Visible Thinking Routines (VTRs) are a series of procedures that make complex thought processes accessible to learners by employing Visual Thinking. Visual Thinking is only the technique of thinking by means of visualization. However, what makes VTRs effective? Because humans are visual thinkers, they have an intriguing nature. Our minds are geared to process and remember visual information quickly. A well-designed visual representation can produce a significantly more effective, engaging, and memorable learning experience than a simple verbal or written description. The usage of VTRs in the classroom is advantageous for all students of all ages and types, including those identified as visual learners.
Too frequently, students are exposed to the ultimate results of thought, such as the completed novel or art, the established scientific theory, etc. They rarely observe the thought processes that led to these final goods, yet it is precisely these mental habits that students must develop. Exposure to the steps leading to the development of a given ability, whether it be painting, dancing, sewing, writing, or sport, is more important than exposure to the final output, be it a work of art, novel, dance performance, or sporting event.
What do they consist of?
Visible Reasoning Routines target distinct ways of thought. Some VTRs require students to work with others, so fostering collaboration, and many learn students to develop ideas, which they then attempt to prove correct. Visible Thinking makes heavy use of thinking-rich learning routines. These routines are simple frameworks, such as a series of questions or a brief sequence of procedures, that may be used to multiple grade levels and subject areas. What distinguishes them from ordinary methods is that they are utilized repeatedly in the classroom, so that they become a part of the classroom culture. Students engage in learning by ways of these routines. Instructors have the advantage of being able to utilize multiple routines within a single class.
How prevalent is their use in classrooms?
Visible Thinking Routines enhance students’ critical thinking skills. They serve numerous purposes: VTRs serve as instruments used by instructors to foster in-depth reasoning in students. This helps children develop their research skills, allowing them to examine their current beliefs and generate educated conclusions and inferences from the supplied evidence. The majority of VTRs are supported by scaffolding. They construct a mental “ladder” that connects the learner’s many levels of thought. Using VTRs, the learner begins at the most fundamental level of thought and uses the scaffolding to ascend to higher levels of thought. Over time, the VTRs a learner employs daily qualify as Patterns of Behaviour. This implies that children eventually utilize them unconsciously. In a sense, routine becomes a habit, and habit becomes a person’s character. Accordingly, Visible Thinking Routines address many ways of thinking.
Why are they important?
Displaying visual thinking routines illustrates classroom activities. Initially, graphics created by the students bring a decorative and colorful touch to the classroom. Students sense their work is highly valued, respected, and appreciated when a classroom is filled with visual thinking patterns. In addition, they feel pride in their work. Second, displaying visual thinking routines in the classroom provides evidence of students’ thought processes.
The concept of documenting thought promotes learning since it offers teachers and students opportunities for scaffolding and metacognition. Consequently, the classroom becomes a vibrant and dynamic learning environment that celebrates, sustains, and fosters critical thinking. When exhibiting visual thinking routines in the classroom, all students occupy the same place, matter of academic student. As their knowledge expands and develops, students are able to effortlessly access their existing knowledge, reflect on it, and incorporate newly acquired thoughts and ideas. Therefore, the walls of the classroom come to life with learning, and students are surrounded by their perspectives, opinions, ideas, concerns, and questions.
Encourage student reflection and inquiry.
Thinking time is one of the most crucial aspects for the effective and meaningful application of visual thinking routines. Such thinking routines are inclusive and open-ended, allowing for questions, suggestions, and thinking from students. Students who engage in visual thinking routines are constantly engaged in a variety of thinking attributes, including building on prior knowledge, observing, making meaning and interpreting, reasoning, seeing relationships, making judgments, considering various perspectives and points of view, making connections, and reflecting on one’s own thoughts. When students think out loud, they verbalize their mental states, including their thoughts, questions, challenges, and emotions.
