Monday, April 13, 2015

Making Thinking Visible {3-2-1 Bridge Routine}

A  group of teachers at my school is currently reading a book called, Making Thinking Visible. When my rock star colleague brought this anchor chart to demonstrate a routine from the chapter, it gave me the idea to share it with you!

The routines we looked at last week were all pertaining to activities which introduced and explored new concepts before teaching a lesson.

This anchor chart is from a routine called, "3-2-1 Bridge." This routine's purpose is to activate prior knowledge and help the students to think about their thinking. In the beginning, students are asked to write an initial response of 3 words, 2 questions, and 1 metaphor/simile about the topic {here the students were talking about parts of a plant."

As you can see from this fabulous teacher's I-Can Statements, she was using this routine for a standards based science lesson.
Here's a closer look at the student responses. Want to know how to perform this routine?

Here are the steps if you would like to use this in your own classroom.

1. Set up: The teacher must decide how to record the students' initial responses. Here, the teacher used an anchor chart. My favorite way!

2. Ask for three words: The teacher asks the students to write down the first three words that pop into their minds when it comes to the topic at hand. We can see one student response of "leaves, stems, petals."

3. Ask for two questions: The teacher asks the students to quickly write {surface level is just fine!} questions about the topic. This should not take an extended amount of time. One question this time was, "How do plants change?"

4. Ask for one metaphor or simile: The teacher asks the students to write a metaphor for the topic. A student here wrote, "Plants are as pretty as your mother..." Aw, let's take a moment of silence for that sweet response!

5. Provide an instructional period: The teacher instructs, whether that is through direct instruction, a video, story, or some other way of taking the students deeper into the topic.

6. Perform the second 3-2-1: The teacher repeats steps 2, 3, and 4 again.

7. Share the thinking: A.K.A. Bridging: The teacher allows the students to discuss how their thinking has changed. Remember, this should be modeled! It isn't always easy for student to reflect on their thinking, let alone how it has changed.

The 3-2-1 Bridge routine is one that allows for students to think about their thinking and see how their thoughts have shifted. Having these conversations with the class is sure to get them headed in the right metacognitive direction!

I hope you enjoyed this routine! I will be back again next week to share another! 

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