using logical reasoning.
Example Prompt: “School uniforms should be mandatory.” Students make a claim, support it with reasons, and then pose a question that opens deeper discussion.
5. I Used to Think… Now I Think…
Purpose: Track changes in understanding
How it works:
Reflect on how your thinking has changed after a lesson or activity.
Application in Language Learning:
Perfect for grammar lessons, intercultural discussions, or at the end of a unit.
Helps students verbalize growth and deepen reflection.
Example: After a unit on food and culture, students reflect on their changing perceptions of food habits in different countries.
Adapting Routines to Language Proficiency Levels
Beginner (A1–A2):
Use visuals and simple prompts.
Offer scaffolds: sentence frames, word banks, paired work.
Encourage use of L1 if necessary to clarify thinking, then translate.
Intermediate (B1–B2):
Focus on expanding vocabulary and sentence complexity.
Use more abstract and open-ended questions.
Encourage peer feedback.
Advanced (C1–C2):
Use authentic texts and materials.
Emphasize nuance, argumentation, and formal structures.
Push for precision and depth in language use.
Thinking Routines and the Four Language Skills
1. Speaking:
Routines provide structure for oral output.
Encourage meaningful interaction, not just performance.
Promote fluency and reduce anxiety by giving a clear purpose.
2. Listening:
When routines are used in group or partner work, students practice active listening.
Teachers can model “think-alouds” to scaffold deeper listening.
3. Reading:
Routines like Connect-Extend-Challenge make reading a dialogical process.
Readers engage with texts as thinkers, not just decoders.
4. Writing:
Routines like Claim-Support-Question can be used as pre-writing organizers.
Help students structure arguments, reflections, and responses.
Using Thinking Routines in Digital and Hybrid Classrooms
Thinking routines are easily adapted to online platforms such as Google Docs, Padlet, Jamboard, Flipgrid, and more. For example:
Think-Pair-Share: Use breakout rooms in Zoom or Teams.
See-Think-Wonder: Create a collaborative Padlet board with multimedia inputs.
I Used to Think… Now I Think…: Use Flipgrid for video reflections.
Digital tools can even enhance engagement, as learners can work asynchronously, revisit answers, and visually track their learning.
Assessment Through Thinking Routines
Routines offer valuable insights into students’ thought processes, making them powerful formative assessment tools. Teachers can observe:
Language use (accuracy, range)
Thought development
Engagement with content
Interaction and collaboration.
Rubrics can be adapted to assess both cognitive and linguistic components. For example, when students complete a Connect-Extend-Challenge routine in writing, teachers can assess clarity of connections, use of connectors, and vocabulary variety.
Integrating Thinking Routines into Curriculum Planning
Thinking routines are not one-off activities—they work best when integrated consistently across units and lessons. Tips for integration:
Choose routines that align with the lesson objective.
Repeat routines regularly so they become familiar habits.
Train students to use them independently.
Reflect on routines as a class—what worked? What was challenging?
Use routines to start lessons (to activate prior knowledge), during lessons (to process content), and at the end (to reflect and consolidate learning)
Challenges and Tips for Implementation
Common Challenges:
Time constraints in class
Students’ initial hesitation to speak
Perception that routines are “too simple”
Teacher unfamiliarity
Solutions:
Start small: use one routine regularly until students are comfortable.
Model responses and participate in routines with students.
Celebrate all contributions and create a safe space.
Integrate language objectives (e.g., modal verbs, connectors) within the routines.
Real-World Examples of Thinking Routines in Action
Case Study: EFL Secondary Class in Spain
Teacher uses See-Think-Wonder to explore a controversial photo about plastic pollution. Students work in pairs to describe what they see, share ideas about what the photo represents, and ask questions. As a result, students naturally use vocabulary about the environment, modal verbs (“might be,” “could have”), and question forms—without a textbook in sight.
Case Study: University English Class in Japan
Students use Claim-Support-Question to debate artificial intelligence in society. Each group prepares their arguments using the routine. The teacher assesses fluency, vocabulary range, and critical thinking. Students are more engaged than during traditional debate formats because the routine provides structure and clarity.
Final Thoughts: A Language Classroom that Thinks
Thinking routines are powerful tools for transforming the language classroom. They move learners beyond memorization and grammar drills into a world where language is used to think, reflect, question, and connect. They create space for meaningful, authentic communication and help learners develop both language proficiency and intellectual confidence.
By incorporating thinking routines into your lessons—consistently and creatively—you empower your students not only to learn a language, but to use that language to learn about the world.
Resources and References
Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible. Jossey-Bass.
Project Zero, Harvard Graduate School of Education: Visible Thinking
Zwiers, J. (2014). Building Academic Language. Jossey-Bass.
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