Dr. Alain Gholam, Assistant Professor of Education at the American University in Dubai, wrote a 2017 publication in which he discussed the Visual Thinking Routines approach used with student teachers at the American University in Dubai. In the graduate course on teaching methodology at the American University of Dubai, visual thinking routines were applied.
The essential topic “How do visual thinking routines motivate learning in the classroom and make time for students’ questions, contributions, and thinking?” has been addressed. Participating in the study were eight student teachers enrolled in the teaching methods course at the American University in Dubai (Spring 2017). First, they completed a survey to determine the extent to which they considered that visual thinking routines stimulated learning in the classroom and provided time for students’ questions, suggestions, and reflection.
To build on the results of the quantitative phase, the student teachers then participated in a qualitative data collection phase during which they were required to make to the following question: How do visual thinking routines inspire learning in the classroom and provide time for students’ questions, contributions, and thinking? The results demonstrated that the application of visual thinking routines in the classroom significantly stimulated classroom learning and made time for their questions, suggestions, and reflection. In addition, student teachers described how visual thinking routines facilitated visibility and strengthened thinking skills and questioning.
How do they apply to our situation?
Given the relevance and benefits of including visual thinking patterns into daily curriculum, how do schools create a culture of thinking? What aspects are necessary to make that visual thinking routines are implemented effectively and efficiently in schools? Schools must embrace a culture of thinking. Consequently, it is important that school administrators and coordinators establish curricula that encourage student involvement, critical thinking, and 21st-century education.
Teachers must have the knowledge and skills necessary to build and implement effective visual thinking routines in the classroom. Teachers must participate in study group activities connected to visual thinking patterns in order to accomplish this. Teachers require ample time for sharing and exchanging ideas gathered through study group programs.
In addition, teachers should be given a trial time to adopt visual thinking routines in the classroom and create an evaluation of the process, including its strengths, flaws, areas for improvement, etc. On the other hand, trained/experienced teachers in visual thinking routines should provide hands-on instruction to individuals new to the area or unfamiliar with the use of visual thinking routines. Teachers should participate in continuous professional development programs about visual thinking procedures. Such continual professional development programs assist teachers in keeping abreast of the most recent visual thinking trends in the education sector.
Educators must make that they equip students with the necessary skills and knowledge to handle the challenges of the 21st century. They must make that they are preparing learners for the future and leading professional paths. To do this, students must participate actively in the learning process. Collaboratively, students must notice their environment, ask questions, ponder, experiment, predict, make hypotheses, test theories, come to conclusions, share their results, and engage in service to the world. Consequently, visual thinking routines in the classroom will contribute to education in the twenty-first century.
What signs of success exist?
Visual thinking habits have an effect on the classroom culture. When a teacher employs visual thinking patterns, the classroom environment becomes noticeable and distinguishable. In such classrooms, thinking becomes visible, students are consciously aware of their thinking, and teachers measure progress by recalling evidence of students’ thinking; hence, thinking is highly appreciated.
Students are provided with enough opportunities to express, explain, extend, and critique their ideas. In exchange, students become active, inquisitive, involved, enthusiastic, and accountable learners. When students are actively engaged in the learning process, they become genuinely engaged, highly driven, and reach a lasting, transferrable understanding. With visual thinking routines, a teacher never hears the phrase “I can’t do it.”
Considering the importance of making student thinking visible through the use of visual thinking routines, teachers, administrators, and parents must ensure rich and unique learning environments that bring out the best in every student, take learning to a new level, and propel all students on a path of lifelong learning, investigation, and inquiry. Visual Thinking exercises are a particularly useful technique for enhancing students’ critical thinking, literacy, observational, and evidential skills in today’s global classrooms.
To make the most of this valuable resource, visual thinking processes must be emphasized at all academic levels, beginning with the elementary school years. It is crucial that such practices become ingrained in the curriculum in order to facilitate a rich, meaningful learning journey that encompasses inquiry, critical thinking, and profound comprehension.
