How can we, as educators, respond to the demands of a more diverse, complex and dynamic world, nurturing among young people the habits of mind that matter through the use of powerful pedagogies and practical tools?
We have developed a competence-based framework to describe the capacities and dispositions that will best prepare students to develop their full human potential and participate in the construction of inclusive, equitable and sustainable societies. This work draws on Project Zero’s long-standing research on “thinking routines” to offer concrete and accessible tools that you can use to nurture these dispositions across ages, contexts (classrooms, museums, community organizations) and curricular areas disciplines.
This page links to thinking routines that are alligned to the dispositions highlighted in our framework. They can be used to support use of any of the educational resources on our site.
The thinking routines collected here promote habits of mind such as the disposition to inquire about the world, discern local-global significance, compare stories, contexts, and cultures, take cultural perspective and challenging stereotypes among others. They are thinking structures or malleable micro-teaching tools carefully designed to be used in a wide tange of learning spaces. Meant to be used frequently, across content, over time, and as an integral part of a learning environment, these routines are essential contributors to creating a classroom culture where learners are engaged thoughtfully and their thoughts and voices take center stage.
These resources were developed in partnership with Project Zero at the Harvard Graduate School of Education and draws from both new and pre-existing research on thinking routines.