1. Introducing and Exploring Ideas
1.1. See-Think-Wonder
1.1.1. Describing, interpreting, and wondering
1.1.2. Good with ambiguous or complex visual stimuli
1.2. Zoom In
1.2.1. Describing, inferring, and interpreting
1.2.2. Variation of STW using only portions of an image
1.3. Think-Puzzle-Explore
1.3.1. Activating prior knowledge, wondering, planning
1.3.2. Chalk Talk
1.4. Chalk Talk
1.4.1. Uncovering prior knowledge and ideas, questioning
1.4.2. Open-ended discussion on paper; ensures all voices are heard, gives thinking time
1.5. 3-2-1 Bridge
1.5.1. Activating prior knowledge, questioning, distilling, and connection making through metaphors
1.5.2. Works well when students have prior knowledge but instruction will move it in a new direction; can be done over extended time during the course of a unit
1.6. Compass Points
1.6.1. Decision making and planning, uncovering personal reactions
1.6.2. Solicits the group's ideas and reactions to a proposal, plan, or possible decision
1.7. The Explanation Game
1.7.1. Observing details and building explanations
1.7.2. Variation of STW that focuses on identifying parts and explaining them in order to build up an understanding of the whole from its parts and their purposes
2. Organizing and Synthesizing Ideas
2.1. Headlines
2.1.1. Summarizing, capturing the heart
2.1.2. Quick summaries of the big ideas or what stands out
2.2. CSI: Color, Symbol, Image
2.2.1. Nonverbal routine that forces visual connections
2.2.2. Capturing the heart through metaphors
2.3. Generate-Sort-Connect- Elaborate: Concept Maps
2.3.1. Uncovering and organizing prior
2.3.2. Highlights the thinking steps of making an effective concept knowledge to identify connections map that both organizes and reveals one's thinking
2.4. Connect-Extend-Challenge
2.4.1. Connection making, identifying new ideas, raising questions
2.4.2. Key synthesis moves for dealing with new information in whatever form it might be presented: books, lecture, movie, and so on
2.5. The 4c's
2.5.1. Connection making, identifying key concept, raising questions, and considering implications
2.5.2. A text-based routine that helps identifies key points of complex text for discussion; demands a rich text or book
2.6. The Micro Lab Protocol
2.6.1. Focusing attention, analyzing, and reflecting
2.6.2. Can be combined with other routines and used to prompt reflection and discussion
2.7. I Used To Think..., Now I Think...
2.7.1. Reflecting and metacognition
2.7.2. Used to help learners reflect on how their thinking has shifted and changed over time
3. Digging Deeper into Ideas
3.1. What Makes You Say That?
3.1.1. Reasoning with evidence
3.2. Circle Of Viewpoints
3.2.1. Perspective taking
3.2.2. Identification of perspectives around an issue or problem
3.3. Step Inside
3.3.1. Perspective taking
3.3.2. Stepping into a position and talking or writing from that perspective to gain a deeper understanding of it
3.4. Red Light, Yellow Light
3.4.1. Monitoring, identifying of bias, raising questions
3.4.2. Used to identify possible errors in reasoning, over-reaching by authors, or areas that need to be questioned
3.5. Claim-Support-Question
3.5.1. Identifying generalizations and theories, reasoning with evidence, making counterarguments
3.5.2. Can be used with text or as a basic structure for mathematical and scientific thinking
3.6. Tug-of-War
3.6.1. Perspective taking, reasoning, identifying complexities
3.6.2. Identifying and building both sides of an argument or tension/dilemma
3.7. Sentence-Phrase-Word
3.7.1. Summarizing and distilling
3.7.2. Text-based protocol aimed at eliciting what a reader found important or worthwhile; used with discussion to look at themes and implications